M. A. SEMINAR - 1st semester
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1-2. L2 didactics in theory and research
- the interplay of L2 didactics and other language-related fields of knowledge:
• cognitive linguistics
• neurolinguistics
• psycholinguistics
• sociolinguistics
• anthropolinguistics (ethnolinguistics)
• ecolinguistics
• descriptive linguistics
- SLA theories: structuralism, behaviorism, innatism, interactionism, cognitivism
3. SLA-specific processes
- stages
- types of processing
- interlanguage development
Home Assignment
- Read chapters 3, 4 from C. Lévi-Strauss' book (for the full title see references below) and chapter 2, Appendices A, B from D. Goleman's book (see below)
- Explain the main features and goals of ethnolinguistics and ecolinguistics
4-5. Linguistics and structural anthropology
- F. de Saussure: langue vs. parole
- B. de Courtenay: language vs. speaking
- N. Chomsky: competence vs. performance
- the Sapir-Whorf hypothesis
- C. Lévi-Strauss and structural anthropology: language as a social phenomenon; language and culture; linguistics and theory of communication
6. Emotional intelligence and language learning
- the neurological underpinnings of SLA; the neocortex and the limbic system
- the emotional mind vs. the rational mind
- the role of self-concepts (self-motivation, self-control , self-encouragement, self-esteem) in SLA
- attitude and success with English
- developmental factors vs. attitudinal factors
Home Assignment
Read the article entitled "Teaching mind in society: Teaching, schooling, and literate discourse" (see the link below)
7-8. The sociohistorical stance on L2 classroom
- the Vygotskian perspective: the primacy of intermental operations; the role of meaningful others
- assisted performance, collaborative interaction, intersubjectivity
- schematic learning
- schooled discourse
- centrifugal and centripetal forces of language
9.The neo-Piagetian perspective on learning
- 5th stage of cognitive development
- heuristic underpinnings of mental processes
- cognitive change in a learner
- intercoordination/consolidation/automatisation
Basic reading/Primary sources
Goleman, D. 1995.Emotional intelligence. New York: Bantam Books. Harley, T. A. 2008. The psychology of language: From data to theory. Hove, East Sussex: Psychology Press.
Jensen, E. 2006. Enriching the brain: How to maximize every learner’s potential. San Francisco: Jossey-Bass.
Littlemore, J. 2009. Applying cognitive linguistics to second language learning and teaching. New York: Palgrave Macmillan.
Lévi-Strauss, C. 1970. Antropologia strukturalna. Tłum. K. Pomian. Warszawa: Państwowy Instytut Wydawniczy.Sternberg, R. J. 2001 [1999]. Psychologia poznawcza. Tłum. E. Czerniawska, A. Matczak. Warszawa: Wydawnictwa Szkolne i Pedagogiczne Spółka Akcyjna.
Williams, M., Burden, R. 1997. Psychology for language teachers. Cambridge: CUP.
Further reading/Secondary sources
Dakowska, M. 2001. Psycholingwistyczne podstawy dydaktyki języków obcych. Warszawa: Wydawnictwo Naukowe PWN.
