Course title: TEFL METHODOLOGY
Instructors: Asst. Prof. Renata Geld
ECTS credits: 5
Enrollment requirements: none
Course description: Contrastive teaching of English pronunciation to three basic age groups of learners; teaching English morpho-syntactic structures to three basic age groups of learners; teaching English lexis to three basic age groups of learners; contrastive teaching of English graphics to three basic age groups of learners; 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.
Objectives: To enable students to effectively use their knowledge of English 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 oral exam.
Week by week schedule:
Croatian National Curriculum and Croatian National Educational Standards for English
|2||Teaching English pronunciation|
|3||Teaching English grammar|
|4||Teaching English as the lexical level|
|5||Integrating non-linguistic content in TEFL|
|7||Developing listening comprehension skills in EFL|
|8||Developing speaking skills in EFL|
|9||Developing reading comprehension skills in EFL|
|10||Developing writing skills in EFL|
|12||Designing EFL tests|
|13||Creating motivating activities in ELT|
|14||Developing language awareness in ELT|
– 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.
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP.
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP.
– 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]
– Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Journals: ELT Journal, Metodika, Strani jezici