Last updated by kprzemek on 2016-10-02. Originally submitted by grzegorz on 2016-09-07.
List of 2MA monographic lectures sorted by teachers' surnames
(T = WA timetable code; U = USOS/ECTS code)
This lecture series deals with the most important aspects of bilingual lexicography, both practical and theoretical. First, basic notions will be introduced, such as dictionary types and functions, their relative strengths and weaknesses, and the development of dictionaries from early glossaries into fully-fledged works of reference. We shall look briefly at the various definitions of the domain of lexicography, the division of labour between its different branches, and the relationship between lexicography and linguistics.
Throughout most of the course, our attention will focus on bilingual dictionaries, with a view to examining both the dictionary-making process and the resulting products (that is, print and digital dictionaries). Emphasis will be put on problems related to the lexicographic presentation of meaning, especially those arising in the English-Polish context. Authentic illustrations will be provided from English-Polish and Polish-English dictionaries, including the earliest ones (some of which have been discovered very recently) as well as those produced over the last two decades by members of our Faculty.
Individual differences and their role in the process of foreign language learning and teaching
(An interactive lecture!)
(15-WM2-OG-11)
prof. UAM dr hab. Krystyna Droździał-Szelest
The lecture series will introduce students to the concept of individual differences (also known as individual variation) which have become an important area of research in the field of second language acquisition. The studies conducted to date focus, for example, on such factors as cognitive abilities on the one hand (including intelligence, cognitive learning styles, strategies, etc.), and affective/personality factors on the other (e.g. motivation and attitudes, anxiety, etc.). These and many other studies provide evidence that individual variation is not without influence on what happens in a language classroom or in independent learning contexts, and that both teachers and learners need to be aware of its significance.
Accordingly, students will get acquainted with the concept of “individual differences” and their taxonomies as well as the role they play in the process of learning and teaching a foreign language. The relationship between individual differences and language learning materials and methods and techniques will be discussed too. Additionally, students will become familiar with the concept of SEN (Special Educational Needs) learners as well as differences among language teachers. It is also expected that students will be able to develop ways of assessing different language learning/teaching materials and classroom procedures from the point of view of their impact on different types of learners.
Basic reading/relevant literature (to be updated upon request):
Brown, H.D. 1994. Principles of Language Learning and Teaching. (3rd edition). Englewood Cliffs, N.J.: Prentice Hall Regents.
Dörnyei, Z. 2005. The psychology of the language learner. Individual differences in second language acquisition. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.
Ehrman, M.E. 1996. Understanding second language learning difficulties. Thousand Oaks: Sage Publications.
Griffiths, C. (ed.). 2008. Lessons from Good Language Learners. Cambridge: Cambridge University Press.
Neuburg, R. and Harris, V. 2003. Learning My Way. A Handbook on Language Learning Strategies. Kaunas: Technologija. (Socrates Grubdtvig)
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
Rubin, J. and Thompson, I. 1994. How to Be a More Successful Language Learner. (2nd edition). Boston: Heinle & Heinle Publishers.
Assessment:
— end of the semester test;
— one written assignment to be handed in at the end of the semester – to be agreed on;
— attendance;
— participation in class discussions more than welcome! :-)
An alternative name for this course might as well be More than one language, as it is going to deal with situations when people know and use more than one language. We are going to focus on questions of second language acquisition, bilingualism and multilingualism, the relationship between an L2 user’s multiple languages and the effects of language on cognition. There are two central questions we are going to focus on during the course:
— What does it mean for an individual to know more than one language?
— What does it mean for theories of language?
In the first part of the course we will survey selected theoretical aspects of second language acquisition and bilingualism. We will start with an overview of definitions and typologies of bilingualism and look into the different contexts in which people use more than one language for communication. Then we will examine how different researchers and different theories pictured the relationship between the two languages of a bilingual, trying to answer questions such as: Is the human mind a container with limited capacity for language? Is the other language a source of contamination? This will lead us to the discussion of different models of bilingual language knowledge proposed by linguists, applied linguists and educationalists. This part will conclude with a brief overview of transfer research, starting with Pavlov’s dogs and including some more recently studied issues such as language attrition and heritage language development.
In the second part of the course we will review empirical research into various aspects of multicompetence, focusing on language and cognition in second language users. Some specific issues to be raised in this part of the course include the following:
— What is the effect of L2 on L1?
— Is it possible to acquire an L2 to a level indistinguishable from native speakers?
— Is L2 users’ language knowledge different from monolinguals’?
— Does bilingualism affect general intelligence? language skills? cognitive processing?
— How are the two languages organized in a bilingual mind?
— Do L2 users think differently? Do they have different concepts of reality?
— How does the brain deal with two languages?
