YEAR I. INTRODUCTION TO METHODOLOGY

Course title	Course type	Completion requirements	Semester	Hours/week	Total hours
Introduction to methodology	classes	credit	1 and 2	2	60

Course objectives:

The main goals of the course are to raise students’ awareness concerning the process of language learning, to introduce students to learning styles and strategies, help them discover their own learning styles and encourage them to take on more responsibility for their own learning, and to familiarize students with basic methodological terminology

Course content:

1. Learner training and learner autonomy

- learner types, learning styles (brain study) and learning strategies (Dryden & Vos, 3, 4 & 9; Wilczyńska, Harmer 2001)

- managing memory, taking and organizing notes, time management, organizing work space, dealing with stress

- skills training: listening, reading, speaking and writing

- learning vocabulary; working with dictionaries

- beliefs about language learning and teaching

- factors affecting second language learning

2. The nature of language and communication:

- language acquisition vs. language learning

- bilingualism

- native speaker’s and foreign language learner’s competence

3. Classroom discourse:

- greeting, chatting, socializing

- language of management (checking attendance, arranging seating etc.)

- language of instructions (dividing the class, distributing materials etc.)

- monitoring and giving feedback

- introducing different stages of the lesson

4. Classroom management:

- patterns of interaction

- physical conditions in the classroom

- classroom arrangement (pair/group/individual/choral work)

- discipline problems

- managing visual aids

5. Teacher: roles, professional skills, personal qualities

Requirements for crediting the course:

1. A group project: a classroom presentation of a teaching method prepared in the form of a simulation
2. Three outlines or mind-maps of selected chapters from Lightbown & Spada
3. An individual teaching project: micro-teaching a warm-up activity (the plan, bibliography, sample materials (optional), and self-evaluation paragraph should be delivered in writing)
4. Compiling a Picture Library (at least 4 themes of 7 – 10 items; possible themes: people, objects, animals, sights and settings, pairs of pictures, news and social issues, paintings, ambiguous pictures, cartoons, etc.)
5. Summaries of two articles of student’s own choice related to the course content
6. Attendance, homework reading assignments and classroom participation
7. Two written tests on theory

Selected bibliography:

Brown, H.D. 1994. Teaching by Principles. Prentice Hall Regents.

Brown, H.D. 2000. Principles of Language Learning and Teaching. Upper Saddle River, NJ: Prentice Hall Regents.

Chastain, K. 1988. Developing Second-Language Skills. Orlando: Harcourt Brace Jovanovich.

Dryden, G. and Vos, J. 2001. The Learning Revolution. Stafford: Network Educational Press Ltd.

Ellis, G. & Sinclair, B. 1989. Learning to Learn English. Oxford: OUP.

Gower, R., Phillips, D, & Walters, S. 1995. Teaching Practice Handbook. Macmillan Heinemann.

Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Pearson Education Limited

Harmer, J. 1998. How to Teach English. Longman.

Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: OUP.

Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford: OUP.

Lightbown, P.M. and Spada, N. 1999. How Languages are Learned. Oxford: OUP.

Manner, J. 1991. The Practice of English Language Teaching. London: Longman.

Parrot, M. 1993. Tasks for Language Teachers. CUP.

Scrivener, J. 1994. Learning Teaching. Macmillan Heinemann.

Tomaszewski, T. (red.) 1992. Psychologia ogólna. Warszawa: PWN.

Ur, P. 1996. A Course in Language Teaching. CUP.

Wilczyńska, W. 1999. Uczyć się czy być nauczanym? Warszawa: PWN.

Willis, J. 1990. Teaching English Through English. Longman.