Teaching English as a Foreign Language

Asst. Prof. Renata Geld, Jasenka Čengić
ECTS credits
: 4
: mandatory
: 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.
: 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

Week Topics
1 Introduction
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
Test 1
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
Test 2
12 Designing EFL tests
13 Creating motivating activities in ELT
14 Developing language awareness in ELT
Test 3

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.