2026/2027
Дидактика и преподавание иностранных языков
Статус:
Майнор
Кто читает:
Департамент иностранных языков
Где читается:
Санкт-Петербургская школа гуманитарных наук и искусств
Охват аудитории:
для всех кампусов НИУ ВШЭ
Язык:
английский
Кредиты:
5
Контактные часы:
76
Course Syllabus
Abstract
Students will develop an understanding of general teaching principles and explore how these principles apply specifically to foreign language instruction in the digital age. The course discusses concepts such as the role of the teacher, effective lesson planning and classroom management in both online and face-to-face environments. You will learn to deliver content clearly, scaffold skill development, and understand the principles of effective feedback and meaningful assessment. The course also emphasizes practical aspects of teaching. You will learn frameworks for teaching the core language skills (reading, listening, etc.) as well as the main language systems (vocabulary, grammar, pronunciation, and functions). As part of the practical component, you will design a lesson plan and participate in peer-teaching sessions to apply and reflect on the methods studied. You will also create tasks using AI-powered tools.
Learning Objectives
- To introduce students to the key concepts and terminology related to didactics, language learning and teaching.
- To build students’ awareness about key concepts in didactics, language learning and teaching:
- To improve communication skills within the teaching/ learning environment;
- To develop/review basic linguistic concepts and terminology related to language teaching
Expected Learning Outcomes
- Learn key concepts related to language teaching, methodology of planning the content and the results of the learning process;
- To be able to plan the content and the results of the process of learning a foreign language based on acquired knowledge of theories of second/foreign language learning and acquisition, brain-based learning, strategies and approaches to teaching foreign languages;
- Raise their awareness of the psychology of learners and designing tailor-made courses aimed at specific students’ needs;
- Learn how to plan and manage a lesson;
Course Contents
- 1. What is didactics? The role of didactics in today’s education.
- 2. What does it mean to “learn a language”?
- 3. Teacher and Learner Roles: A Learner-Centered Approach
- 4-6. Classroom Management in Online and Offline Learning. Giving Instructions. Peer Teaching
- 7. Introduction to Lesson Planning: aims, assumptions, problems and solutions
- 8-9. Vocabulary: Presenting and Teaching. Language analysis. Peer Teaching
- 10-11. Grammar: Presenting and Teaching. Language analysis. Peer Teaching
- 12. PPP (Presentation–Practice–Production) Approach. Controlled and Freer Practice
- 13. Test–Teach–Test (TTT) Approach
- 14. Teaching Receptive Skills: Reading and Listening
- 15. Review of lesson planning: stages, procedure, interaction pattern, timing + ESL textbooks and materials. A review of supplementary materials and online materials
- 16. Feedback and Error Correction
- 17. Teaching pronunciation Organizing work on pronunciation
- 18. Common European Framework of Reference (CEFR)
- 19. Legal Issues related to teaching
Assessment Elements
- Tests/quizzesYou will complete a series of test and quizzes during lectures. They will be based on the material we will study in the lectures. These quizzes will normally be given at the end of the lecture or at the beginning of the next lecture. At the beginning of each quiz you must acknowledge an academic honesty statement, confirming that you will not be using any gadgets/materials/resources(printed or online) or consult with anyone while completing the quiz. You must complete the quiz independently.
- Seminar participation/homeworkThe students will receive points for participating in class and for completing homework tasks. The seminar participation/homework mark will be based on the cumulative number of points earned. Classroom participation is assessed by the seminar instructor. Students receive points (‘pluses’) for participating in the form of answering questions, chat messages and group work. The instructor will inform the students at the beginning of the seminar what ‘pluses’ will be awarded for. The maximum number of ‘pluses’ the student may receive per seminar is 2.