— What happens when bilinguals switch from one language to another?
— How does bilingualism affect academic success?
This lecture will be concerned with the most crucial aspects of British Civilisation, such as the prehistoric past of the British Isles, Celtic contribution to British culture, history of religion, importance of maritime culture, struggle for freedom of speech, history of art, sport, character of British humour, etc. Special emphasis will be placed on the polemics with traditional stereotypes of British culture such as its Anglocentrism. In addition to English culture, the contribution of Celtic cultures (Cornish, Welsh, Scottish and, to some degree, also Irish) will be discussed.
Suggested references:
Norman Davis, The Isles. A History (1999; Polish transl. Wyspy. Historia, 2003)
Niall Ferguson, Empire. How Britain Made the Modern World (2004)
Wojciech Lipoński, Dzieje kultury brytyjskiej (printed version , 2011 or earlier since 2003; available also online at Ibuk: <http://www.ibuk.pl/fiszka/145549/dzieje-kultury-brytyjskiej.html>
Wojciech Lipoński, Landmarks in British History and Culture, printed version 2015; available online also at Ibuk: <http://www.ibuk.pl/fiszka/154884/landmarks-in-british-history-and-culture.html>
The 20th century was dominated by the principle of monolingualism in the teaching of English as a foreign language. In many teaching contexts learners’ own languages were banished from the classroom and translation was seen as a relic of the discredited grammar-translation method. However, since the beginning of the 21st century the monolingual principle has been questioned more and more often and calls for a reassessment of translation have begun to appear.
In this lecture, I would like to explore the major foreign language teaching methods and examine the status of learners’ own languages in them. I am going to show that at least some of the arguments against the use of learners’ own languages in the classroom are not valid and that this is an area that fully deserves to become the subject of SLA research. I would also like to present some of the ways in which the mother tongue can be used to support foreign language instruction.
Credits will be given on the basis of a written test.
In this course, we will examine the range of speech sounds that occur in the world's languages. Students will learn about the articulatory and acoustic properties of uncommon sounds occurring in "familiar" European languages, as well as languages from farther afield. We will also consider why certain sounds are uncommon, and examine the phonological systems of the languages in which they occur. Evaluation will be based on two written tests, one or two listening tests, and attendance/participation.
Our textbook:
Ladefoged, P. and I Maddieson. 1996. The sounds of the world's languages. Malden, MA: Blackwell.
Other resources:
World Atlas of Language Structures Online: http://wals.info/
UPSiD data base online: http://web.phonetik.uni-frankfurt.de/upsid.html
UCLA Phonetics Lab Archive: http://archive.phonetics.ucla.edu/
UCLA Phonetics Lab Data: http://www.phonetics.ucla.edu/index.html
The goal of the series of lectures is to introduce students to the data from different related disciplines which can influence the practice of teaching English as a foreign language. Selected research findings in disciplines such as pedagogy, psychology, social-psychology, psycholinguistics & SLA, neurological sciences, culture studies and language didactics are commented on, and implications for teaching foreign languages are discussed.
After each lecture a list of references is offered. Participation in lectures is obligatory. The students have to write an essay on one of the proposed topics referring to lectures and assigned literature. Missing more than 2 lectures results in a colloquium on the discussed issues or writing (an) additional essay(s).
The topics for the essays:
- Explain why old models of education cannot serve modern times.
- Justify the need for learner autonomy from the point of view of social constructivism.
- What have we learnt from the humanistic approach to EFL learning and teaching?
- How our brain influences language learning and teaching.
- Justify the value of implementing ludic strategy in EFL classroom taking into considerations well-being theory (i.e. Positive Psychology).
- What are alternative forms of language learning assessment and why are they useful/advocated?
- How to cope with teaching special needs learners.
- The difference between communicative competence and intercultural communicative competence.
The following are the major resources for the whole course.
Literature
Baranowska, Wanda. 2010.
Nauczyciel a uczeń z ADHD. Kraków: Impuls.
Celce-Murcia, Marion 2007. Rethinking the role of communicative competence in language teaching, in: E.A. Soler & M.P.S. Jorda (eds.)
Intercultural language use and language learning. The Netherlands: Springer
Common European framework of reference for languages: Learning, teaching, assessment. 2003. Strasbourg – Cambridge: Council of Europe, Oxford University Press.
Elliot, Julian & Maurice Place 2000 Pol. Ed. [1998].
Dzieci i młodzież w kłopocie [Children in Difficulty. Translated by M. Babiuch]. Warszawa: WSiP.
Ellis, Rod 1994.
The Study of Second Language Acquisition. Oxford: Oxford University Press
Jaroszewska, Anna 2013.
