Teaching English as a Foreign Language
A.Y. 2019/2020
Learning objectives
The course aims to introduce the main principles related to the acquisition of a second/foreign language and analyze the possible implications of these principles for second language teaching. The examples provided will focus on the processes involved in the acquisition and use of English as an L2, and on the teaching options that research has identified as effective for acquisition.
Expected learning outcomes
By the end of the course, students will demonstrate a clear understanding of:
- constructs related to second language acquisition principles (input, output, interaction, implicit and explicit knowledge, feedback, etc.);
- factors that influence second language acquisition (interlinguistic influence, attention, type of learning context, etc.);
- teaching techniques aimed at enhancing the acquisition of specific features of a second language (processing instruction, focus on form, input and output based techniques, task-based options, etc.);
By the end of the course, students will be able to analyze (with the support of questions):
- samples of learner interlanguage;
- transcripts of teacher-learner interaction in instructed contexts;
- short video recordings of teaching sequences;
- teaching options implemented in teaching materials.
- constructs related to second language acquisition principles (input, output, interaction, implicit and explicit knowledge, feedback, etc.);
- factors that influence second language acquisition (interlinguistic influence, attention, type of learning context, etc.);
- teaching techniques aimed at enhancing the acquisition of specific features of a second language (processing instruction, focus on form, input and output based techniques, task-based options, etc.);
By the end of the course, students will be able to analyze (with the support of questions):
- samples of learner interlanguage;
- transcripts of teacher-learner interaction in instructed contexts;
- short video recordings of teaching sequences;
- teaching options implemented in teaching materials.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Constructs related to second language acquisition (SLA) principles, factors that may influence second language acquisition, and teaching techniques and tasks aimed at enhancing the acquisition of specific features of a second language, with specific reference to English as a foreign language.
1. Input in SLA. The Input Hypothesis. Teaching techniques that facilitate comprehension.
2. Input processing in SLA. How learners get linguistic data from the input. Teaching techniques that help learners optimize their processing strategies.
3. The form, meaning and use dimensions of lexicogrammar. Psycholinguistic processes and teaching techniques that facilitate the acquisition of each linguistic dimension.
4. Interaction and corrective feedback in SLA. The Interaction Hypothesis: interactionist and sociocultural perspectives. Noticing. Corrective feedback strategies and Form focused instruction. Scaffolding.
5. Implicit and explicit knowledge in SLA. Interface positions. Techniques and tasks for the development of implicit and explicit knowledge.
6. Output production in SLA. The Output Hypothesis. Output features (accuracy, complexity, fluency). Task options aimed at developing different features of output production. Collaborative dialogue in production tasks.
1. Input in SLA. The Input Hypothesis. Teaching techniques that facilitate comprehension.
2. Input processing in SLA. How learners get linguistic data from the input. Teaching techniques that help learners optimize their processing strategies.
3. The form, meaning and use dimensions of lexicogrammar. Psycholinguistic processes and teaching techniques that facilitate the acquisition of each linguistic dimension.
4. Interaction and corrective feedback in SLA. The Interaction Hypothesis: interactionist and sociocultural perspectives. Noticing. Corrective feedback strategies and Form focused instruction. Scaffolding.
5. Implicit and explicit knowledge in SLA. Interface positions. Techniques and tasks for the development of implicit and explicit knowledge.
6. Output production in SLA. The Output Hypothesis. Output features (accuracy, complexity, fluency). Task options aimed at developing different features of output production. Collaborative dialogue in production tasks.
Prerequisites for admission
The course is taught entirely in English. The teaching materials and the reading list for the exam require a C1 English level.
Teaching methods
The course aims to combine theory and practice. A variety of methods will be used: lecturettes by the teacher, group tasks, guided observation of videorecorded ELT lessons featuring specific teaching techniques, and material evaluation and implementation.
Teaching Resources
Module A
-Nava, A. & L. Pedrazzini (2018). Second Language Acquisition in Action. Principles from Practice. London: Bloomsbury (Chapters 2, 3, 5, 6).
- Ellis, R. (1997). Second Language Acquisition. Oxford Introductions to Language Study. Oxford: Oxford University Press.
- Lesson slides and handouts for Module A available on the course website (Ariel Platform).
