Course title: TEACHING ENGLISH AS A FOREIGN LANGUAGE
Instructor: izv. prof. dr. sc. Renata Geld, dr. sc. Bojan Prosenjak, v. asist., Nives Kovačić, asist.
ECTS credits: 4
Status: mandatory
Semester: II
Enrollment requirements: none
Type of classes: 2 lectures + 2 seminars + 2 exercises

Course description: The aim of the course is to familiarize the students with the following: aspects of efficient teaching to develop the four fundamental language skills (reading, writing, listening and speaking); ways of fostering learner motivation, learning strategies and language awareness; grammar and vocabulary teaching techniques and activities; teaching tailored to the learner needs and individual differences.   

Outcomes:

• Define characteristics of the four fundamental language skills and design activities to teach them effectively;
• Design activities and classroom environment that foster learner motivation;
• Design activities and classroom environment that facilitate development of learning strategies and language awareness;
• Select and/or design vocabular and grammar activities appropriate for particular age groups, levels of proficiency, and individual learner needs;
• Design tasks to assess different areas of language knowledge, skills or abilities.

Course requirements: Students are expected to prepare for their classes by reading selected literature. They are also expected to be active and contribute to class discussions. Students who pass the three revision tests will not be required to take the final exam.

Week by week schedule: 

Required reading:
– Brown, H.D. (2000). Principles of language teaching and learning. White Plains, Ny: Addison Wesley Longman Inc. [selected chapters]
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP. [selected chapters]
– Celce-Murcia, M., Brinton, D., & Snow, A. (2014). Teaching English as a Second or Foreign Language (4th ed.). Boston, MA: Heinle ELT.
– Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP.
– Cummins, J. & Davison, Ch. (2007). International handbook of English language teaching. Springer. [selected chapters]
– Harmer, J. (2001). The Practice of English Language Teaching. London: Longman. [selected chapters]
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold. [selected chapters]
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP. [selected chapters]
– Uso-Juan, E. & Martinez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: Walter de Gruyter. [selected chapters]

Recommended reading:
– Bogards, P. & Laufer, B. (2004). Vocabulary in a second language. Amsterdam: John Benjamins B.V.
– Davison, Ch. (2004) The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing 21 (3), 305-334.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Richards, K. (2003). Qualitative inquiry in TESOL. New York, Ny: Palgrave MacMillan.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Walsh, S. (2011). Exploring classroom discourse: language in action. Abingdon: Routledge. [odabrana poglavlja]
– Articles from journals: English Teaching Professional, International Journal of Applied Linguistics, Language Learning, Metodika, Modern Language Journal, System, World Englishes.

Course title: Doing research in second language acquisition and language teaching
Instructors: Asst. Prof. Stela Letica Krevelj
ECTS credits: 3
Semester: II / summer
Status: elective

Course title: TEACHING ENGLISH AS A FOREIGN LANGUAGE
Instructor: Asst. Prof. Renata Geld, Jasenka Čengić
ECTS credits: 4
Status: mandatory
Semester: II
Enrollment requirements: none
Course description: Aims of TEFL; history of TEFL; contrastive teaching of English pronunciation, grammar & vocabulary to different age groups; development of the four skills in EFL; EFL assessment; analysis of interlanguage at the three age group levels; analysis of Croatian EFL learners’ errors and error correction; teaching culture and civilization of English language speaking countries; selection and teaching of literature written in English; criteria for selection of teaching materials in TEFL; CLILL; motivation for EFL.
Objectives: Enable students to effectively use their knowledge of and about the English language, their knowledge from educational sciences and their knowledge and understanding of glottodidactic principles during their English language teaching.
Students will develop skills and competencies for teaching English to learners of different proficiency levels, different age groups and in different teaching environments.
Course requirements: Students will be expected to read the literature assigned by the course instructor. High level of participation, especially in seminars, is expected. Students who pass the three revision tests do not have to sit for the final exam.
Week by week schedule:

Required reading:
– Brown, H.D. (2000). Principles of language teaching and learning. White Plains, Ny: Addison Wesley Longman Inc. [selected chapters]
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP. [selected chapters]
– Cummins, J. & Davison, Ch. (2007). International handbook of English language teaching. Springer. [selected chapters]
– Harmer, J. (2001). The Practice of English Language Teaching. London: Longman. [selected chapters]
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold. [selected chapters]
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP. [selected chapters]
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP. [selected chapters]
– Uso-Juan, E. & Martinez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: Walter de Gruyter. [selected chapters]

Recommended reading:
– Bogards, P. & Laufer, B. (2004). Vocabulary in a second language. Amsterdam: John Benjamins B.V.
– Davison, Ch. (2004) The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing 21 (3), 305-334.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Richards, K. (2003). Qualitative inquiry in TESOL. New York, Ny: Palgrave MacMillan.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Walsh, S. (2011). Exploring classroom discourse: language in action. Abingdon: Routledge. [odabrana poglavlja]
– Articles from journals: English Teaching Professional, International Journal of Applied Linguistics, Language Learning, Metodika, Modern Language Journal, System, World Englishes.