Universidad de Jaén

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Esta signatura es obligatoria para todos los alumnos que cursan el grado de Estudios Ingleses. Constituye la base teórica de toda el área metodólogica, es decir, fundamenta y apoya la didáctica para aquellos alumnos que opten por la enseñanza de lenguas extranjeras.

Se trata de una asignatura que ofrece el marco teórico idóneo para todas aquellas pertenecientes al ámbito de la metodología de la enseñanza. Da los parámetros para insertar enfoques y diseños curriculares. En tanto que un alto porcentaje de titulados opta por la enseñanza en niveles de secundaria, esta asignatura es adecuada para su formación, ya que ofrece un enfoque centrado no sólo en la enseñanza, sino también en el aprendizaje de lenguas.

Al impartirse la asignatura en inglés, se recomienda un nivel intermedio de uso del inglés y manejo de las cuatro destrezas comunicativas. Además, es recomendable cierta fluidez oral, tanto expresiva como comprensiva, para poder tomar parte activa en clase en los intercambios orales con el profesor y con los compañeros.

Las adaptaciones curriculares serán:

1. Dar en formato impreso los apuntes al alumnado

2. Proporcionar guiones y resúmenes de cada tema

3. Porporcionar bibliografía adaptada, tanto en inglés como en español

4. En caso de que haya alumnos con necesidades educativas especiales, se consultará a expertos 

5. Para alumnos aventajados, se proporcionarán artículos avanzados sobre cada tema y se propondrán trabajos tipo teórico-práctico de análisis aplicado  

El alumnado que presente necesidades específicas de apoyo educativo, lo ha de notificar personalmente al Servicio de Atención y Ayudas al Estudiante para proceder a realizar, en su caso, la adaptación curricular correspondiente.

Part I 

1. Terminology and fields connected to Applied Linguistics

2. L1 acquisition

3. Bilingualism: acquisition of two first languages?

4. L2 and Foreign language acquisition: the study of Interlanguage

6.An explanation for differential success among learners: internal and external factors

7. L2 acquisition theories and models.

Part II: Teaching

1. The English traditional grammar: the grammar-translation method

2. Oral English Teaching: phonetics and dialogues

3. Empiric studies and linguistics: performance and competence in L2 teaching

4. Communicative competence and L2 teaching

  I. Introduction: general terminology and linguistic theory. A review

1. Terminology and fields connected to Applied Linguistics

 1.1. The language component. Fundamental linguistic notions

1.2. The learning component: psychological terms

1.3. The teaching component. Related terms

Part I. Language learning

1. L1 acquisition

1.1.  Introduction. General question to reflect

1.2.  Some issues for discussion

1.3. Pre-linguistic preparation: the first year of life

1.4.  Phonological development (12-24 months)

1.5.  Semantic development

1.6.  Grammatical development

1.7. Pragmatic development

1.8. Again: answer to “issues for discussion”

2. Bilingualism: acquisition of two first languages?

2.1. Introduction. Questions to reflect

2.2. What is a bilingual? Criteria for definition

2.3. Childhood bilingualism. A proposal of a developmental sequence

1.7.  Bilingual users and code-switching

2.5. Bilingual organization and representation: affecting variables

2.6. Bilingualism and the phenomenon of attrition

2.7. Factors affecting type of bilingualism

2.8. Bilingual education models

2.9. Questions to reflect

3. L2 and Foreign language acquisition: the study of Interlanguage (What)

3.1. General questions to reflect again (about the second language)

3.2. Introduction to specific interlanguage terminology and notions

3.3. Summary: about adult second language acquisition

3.4. Conclusions. What is the learner’s language?

3.5. Questions to reflect

4. An explanation for differential success among learners: individual factors (Why)

4.1. Introductory question

4.2. Age and L2 learning

4.3. Aptitude

4.4. Social-psychological factors

4.5. Personality factors

4.6. Cognitive/Learning style

4.7. Hemisphere specialization

4.8. Learning strategies

4.9. Other factors

4.10. Questions to reflect

4.11. Conclusions?

5. External Factos

 5.1. Introductory question

5.2. Types of learning contexts

 5 .3. Questions to reflect

6. L2 acquisition theories and models (How)

6.1. Introduction:  the story of the elephant and the three blind people

6.2. Theories of second language acquisition should include a number of accepted facts and ideas

6.3. A metaphor about the learning process: The ecology of language acquisition

6.4. Types of theories

6.5. Questions to reflect

Part II. Teaching

1. Applied linguistics to the teaching of English: from theory to practice

1.3. Teaching: art and science

1.4. Methods: Approach and curricular design

2. The English traditional grammar: the grammar-translation method

  2.1. Written vs conversational speech: words and sentences

2.2. Linguistic notions as prescriptive elements

2.3. Advantages and limitations of the logico-semantic models

3. Oral English Teaching: phonetics and dialogues

  3.1. The direct method

3.2. Written and oral speech in the reform: a compromise

3.3. Text and vocabulary control: the reading method       

4. Empiric studies and linguistics: performance and competence in L2 teaching 

4.1. Applied structuralism and contrastive linguistics: the audiolingual method

4.2. Applied Psycholinguistics: structural drills

4.3. Cognitive theory

4.4. The transformational-generative grammar: Creative construction

5. Communicative competence and L2 teaching

5.1. Linguistic vs communicative competence

5.2. Teaching objectives and linguistic functions

5.3. Meaning, text and context: pragmatics in L2 teaching: The audiovisual method

5.4. Discursive competence: conversational development

5.5. Strategic competence

5.6. Sociocultural aspects

6. New Approaches and the Common European Framework for languages

6.1 Tasks, Multiple intelligence theories and constructivism.

6.2. The European Framework: history and bases