- Forum entries
- Peer micro teaching and peer evaluationStudents will present grammar and vocabulary to their peers in seminars in accordance with the topic assigned by the teacher + provide feedback to peers – 22% of the overall course marк. Language Analysis Students are expected to prepare a language analysis of an assigned grammar structure, language function, or vocabulary item. The task is designed to demonstrate an understanding of the target language and the principles of its classroom presentation. The language analysis should include: 1. A marker sentence (for grammar items), either provided by the instructor or selected by the student. 2. An analysis of the target language, including its meaning, use, form, and pronunciation. 3. A presentation context that appropriately situates the target language. 4. Elicitation questions and concept-checking questions (CCQs) to establish and check learners' understanding. 5. Anticipated learner difficulties, together with appropriate pedagogical solutions. 6. A board plan demonstrating how the target language would be presented and clarified, including, where appropriate, the marker sentence, grammatical formula or lexical features, pronunciation features (e.g., stress, weak forms, connected speech), and an organised visual layout. For vocabulary items, the analysis should also consider relevant lexical features such as word class, spelling, collocations, countability, and common grammatical patterns. For grammar items, the analysis should include the grammatical pattern or formula, as well as any relevant negative and interrogative forms. Sample Board Plan The board plan should clearly organise the target language to support learner understanding. For example, a grammar board plan may include: • the marker sentence; • the grammatical formula (e.g., should + have + past participle); • highlighted pronunciation features (e.g., contractions, weak forms, stress, intonation); and • visual cues to distinguish meaning, form, and pronunciation.
- Final Task1. General Organisation • Peer teaching will be conducted in groups of three-four students (i.e. teachers). • In each session, one group teaches, while the remaining participants act as students. • Each student is expected to teach their own designated part of the lesson and contribute to the planning and preparation of the lesson as a whole. 2. Lesson Length • Each peer-taught lesson should last 30 minutes. Each teacher should teach a logical part of the lesson (approx 10 mins). • Lessons that significantly exceed or fall short of the time limit may be penalised under classroom management criteria. 3. Lesson Preparation Requirements Each teaching group must prepare the following in advance: A. Lesson Plan • A clear, staged lesson plan appropriate to the lesson type: o Language Focus lesson (grammar or vocabulary), or o Skills Focus lesson (reading, listening). B. Language Analysis • Required for both Language Focus and Skills Focus lessons. Those teaching until the lecture on language analysis will submit their analysis after the lecture. 4. Feedback Procedure After the lesson, a feedback session is conducted. The following procedure can be used: 1. The teachers reflect on the lesson orally (if they want to) 2. The seminar tutor provides their feedback, summarizing the feedback session. 5. Peer-Teaching Schedule A total of 8–10 peer-taught lessons will be conducted. Stage 1: Focus on Classroom Management (3–4 lessons) • Main focus: o Giving clear instructions o Managing interaction patterns o Monitoring and timing o Managing transitions between stages • Language and skills content may be simple. Stage 2: Focus on Language (2–3 lessons) • Lessons must focus on different language systems, e.g.: o Grammar o Vocabulary • Each lesson should target a different language point. • Lessons are assessed using the Language Focus assessment criteria. Stage 3: Focus on Skills (2–3 lessons) • Lessons must focus on different skills, e.g.: o Reading o Listening • Each lesson should target a different skill. • Lessons are assessed using the Skills Focus assessment criteria. 7. Assessment • Each lesson is assessed using the relevant rubric: o Stage 1 – Classroom Management Focus o Stage 2 - Language Focus lessons o Stage 3 - Skills Focus lessons • Scores are awarded based on: o Performance against each criterion • All participants are expected to: o Teach o Give feedback at different points in the programme
Interim Assessment
- 2026/2027 4th module0.08 * Forum entries + 0.3 * Final Task + 0.3 * Seminar participation/homework + 0.1 * Tests/quizzes + 0.22 * Peer micro teaching and peer evaluation
Bibliography
Recommended Core Bibliography
- Agirbov, S. R. Psychology and pedagogy : учебное пособие / S. R. Agirbov. — Ставрополь : СтГМУ, 2020. — 244 с. — ISBN 978-5-89822-653-4. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/216842 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.
- Griffin, P. E., McGaw, B., & Care, E. (2012). Assessment and Teaching of 21st Century Skills. Dordrecht: Springer. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1245038
- Introduction to psychology and pedagogy : учебное пособие / Y. N. Timofeeva, T. A. Voronova, Y. V. Chepurko, S. V. Dubrovina. — Иркутск : ИГМУ, 2020. — 52 с. — Текст : электронный // Лань : электронно-библиотечная система. — URL: https://e.lanbook.com/book/213296 (дата обращения: 00.00.0000). — Режим доступа: для авториз. пользователей.
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
- Picciano, A. G. (2019). Online Education : Foundations, Planning, and Pedagogy. New York, NY: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1776101