{"id":145,"date":"2011-11-04T18:36:31","date_gmt":"2011-11-04T18:36:31","guid":{"rendered":"http:\/\/www.ffzg.unizg.hr\/anglist\/test\/wp\/?p=145"},"modified":"2022-12-09T17:08:54","modified_gmt":"2022-12-09T16:08:54","slug":"pouavanje-engleskoga-kao-stranoga-jezika","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=145","title":{"rendered":"Pou\u010davanje engleskoga kao stranoga jezika (arhiva)"},"content":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER
\n<\/span><\/strong><\/span><\/p>\n

 <\/span><\/strong>DVOPREDMETNI STUDIJ<\/span><\/span><\/p>\n

 <\/span>2. semestar<\/span><\/strong><\/span><\/p>\n

Naziv kolegija<\/span><\/strong>: POU\u010cAVANJE ENGLESKOGA KAO STRANOGA JEZIKA
\n(do 2022\/23)<\/span><\/span><\/span>
\nNositelj kolegija<\/span><\/strong>: dr. sc. Renata Geld, docent<\/span><\/span><\/span>
\nNastavnik<\/span><\/strong>: dr. sc. Renata Geld, docent, Jasenka \u010cengi\u0107<\/span><\/span>
\nECTS-bodovi<\/span><\/strong>: 4<\/span><\/span>
\nJezik<\/span><\/strong>: engleski<\/span><\/span>
\nSemestar: <\/span><\/strong>II. semestar diplomskog studija<\/span>
\nStatus<\/span><\/strong>: obvezni<\/span><\/span>
\nOblik nastave<\/span><\/strong>: 2+2+2<\/span><\/span>
\nUvjeti<\/span><\/strong>: —<\/span>
\nIspit<\/strong>: Usmeni
\nCilj<\/strong>: Studenti \u0107e se osposobiti da op\u0107a znanja ste\u010dena u engleskom jeziku i o njemu, znanja o procesu ovladavanja jezikom, te ona koja su stekli u kolegijima koje su ve\u0107 odslu\u0161ali iz podru\u010dja obrazovnih i odgojnih znanosti primijene na nastavu engleskog jezika. Pripremit \u0107e se za izvo\u0111enje nastave engleskog jezika na razli\u010ditim stupnjevima u\u010deni\u010dke kompetencije, u razli\u010ditim uvjetima te za rad s u\u010denicima razli\u010dite dobi.
\nIshodi:<\/strong>
\nPo zavr\u0161etku kolegija
\n– studenti \u0107e razumjeti glavne aspekte suvremenog pristupa nastavi engleskog jezika s obzirom na povijesni razvoj metoda u\u010denja i pou\u010davanja engleskoga jezika
\n– mo\u0107i \u0107e prepoznati karakteristike u\u010deni\u010dkog me\u0111ujezika, razli\u010ditih jezi\u010dnih silabusa i nastavnih materijala
\n–  bit \u0107e spremni objasniti glavne postavke pou\u010davanja razli\u010ditih jezi\u010dnih aspekata i razina engleskoga jezika
\n–  bit \u0107e sposobni uo\u010diti i razlikovati funkcije razli\u010ditih uloga nastavnika u nastavnom procesu
\n–  bit \u0107e spremni pripremiti, provesti i prezentirati istra\u017eivanje odabranog aspekta nastave engleskog jezika
\nStudenti \u0107e tako\u0111er razviti sposobnost kriti\u010dkog razumijevanja relevantne stru\u010dne literature i prezentacije sadr\u017eaja drugima; razvit \u0107e sposobnost sudjelovanja u diskusijama, prihva\u0107anja komentara o svome radu i otvorenosti prema stavovima i idejama drugih; razvit \u0107e vje\u0161tinu rada u timu.<\/p>\n

