17.08.2006

Module 3: Language Learning and Teaching EKIS300

Advanced Studies

EKIS301 TEACHING LANGUAGE THROUGH TEXTS 5 pts
Anne Pitkänen-Huhta

Target group: Advanced level students


Aim and content:
This course focuses on reading and writing in a foreign/second language and on the role of texts in language learning. The aim is to provide an overview of the field of research but the principal focus is on the most recent approach, Literacy Studies, which examines reading and writing (or literacies) as social practices. The basic concepts and research methods of the social approach will be introduced and with the help of these we will examine the use of texts in foreign language teaching and learning. We will also examine the new concepts of literacy, such as critical literacy, media literacy and computer literacy, and discuss their relevance in foreign language teaching.

Mode of study: lectures, group work and project work.

Assessment: Regular attendance, taking part in group work and carrying out and reporting a small-scale project.


EKIS303 TEACHING AND LEARNING VOCABULARY 5 pts
Katja Mäntylä

Prerequisite: What is a word course or equivalent background knowledge.

Target group: Advanced level students.

Aim and content: This course looks at words and vocabulary from the point of view of teaching and learning English as a second language. It is useful for students who aim to be teachers, but also for anyone who is studying (English as) a second/foreign language. We will examine how our knowledge on words and vocabulary can be applied in language learning and teaching. We will familiarise ourselves with different trends, strategies and methods of learning and teaching vocabulary. Students will also carry out a teaching experiment applying some vocabulary teaching method(s).

Mode of study:  Readings, pair/group work, analysing learner texts, designing and carrying out a teaching experiment.

Assessment: Active participation in class, teaching experiment and final paper.

Required reading: Teaching and learning vocabulary booklet, available from Copy-shop.


EKIS304 VARIATION AND LANGUAGE TEACHING 5 pts
Päivi Pahta

Prerequisites: Variation and Change.

Target group: Advanced level students.

Aim and content: This course considers the challenges that language variation poses for language teaching. It is useful for both future teachers and other language specialists. We will focus on some of the dimensions along which a language can vary, such as mode and register (spoken and written language, formal and informal styles), domain (special languages), social class, gender (men’s and women’s language) and geographical region (Englishes), and the ways in which these dimensions are and can be taken into account in the classroom. The course will begin with introductory lecture-type sessions reviewing different dimensions of language variation. After the introductory sessions, the course will move into a seminar phase, which includes group work, a small-scale project carried out individually or in pairs, and an oral presentation of the project.

Mode of study: Lectures, discussions, group work, project work.

Assessment: Regular attendance, participation in group work, project paper.

Required reading: Readings will be provided during the course.


SELF-STUDY OPTIONS:

Examiner: Paula Kalaja        (3-5 pts)

• D. Larsen-Freeman & M. Long, 1991. Introduction to second language acquisition. London: Longman. (2 pts)
• B. Kumaravadivelu, 2006. Understanding language teaching: from method to postmethod. Mahwah, NJ: Lawrence Erlbaum. (2 pts)
• L.Y. Bachman & A.S. Palmer, 1996. Language testing in practice: designing and developing useful language tests. Oxford: Oxford University Press. (2 pts)
• J.P. Lantolf (ed.), 2000/2005. Sociocultural theory and second language learning. Oxford: Oxford University Press. (3 pts)
or
• J.P. Lantolf & S.L. Thorne, 2006. Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. (3 pts)


Examiner: Katja Mäntylä    (3-5 pts)

• Eli Hinkel &  Sandra Fotos (eds.), 2002. New perspectives on grammar teaching in second language classrooms. Mahwah, N.J: L. Erlbaum Associates. (3 pts)
• Norbert Schmitt, (ed.), 2004. Sequences: acquisition, processing, and use. Amsterdam/Philadelphia: John Benjamins. (2 pts)   
or
• Bogaards, Paul & Batia Laufer (eds.), 2004. Vocabulary in a second language: selection, acquisition, and testing. Amsterdam/Philadelphia: John Benjamins. (2 pts)


KLSS101 TOISEN KIELEN OPPIMINEN
Paula Kalaja, Hannele Dufva, Maisa Martin, Matti Rahkonen ja Ritva Takkinen


KLSS102 TOISEN KIELEN OPPIMISEN JA OPETTAMISEN TUTKIMUSMENETELMÄT
Paula Kalaja, Maisa Martin, Hannele Dufva et. al.


KLSS105 YHTEINEN EUROOPPALAINEN VIITEKEHYS JA EUROOPPALAINEN KIELISALKKU
Jaana Toomar


KLSS106 KIELENOPETTAMISEN JA –OPPIMISEN TEKNOLOGIA
Peppi Taalas


KLSS--- PROJEKTIKURSSI (5-10 op)


Lisätiedot laitoksen yhteisistä kursseista (KLS----) Korpissa.


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