Sternberg, R. J. 1985. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
/uploads/1/8/2/2/18228743/ma_template_updated.doc
/uploads/1/8/2/2/18228743/knowledge_vee.pdf
http://books.google.pl/books?id=GUTyDVORhHkC&pg=PA175&lpg=PA175&dq=gallimore+and+Tharp+Teaching+mind+in+society:+teaching,+schooling+and+literate+discourse&source=bl&ots=twjFVQHcrF&sig=MOBAoxUQrKgTTvmhPy2_3ODA1_o&hl=pl&sa=X&ei=o31lUqPDCPCN4gTm3YGACA&ved=0CDEQ6AEwAA#v=onepage&q=gallimore%20and%20Tharp%20Teaching%20mind%20in%20society%3A%20teaching%2C%20schooling%20and%20literate%20discourse&f=false
assisted_performance.pdf
_
1-2. L2 didactics in theory and research
- the interplay of L2 didactics and other language-related fields of knowledge:
• cognitive linguistics
• neurolinguistics
• psycholinguistics
• sociolinguistics
• anthropolinguistics (ethnolinguistics)
• ecolinguistics
• descriptive linguistics
- SLA theories: structuralism, behaviorism, innatism, interactionism, cognitivism
3. SLA-specific processes
- stages
- types of processing
- interlanguage development
Home Assignment
- Read chapters 3, 4 from C. Lévi-Strauss' book (for the full title see references below) and chapter 2, Appendices A, B from D. Goleman's book (see below)
- Explain the main features and goals of ethnolinguistics and ecolinguistics
4-5. Linguistics and structural anthropology
- F. de Saussure: langue vs. parole
- B. de Courtenay: language vs. speaking
- N. Chomsky: competence vs. performance
- the Sapir-Whorf hypothesis
- C. Lévi-Strauss and structural anthropology: language as a social phenomenon; language and culture; linguistics and theory of communication
6. Emotional intelligence and language learning
- the neurological underpinnings of SLA; the neocortex and the limbic system
- the emotional mind vs. the rational mind
- the role of self-concepts (self-motivation, self-control , self-encouragement, self-esteem) in SLA
- attitude and success with English
- developmental factors vs. attitudinal factors
Home Assignment
Read the article entitled "Teaching mind in society: Teaching, schooling, and literate discourse" (see the link below)
7-8. The sociohistorical stance on L2 classroom
- the Vygotskian perspective: the primacy of intermental operations; the role of meaningful others
- assisted performance, collaborative interaction, intersubjectivity
- schematic learning
- schooled discourse
- centrifugal and centripetal forces of language
9.The neo-Piagetian perspective on learning
- 5th stage of cognitive development
- heuristic underpinnings of mental processes
- cognitive change in a learner
- intercoordination/consolidation/automatisation
Basic reading/Primary sources
Goleman, D. 1995.Emotional intelligence. New York: Bantam Books. Harley, T. A. 2008. The psychology of language: From data to theory. Hove, East Sussex: Psychology Press.
Jensen, E. 2006. Enriching the brain: How to maximize every learner’s potential. San Francisco: Jossey-Bass.
Littlemore, J. 2009. Applying cognitive linguistics to second language learning and teaching. New York: Palgrave Macmillan.
Lévi-Strauss, C. 1970. Antropologia strukturalna. Tłum. K. Pomian. Warszawa: Państwowy Instytut Wydawniczy.Sternberg, R. J. 2001 [1999]. Psychologia poznawcza. Tłum. E. Czerniawska, A. Matczak. Warszawa: Wydawnictwa Szkolne i Pedagogiczne Spółka Akcyjna.
Williams, M., Burden, R. 1997. Psychology for language teachers. Cambridge: CUP.
Further reading/Secondary sources
Dakowska, M. 2001. Psycholingwistyczne podstawy dydaktyki języków obcych. Warszawa: Wydawnictwo Naukowe PWN.
Sternberg, R. J. 1985. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
/uploads/1/8/2/2/18228743/ma_template_updated.doc
/uploads/1/8/2/2/18228743/knowledge_vee.pdf
http://books.google.pl/books?id=GUTyDVORhHkC&pg=PA175&lpg=PA175&dq=gallimore+and+Tharp+Teaching+mind+in+society:+teaching,+schooling+and+literate+discourse&source=bl&ots=twjFVQHcrF&sig=MOBAoxUQrKgTTvmhPy2_3ODA1_o&hl=pl&sa=X&ei=o31lUqPDCPCN4gTm3YGACA&ved=0CDEQ6AEwAA#v=onepage&q=gallimore%20and%20Tharp%20Teaching%20mind%20in%20society%3A%20teaching%2C%20schooling%20and%20literate%20discourse&f=false
assisted_performance.pdf