Module B
- Nava, A. & L. Pedrazzini (2018). Second Language Acquisition in Action. Principles from Practice. London: Bloomsbury. (Chapters 1, 4, 6).
-Thornbury, S. (2007). How to teach grammar. London: Longman.
- Lesson slides and handouts for Module B available on the course website (Ariel Platform).
Module C
The syllabus for this module is aimed at the planning of a personal project for a final dissertation in Teaching English as a Foreign Language.
Recommended text:
Benati, A. (2015). Key Methods in Second Language Acquisition Research. Sheffield: Equinox Publishing Limited.
The students who cannot attend classes regularly are requested to contact the teacher of the course before taking the exam. They are also requested to read the following:
- Pedrazzini, L. (2016). Il lessico dell'inglese: strumenti per l'apprendimento. Roma: Carocci.
- Six articles (available on the online library resources); the titles will be specified on the course website.
-Nava, A. & L. Pedrazzini (2018). Second Language Acquisition in Action. Principles from Practice. London: Bloomsbury (Chapters 2, 3, 5, 6).
- Ellis, R. (1997). Second Language Acquisition. Oxford Introductions to Language Study. Oxford: Oxford University Press.
- Lesson slides and handouts for Module A available on the course website (Ariel Platform).
Module B
- Nava, A. & L. Pedrazzini (2018). Second Language Acquisition in Action. Principles from Practice. London: Bloomsbury. (Chapters 1, 4, 6).
-Thornbury, S. (2007). How to teach grammar. London: Longman.
- Lesson slides and handouts for Module B available on the course website (Ariel Platform).
Module C
The syllabus for this module is aimed at the planning of a personal project for a final dissertation in Teaching English as a Foreign Language.
Recommended text:
Benati, A. (2015). Key Methods in Second Language Acquisition Research. Sheffield: Equinox Publishing Limited.
The students who cannot attend classes regularly are requested to contact the teacher of the course before taking the exam. They are also requested to read the following:
- Pedrazzini, L. (2016). Il lessico dell'inglese: strumenti per l'apprendimento. Roma: Carocci.
- Six articles (available on the online library resources); the titles will be specified on the course website.
Assessment methods and Criteria
The exam consists of two written papers, each on the syllabus and reading list for modules A and B respectively. Each paper has three types of open-ended questions: extended definition of a key construct/concept; description of a process/ a tool/a technique/a strategy; material/task evaluation/ implementation. The exam is in English and lasts two hours. Dictionaries are not allowed.
Each exam paper is assessed with a mark out of 30, which is given by the sum of the marks of each answer. The pass mark for each paper is 18/30. The final mark of the written exam is given by the average of the marks students get in each paper. The results of the exam will be posted on the notice board of the course website (Ariel platform). The students will be given the opportunity to see their exam papers during office hours.
The students who cannot attend classes regularly are also requested to take an oral exam on the additional reading list assigned. The final mark of their exam is given by the average of the marks they get in the written and oral exams.
Each exam paper is assessed with a mark out of 30, which is given by the sum of the marks of each answer. The pass mark for each paper is 18/30. The final mark of the written exam is given by the average of the marks students get in each paper. The results of the exam will be posted on the notice board of the course website (Ariel platform). The students will be given the opportunity to see their exam papers during office hours.
The students who cannot attend classes regularly are also requested to take an oral exam on the additional reading list assigned. The final mark of their exam is given by the average of the marks they get in the written and oral exams.
Unita' didattica A
L-LIN/02 - EDUCATIONAL LINGUISTICS - University credits: 3
Lessons: 20 hours
Professor:
Pedrazzini Luciana
Shifts:
-
Professor:
Pedrazzini Luciana
Unita' didattica B
L-LIN/02 - EDUCATIONAL LINGUISTICS - University credits: 3
Lessons: 20 hours
Professor:
Nava Andrea
Shifts:
-
Professor:
Nava Andrea
Unita' didattica C
L-LIN/02 - EDUCATIONAL LINGUISTICS - University credits: 3
Field activity: 0 hours
Professor:
Pedrazzini Luciana
Shifts:
-
Professor:
Pedrazzini LucianaProfessor(s)