Current Trends in Language Teaching

Bachelor 2020/2021

Type: Elective course (Foreign Languages and Intercultural Communication)

Area of studies: Linguistics

Delivered by: School of Foreign Languages

Where: School of Foreign Languages

When: 4 year, 1, 2 module

Mode of studies: distance learning

Instructors: Svetlana Victorovna Bogolepova, Maria Kirsanova, Ekaterina Molchanova

Language: English

ECTS credits: 5

Contact hours: 52

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Abstract

Though languages have been taught and learnt for centuries, the methods of language teaching are still subject to scientific scrutiny. As this sphere is still evolving, new approaches to language teaching appear. In this course we will trace the development of ELT and get acquainted with the approaches to language teaching that exist today. By the end of the course students will be able to use the elements of such approaches as the communicative approach, the lexical approach, the task-based approach, etc. in their teaching. We will also consider the ways in which technology can be integrated in language teaching, and the difference between online and offline language learning will be discussed.

Learning Objectives

By the end of the learning period students will be able to: - identify current approaches to language teaching; - use some elements of the approaches in teaching; - use IT tools in language teaching, including distance language teaching. As a result, students will be able to reasonably use elements of current approaches to language teaching and current technology in practise.

Expected Learning Outcomes

know the historical background of current teaching methods
know psychological theories underlying current teaching methods
know the theoretical underpinnings and principles of current approaches to language teaching
use techniques suggested by current approaches
plan lessons within the frameworks of current approaches
know theoretical underpinnings and principles of current approaches to language teaching
engage and motivate students in traditional and distance classrooms
combine elements of various approaches in a principled manner
make lessons learner-centered and learning-centered
use information technologies in language teaching
know current approaches to assessment
create some types of assessment materials and rubrics

Course Contents

Historical background.
Grammar translation, Direct and Audiolingual Methods. Behaviourism, cognitivism, costructivism. How languages are learnt: current thinking.
The Communicative Approach.
Main principles. Teaching skills and systems. Lesson planning. Bloom’s Taxonomy for goal setting.
Current approaches to language teaching.
The Lexical Approach. DOGME. Demand High. Content-based approaches. Storytelling.
Active learning.
TBL and PBL: principles, techniques, planning and implementation. TPR. Games and quests. Role-plays, simulations and drama.
Student-centered teaching.
Social processes. Essence of student-centered teaching. Humanistic approaches. Motivation. Combination of approaches. Principled eclecticism.
IT in language teaching.
Reasonable use of IT. Resources for class use, self-study and distance learning. Mobile learning. Teaching at distance: communication and student engagement.
Current approaches to assessment.
Formative and summative assessment. Assessment for learning. Types of task. Design of rubrics. Holistic and analytic scales.

Assessment Elements

Lecture quiz
Written task
online course
participation
the instructor can assess students’ participation in discussions, homework completion, participation in groupwork; short quizzes and dictation tasks are also assessed; the mean is calculated at the end of the semester
presentation
students give a presentation on an assigned topic
Microteaching
students work in small groups to plan, conduct, and self-assess a lesson
Exam
The examination is written. It includes two parts. Question 1 is a written response to a theoretical question making students analyse and compare current approaches to language teaching. Question 2 is a plan of a lesson based on the current approaches supported by relevant argumentation. Экзамен проводится в письменной форме асинхронного прокторинга. Экзамен проводится на платформе Экзамус (https://hse.student.examus.net). К экзамену необходимо подключиться за 5 минут до начала. На платформе Экзамус доступно тестирование системы. Компьютер студента должен удовлетворять требованиям: https://elearning.hse.ru/data/2020/05/07/1544135594/Технические%20требования%20к%20ПК%20студента.pdf Для участия в экзамене студент обязан: заранее зайти на платформу прокторинга, провести тест системы, включить камеру, микрофон, подключиться к Google classroom, используя специальный код, приступить к выполнению заданий. Во время экзамена студентам запрещено: общаться (в социальных сетях, с людьми в комнате), списывать, передавать свой вариант экзамена другим людям для его выполнения, пользоваться учебниками и записями. Во время экзамена студентам разрешено печатать ответ в соответствующем окне. Кратковременным нарушением связи во время экзамена считается прерывание связи до 10 минут. Долговременным нарушением связи во время экзамена считается прерывание связи 10 минут и более. При долговременном нарушении связи студент не может продолжить участие в экзамене. Процедура пересдачи аналогична процедуре сдачи.

Interim Assessment

Interim assessment (2 module)
0.3 * Exam + 0.1 * Lecture quiz + 0.1 * Microteaching + 0.1 * online course + 0.2 * participation + 0.1 * presentation + 0.1 * Written task

Bibliography

Recommended Core Bibliography

Kaplan R. B. (ed.) The Oxford handbook of applied linguistics. – Oxford University Press, 2010.
Мильруд Р. П. - ТЕОРИЯ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ. АНГЛИЙСКИЙ ЯЗЫК 2-е изд., пер. и доп. Учебник для вузов - М.:Издательство Юрайт - 2019 - 406с. - ISBN: 978-5-534-11977-0 - Текст электронный // ЭБС ЮРАЙТ - URL: https://urait.ru/book/teoriya-obucheniya-inostrannym-yazykam-angliyskiy-yazyk-446581

Recommended Additional Bibliography

Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Malden, Mass: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=430951
Ellis, R. (2017). Oral corrective feedback in language teaching: A historical perspective. https://doi.org/10.21897/25394185.1482
Hunter, W. J. (2015). Teaching for Engagement: Part 3: Designing for Active Learning. College Quarterly, 18(4). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1095952

Course Syllabus