2023/2024
Learning Foreign Languages Effectively
Type:
Minor
Delivered by:
Department of Foreign Languages
When:
1, 2 module
Open to:
students of all HSE University campuses
Language:
English
ECTS credits:
5
Contact hours:
64
Course Syllabus
Abstract
This course is designed to equip students with knowledge on how languages are learned and how to organize this process effectively. This knowledge will help students to become more efficient and effective language learners and to gain understanding of language learning processes needed to become effective language teachers. The course surveys general issues related to second language learning, discusses key concepts (such as input, output, interlanguage or noticing), focuses on factors affecting language learning (such as age, motivation or first language), learner characteristics and preferences and strategies for effective language learning. Various approaches to language learning will also be discussed in this course.
Learning Objectives
- 1. To introduce students to the key concepts and terminology related to language acquisition, language learning, bilingualism, multilingualism, strategies and approaches to learning languages. 2. to build students’ awareness about key concepts in second languages learning, various theories related to learning foreign languages, factors, affecting this process, approaches to teaching foreign languages. 3. to improve communication skills within the teaching/ learning environment; 4. to develop/review basic linguistic concepts and terminology related to language learning and teaching.
Expected Learning Outcomes
- To learn key concepts related to language acquisition, language learning, bilingualism, multilingualism, strategies and approaches to learning foreign languages;
- 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;
- To raise the awareness of psychology of foreign language learning, factors, affecting this process, including problems, learners might have while learning.
- To be able to design tailor-made courses aimed at facilitating the process of second language learning.
- To be able to discuss various issues of learning foreign languages in the academic context
Course Contents
- Main terms and concepts of SLA. Common Ideas and trends
- First language acquisition compared to SLA.
- Factors affecting language learning (age, aptitude, social factors, gender linguistic environment, individual differences).
- Cognition and memory in SLA
- Bilingualism & multilingualism
- Second language learning: first language influence, contrastive analysis, error analysis, interlanguage.
- Theories of SLA (Chomsky, Krashen, the socio-cultural theory)
- Current theories of SLA. Research trends in SLA. Methods and design. Brain-based learning in SLA.
- Learner identity, learner agency, learner styles. Individual differences and classroom instructions.
- Learning and teaching in the L2 classroom
- Motivation and SLA
- Issues of language assessment in SLA
Assessment Elements
- Tests/quizzesTests/quizzes (a student should have at least 3 marks for this task)- 20% of the overall course mark.
- Classroom interactionClassroom interaction: a) participation in seminar discussions (4-5 questions on the topic of lectures): prepared answers and spontaneous meaningful (no less than 3-4 sentences) comments; b) presentations on reading sources (summery+ questions to discuss); – 30% of the overall course mark;
- Mini projectsMini projects: forum entries/ blogs on how to learn a foreign language; reflection on learners’ SLA experience – 20% of the overall course mark.
- ExamExam - 30 % of the overall course mark : oral defense of the project based on a) solving of one of the methodological problems in L2 (second language) teaching and learning (oral/poster presentation) b) academic research into L2 teaching and learning (oral academic presentation presentation/ poster presentation)) Students choose an option that best suits their interests. Possible projects: Problem-solution: Group project (up to 3 people): suggest a solution to an actual problem (e.g.: how to manage a teenage language classroom. Should be presented in a form of a talk/ poster presentation) Academic: Group project (up to 3 people): present the results of an investigation based on no less than 5-7 academic papers in a form of an academic presentation/poster presentation)
