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Regular version of the site
Bachelor 2020/2021

Current trends in language teaching

Area of studies: Linguistics
When: 4 year, 1, 2 module
Mode of studies: distance learning
Open to: students of all HSE University campuses
Language: English
ECTS credits: 5

Course Syllabus


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

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

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

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

Assessment Elements

  • non-blocking Lecture quiz
  • non-blocking Written task
  • non-blocking online course
  • non-blocking 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
  • non-blocking presentation
    students give a presentation on an assigned topic
  • non-blocking Microteaching
    students work in small groups to plan, conduct, and self-assess a lesson
  • non-blocking 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.
Interim Assessment

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


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