TEACHING MODERN LANGUAGES
DIDATTICA DELLE LINGUE MODERNE
Foreign language teaching strategies and learning styles
Le strategie didattiche e gli stili di apprendimento
| A.Y. | Credits |
|---|---|
| 2021/2022 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Flora Sisti | On appointment |
| Teaching in foreign languages |
|---|
|
Course entirely taught in a foreign language
English
This course is entirely taught in a foreign language and the final exam can be taken in the foreign language. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to introduce students to cognitive processes which are at the core of foreign language communicative competence. The main goal is to improve students' capacity to design teaching activities to practice the main linguistic skills in foreign languages.
Development strategies for teaching units meeting the learner's learning styles and needs will be studied as well.
Program
The course covers the following topics:
- Theories, methods and techniques in Foreign Language Teaching/Learning
- Cognitive processes and learning styles
- Teaching integrated communicative skills: Listening, Speaking, Reading, Writing, Negotiating
- Planning foreign language classroom activities
Bridging Courses
None
Learning Achievements (Dublin Descriptors)
- Knowledge and understanding: students will be able to comprehend and discuss foreign language acquisition processes and teaching strategies.To this end, lectures and interactive activities will be implemented;
- Applying knowledge and understanding: students will be able to develop teaching material whose content and procedures are in line with language acquisition theory. To this end students will be assigned tasks (in pairs or in groups) to reflect on strengths and weaknesses of FL coursebook teaching units;
- Making judgements: students will gain a critical understanding of the degree of efficacy of teaching activities and contents used in foreign language learning. To this end they will analyse FL coursebooks during interactive lectures, pairwork and groupwork activities;
- Communication: students will be able to communicate complex ideas in written and oral form . To reach this goal, students will give individual and group presentations in class and will post comments and ideas, on Moodle, triggering discussion;
- Lifelong learning skills: students will be able to listen attentively and work individually and in groups. To this end, lectures, pairwork and groupwork sessions will be organized.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
- Teacher-fronted lectures
- Interactive lectures
- Groupwork and written assignments
- Oral presentations
- Course books
Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London (Chapters 1-2-3-4-5-7-8-9-10-11-12)
- Assessment
Oral exam . Attending students will be assessed on the basis of their knowledge of the theoretical concepts introduced in the course (50%), their ability to apply their knowledge to the analysis and evaluation of teaching materials (30%), their subject-specific communication skills (10%), and their degree of in-class and online participation (10%).
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Course books
- Scrivener J. (2011), Learning Teaching, (3rd edition), Macmillan Books for Teachers: London (capp. 1-2-3-4-5-7-8-9-10-11-12)
- Sisti F. , Garibaldi C. (2018), “The Influence of Enneagram Type on Communicative Competence” in Landolfi L. (a cura di) Framing Minds. English and Affective Neurosciences, Liguori: Napoli, pp.113-122 ;
- Sisti F. (2020), “Enneagramma, motivazione e stile cognitivo: una prospettiva inclusiva per lo studio delle lingue straniere”, EL.LE , Digital publishing Ca' Foscari: Venezia
- Assessment
Oral exam: NON-attending students will be assessed on the basis of their knowledge of the concepts introduced in the reading materials (60%), their ability to apply their knowledge to the analysis and evaluation of practical teaching cases (30%) and their subject-specific communication skills (10%).
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Notes
Only attending students have to study the teaching materials available on Moodle.
The course will be taught entirely in English with CLIL methodology. The final exam and the bibliography are in English
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