SYLLABUS
FOREIGN LANGUAGE TEACHING METHODOLOGY I
2013-2
0. SUBJECT: FOREIGN LANGUAGE TEACHING METHODOLOGY I
1. CODE: 160420602
2. PREREQUISITE: 160410501(LECTO-ESCRITURA INGLESA II)
3. TEACHER:
4. SUBJECT DESCRIPTION
This course is basically a theoretical one which provides the students with fundamental
concepts and elements for trainees to become aware of the ways and means of learning and
teaching a foreign language. Likewise, it will provide the students with theoretical assumptions
which support the different approaches and methods to teach a foreign language (FL). In
general, this course sets the basis for the practical aspects to be learned and taught in the
following semesters, and in the students’ future profession.
5. OBJECTIVES
5.1 General objectives
 To provide future teachers of foreign languages with the theoretical background that
helps them understand the varied phenomena they are to face in the future practical
professional life.
 To be able to select and design a particular theory or set of assumptions and principles
that orientate their future teaching in a structured, coherent and mainly in an effective
way.
5.1. Specific objectives
 3.1 To identify and be familiarized with some theories, principles and concepts through
which different explanations to the foreign language learning and teaching phenomena
have been attempted.
 3.2 To understand the role of the mother tongue in the FL learning process.
 3.3 To be familiar with different foreign language teaching methods, so that they be able
to select or design one that meets the needs of Colombian students
 3.4 To understand the role of the learner and his possible contributions to the FL learning
process
6. METHODOLOGY
The course will be developed relying on several methodological devices and techniques such
as:
-
Explanations by the teacher
-
Critical discussions and debates around the topics
-
Presentations by the students
-
Round tables
-
Written reports on readings assignments
-
Discussions on different solutions to practical exercises
-
Analysis of specific cases
7. CONTENTS
THEMES
SUB-THEMES
Why A Theory In Foreign
Language Learning And
Teaching?
Why theorize?
Different Theories On Learning
A First Language
The Behaviorist School
The Innatism School
The Interactionist School
How does the learner deal with
the process of learning a
Foreign Language?
Cognitive variables:cognitive processes and learning styles.
Cognitive strategies
Learning strategies
The Positivist School
Communicative strategies
Socio Affective Variables
Affective variables
Socio affective variables
Schools related to Second
Language Learning and
Teaching
The Positivist School
Classical Behaviorism
Neo-behaviorism: Skinner
The Audio lingual Method: implications of this school in
Foreign Language Teaching and Learning.
Cognitive schools
Ellen Biallystok's explanation on Second Language
Acquisition.
The Constructivist
School:Claims and
Contributions to FL Teaching.
Bruner: Proposefulness, modes of thinking, Special
curricular notion of structure and flexibility of a
lesson,importance of guessing in reading and listening.
Kelly: personal costructions Theory. Knowledge-sharing in
the classroom.
The Humanistic School
Erik Erikson.
Abraham Maslow. Carl Rogers
The social Interactionist
School.
R. Feuerstein.
Microteachings
Communicative Language Teaching
Task Based Approach
Content Based Approach
Collaborative Teaching
Whole Language Approach
Community Language Learning
Total Physical Response
Lexical Approach
8. EVALUATION
Directed Observations, reflections, essays and written assignments: 20%
1 Midterm and 1 Final exam:
30%
1 Round Table
10%
Final Essay:
20%
Microteachings:
20%
TOTAL PERCENTAGE:
100%
10. BIBLIOGRAPHY
10.1 Books
Alatis, James E., Howard B. Altman, and Penelope M. Alatis. Editors. 1981. The Second
Language Classroom. Directions for the 80’s. New York: Oxford University Press.
Allen, J.P., and S.Pit Corde, editors. 1974. The Edinburgh Course in
Applied Linguistics. Volumes 1, 2, 3. Oxford: Oxford University Press.
Ashworth, Mary. 1985. Beyond Methodology. Second Language Teaching
and the community. Cambridge: Cambridge University Press.
Beard, Ruth M. 1972. Piaget's Developmental Psychology. New York: New
American Library Publishers.
Bowen, J., Donald, Harold Madsen and Ann Hilferty. 1985. TESOL. Techniques
and Procedures. Rowley, Mass: Newbury House Publishers, Inc.
Brown, Gillian et al. Editors. 1995. Language and understanding. Oxford:
Oxford University Press.
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching. New
York: Longman.
Brumfit, Christopher J. 1980. Problems and Principles in English Teaching.
Oxford: Pergamon Press.
Celce Murcia, Marianne, Lois McIntosh. 2001. Teaching English as a
Second or Foreign Language. Heinle and Heinle Publishers.
Corder, S. Pit. 1979. Introducing Applied Linguistics. Harmondsworth: Penguin
Books Ltd.
Croft Kenneth,1980. Reading on English as a second language. Boston,
Mass: little, Brown and company.
Chaudron, Craig. 1988. Second Language Classrooms: Research all
Teaching and Learning. Cambridge: Cambridge University Press.
Dulay, Heidy. Marina Burt, and Stephen Krashen, 1972. Language Two. New
York: Oxford University Press.
Elliot, Alison. 1981. Child Language. Cambridge: Cambridge University Press.
Mckay, Heather, and Abigail, Tom. 1999. Teaching Adult Second Language Learners.
Cambridge, Cambridge University Press.
Nunan, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle.
Omaggio Heinle, Alice. Teaching Language in Context. 1997. Boston: Heinle and Heinle
Publishers.
Puello, Alfonso. 1997. Foreign Language Teaching. Medellin: Litografia Dinámica.
Richards, Jack. 1985. The Context of Language Teaching. Cambridge: Cambridge
University Press.
Scarcella, Robin C. and Rebecca L. Oxford. 1986. The Tapestry of Language Learning. The
Individual in the Communicative Classroom. Boston: Heinle and Heinle Publishers, Inc.
Skehan, Peter. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford
University Press.
Spolsky, Bernard. 1990. Conditions for Second Language Learning. Oxford: Oxford
University Press.
Stem, H.H. 1992. Issues and Options in Language Teaching. Oxford: Oxford University Press.
Stevick. Earl W. 1982. Teaching and Learning Languages. Cambridge: Cambridge
University Press.
Tarone, Elaine, and George Yule. 1991. Focus on the Language Learner. Oxford: Oxford
University Press.
Ur, Penny. 1997. A Course on Language Teaching. Practice and Theory. Cambridge:
Cambridge University Press.
Williams, Marion, and Robert, L. Burden. 1997. Psychology for Language Teachers .A Social
Constructivist Approach. Cambridge: Cambridge University Press.
Yalden, Janice. 1994. Principle of Course Design for Language Teaching. Cambridge:
Cambridge University Press.
Richards, Jack C and Theodore S. Rodgers. 2004. Approaches and Methods in Language
Teaching. Cambridge: CUP. Second edition.
Skehen, Peter. 2000. A Cognitive Approach to Language Learning. Oxford: OUP.
Cook, Guy. 2000. Language Play, Language Learning. Oxford: PUP.
Lantolf, James. P. Edr. 2001. Sociocultural Theory and Second Language Learning. Oxford:
OUP.
10.2. Data base:
www.eric-clearinghouse.com
www.proquest.com
10.3 Web sites
www.britishcouncil.org
http://www.cortland.edu/flteach/
http://www.mhhe.com/socscience/education/methods/resources.html
http://iteslj.org/
http://edweb.sdsu.edu/people/jmora/almmethods.htm
http://www.cal.org/resources/archive/rgos/methods.html