Program kolegija po tjednima:<\/strong>
\n<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
week<\/strong><\/span><\/td>\nTopics<\/strong><\/span><\/td>\n<\/tr>\n
1<\/span><\/td>\nIntroduction; overview of the course<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nHistory of TEFL<\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nAims in TEFL<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nLanguage syllabus design<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nESP<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nRevision \u2013 Test 1<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\nUsing authentic materials in TEFL<\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nContrastive approach to teaching pronunciation and morpho-syntactic aspects of EFL<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nContrastive approach to teaching semantic units<\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\nRevision \u2013 Test 2<\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\nLearner language and error analysis of Croatian EFL learners<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nCulture and civilisation in TEFL<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nLiterature in TEFL<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nEFL teacher roles<\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nRevision \u2013 Test 3<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Na\u010din rada:<\/strong> Nastava ovog kolegija izvodi se kombinirano kroz predavanja, seminare i vje\u017ebe. Prema uputama predava\u010da, studenti se pripremaju za nastavu prethodnim prou\u010davanjem zadanih dijelova literature o temi koja se obra\u0111uje. Na nastavi se o\u010dekuje visok stupanj interakcije studenata, posebno u seminarskom dijelu i na vje\u017ebama. Uspje\u0161nim rje\u0161avanjem predvi\u0111ena tri testova studenti se mogu osloboditi polaganja zavr\u0161nog usmenog ispita.<\/p>\n

<\/span>Obvezna literatura<\/strong>:<\/span>
\n– Brown, H.D. (2000). Principles of language teaching and learning<\/em>. White Plains, Ny: Addison Wesley Longman Inc. [odabrana poglavlja]<\/span>
\n– Carter, R., Nunan, D. (2001). Teaching English to Speakers of Other Languages<\/em>. Cambridge:  CUP. [odabrana poglavlja]<\/span>
\n– Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment<\/em>. Cambridge: CUP.<\/span>
\n– Cummins, J., Davison, Ch. (2007). International handbook of English language teaching<\/em>. Springer. [odabrana poglavlja]<\/span>
\n– Harmer, J. (2001). The Practice of English Language Teaching<\/em>. London: Longman. [odabrana poglavlja]<\/span>
\n– Ur, P. (1996). A Course in Language Teaching: Practice and Theory.<\/em> Cambridge: CUP. [odabrana poglavlja]<\/span>
\n– Uso-Juan, E., Martinez-Flor, A. (2006). Current trends in the development and teaching of the four language skills<\/em>. Berlin: Walter de Gruyter. [odabrana poglavlja]<\/span>
\n– \u010casopisi: English Language Teaching Journal, Language Learning, Strani jezici.<\/em><\/span><\/p>\n

Dopunska literatura<\/strong>:<\/span>
\n– Bogards, P., Laufer, B. (2004). Vocabulary in a second language<\/em>. Amsterdam: John Benjamins B.V.<\/span>
\n– Davison, Ch. (2004) The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing<\/em> 21 (3), 305-334.<\/span>
\n– Odlin, T. (1994). Perspectives of Pedagogical Grammar<\/em>. Cambridge: CUP.<\/span>
\n– Richard-Amato, P. R. (1998).  Making it Happen<\/em>. London: Longman.<\/span>
\n– Richards, K. (2003). Qualitative inquiry in TESOL<\/em>. New York, Ny: Palgrave MacMillan.<\/span>
\n– Tarone, E., Yule, G. (1989). Focus on the Language Learner.<\/em> Cambridge: CUP.<\/span>
\n– Walsh, S. (2011). Exploring classroom discourse: language in action<\/em>. Abingdon: Routledge. [odabrana poglavlja]<\/span>
\n– \u010casopisi: English Teaching Professional, International Journal of Applied Linguistics, Language Learning, Metodika, Modern Language Journal, System, World Englishes.<\/em><\/span><\/p>\n

 <\/span><\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER  DVOPREDMETNI STUDIJ  2. semestar Naziv kolegija: POU\u010cAVANJE ENGLESKOGA KAO STRANOGA JEZIKA (do 2022\/23) Nositelj kolegija: dr. sc. Renata Geld, docent Nastavnik: dr. sc. Renata Geld, docent, Jasenka \u010cengi\u0107 ECTS-bodovi: 4 Jezik: engleski Semestar: II. semestar diplomskog studija Status: obvezni Oblik nastave: 2+2+2 Uvjeti: — Ispit: Usmeni Cilj: Studenti \u0107e […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[39],"tags":[],"class_list":["post-145","post","type-post","status-publish","format-standard","hentry","category-8-semestar-nastavnicki-smjer-dvopredmetni"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/145","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=145"}],"version-history":[{"count":27,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/145\/revisions"}],"predecessor-version":[{"id":42886,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/145\/revisions\/42886"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=145"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=145"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=145"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}