Nauczanie języków obcych seniorów w Polsce. Analiza potrzeb i możliwości w aspekcie międzykulturowy. [Teaching foreign languages to seniors in Poland. Analysis of needs and possibilities in an intercultural context] Kraków: Impuls.
Jaworowska, Mariona 2015. Indiwidualne style uczenia się uczniów z dysleksją a nauczanie języka obcego w szkole ogólnodostępnej: zarys problematyki.
Prace językoznawcze 17/3: 55-70
Jensen, Eric 2005 (2nd ed. Revised & updated)
Teaching with the Brain in Mind. Alexandria, Va: ASCD.
Karpińska-Musiał, Beata 2015.
Międzykultorowość w glottodydaktyce. Gdańsk: Wydawnictwo Naukowe Uniwersytetu Gdańskiego.
MacIntrye. Peter, D., Gregersen, Tammy (eds.) 2014 Studies in Second Language Learning and Teaching. Special issue:
Positive Psychology 4, 2.
Ministerstwo Edukacji Naukowej 2010.
Jak organizować prace ucznia ze specjalnymi potrzebami edukacyjnymi?
(
www.oke.krakow.pl/inf/filemgmt/visit.php?lid=4823) (DOA: 8 June. 2016)
Purpura, James 2016. Second and foreign language assessment.
The Modern Language Journal 100/1: 190-208.
Siek-Piskozub, Teresa 2001.
Uczyć się bawiąc. Strategia ludyczna na lekcji języka obcego. Warszawa: Wyd. Naukowe PWN.
Siek-Piskozub, Teresa & Aleksandra Wach 2006.
Muzyka i słowa: Rola piosenki w procesie przyswajania języka obcego. Poznań: Wyd. Naukowe UAM.
Smith, Richard 2008. Learner autonomy (Key concepts in ELT):,
ELT Journal 62, 4: 395-397.
Wang, Ping 2011. Constructivism and learner autonomy in foreign language teaching and learning: To what extent does theory inform practice?
Academy Publisher 1/3: 273-277.
William Marion & Robert L. Burden 1997.
Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
Zawadzka-Bartnik, Elżbieta 2010.
Nauczyciel języków obcych i jego niepełnosprawni uczniowie (z zaburzeniami i dysfunkcjami). Kraków: Impuls.
Objectives of the course. To make the students aware that the linguistic communication by verbal means is embedded in the social roles of communication participants and their culture.
Contents of the course. The subject of our subject seminars will constitute means and ways of creating and interpreting meaning materialized in the products and behaviors of people. Their aim is to familiarize the students with basic notions related to encoding and decoding, sending and receiving of messages that occur in human interactions. It will be emphasized that interpersonal communication is realized by various bearers of meaning transmitted though various channels of communication. Those bearers of meaning may be found in the domain of verbal and nonverbal behavior of communication participants playing certain social roles in communicational events. A separate attention will be devoted to communication schemes modeling different constituents, contexts and situations of mutual-understanding processes among people. Hereto belong also topics connected with styles and functions of communication, the principles of effective communication, cooperation and politeness, as well as the issue of respecting the communicator’s face in direct and indirect speech acts. Students will be made aware that knowing how to control and influence the interlocutors and how to create one’s own image in interpersonal contacts facilitates successes in private and professional spheres. For this purpose they will be introduced also into the methods of transactional analysis utilizing the tools of semiotics and axiology based on the theories of sign-processing and valuation. The transactional relationships will be defined against the background of interactions. Interactional relationships are characterized as having reciprocal exchange of messages between sources and destinations so that each participant functions both as a sender and a receiver and alternately exchanges related ideas, values or emotions in communicational events. The notion of transaction implies that communication participants are not always the same in the beginning and in the end of forming their interpersonal relationships. They adjust and adapt themselves to and with their environments in dependence of changeable conditionings of interpersonal communication, determined among others by social, cultural, physical and individual variables.
Methods of assessment. The participation in the meetings is obligatory. Students are expected to make notes while listening to introductory lectures and to write a separate response, as a home assignment, after the lectures. In the second part, they may select and submit individually or in-group a presentation of one or two positions related to the topic of the lectures. They will be also advised to take active part in conversations during lectures and presentations.
Selected Literature
DeVito, Joseph. 1976. The Interpersonal Communication Book. New York: Harper and Row.
McCroskey, James C., Lawrence Wheless.1976. Introduction to Human Communication. Boston(etc.): Allyn and Bacon.
Burgoon, Michael, Michael Ruffner. 1978 /1974/. Human Communication. A Revision of Approaching Speech Communication. New York, NY (etc.): Holt, Rinehart and Winston.
Sell, Roger D. 2000. Literature as Communication. The Foundations of Mediating Criticism. Amsterdam & Philadelphia: John Benjamins.
