Universidad de Jaén

Tema 1º.- Key factors in programming a foreign language subject: psycholinguistic and sociolinguistic processes in L2 acquisition

1.1. Psycholinguistic and sociolinguistic theory

1.2. Psycholinguistic and sociolinguistic processes in language learning

1.3. Foreign language teaching

1.3.1. Grammatical rules as pychologically real processes

1.3.2. Integration of linguistic notions: Concepts and procedures in the development of communicative competence

1.3.3. Integration of codes, skills, and notions in textual development: Conversation, narration, and description

1.3.4. Action research

1.4. Students

1.4.1. Age

1.4.2. Individual differences

1.4.3. Motivation

Tema 2º.- Evaluation in foreign language teaching and its incorporation into the didactic unit

2.1. Introduction

2.1.1. Definition

2.1.2. Teachers' attitudes towards evaluation

2.1.3. Functions of evaluation

2.2. Historical overview of approaches to evaluation in FL teaching

2.3. Types of evaluation

2.4. Testing requirements 

2.5. Testing methods

2.5.1. Principles for the design of:

2.5.1.1. Multiple choice

2.5.1.2. Cloze

2.5.1.3. C-test

2.5.1.4. Dictation

2.5.2. Testing grammar

2.5.3. Testing vocabulary

2.5.4. Testing the skills

2.5.4.1. Listening

2.5.4.2. Speaking

2.5.4.3. Reading

2.5.4.4. Writing

2.6. Test design

2.6.1. Planning

2.6.2. Development

2.6.3. Operationalization

  Tema 3º.- Intercultural values in the teaching of the FL and its literature. Practical proposals for its integration in a didactic unit.

3.1. Language and interculturality

3.2. Language, interculturality, and literature

3.2.1. Advantages of using literature in FL teaching

3.2.2. Drama: Can it be useful in FL teaching?

3.2.3. Poetry: Making the most of it in the FL classroom

3.2.4. Novels and stories: Original versions, graded readers, or text selection?

3.2.5. Introduction to children's and young adult literature in English

Tema 4º.- Resources for ELT: the textbook

4.1. Introduction: the textbook as a didactic resource

4.2. Key elements for textbook analysis:

4.2.1. Materials description

4.2.2. Curricular aspects

4.2.3. Additional materials

Tema 5º.- Other relevant aspects for the pre-service EFL teacher in Spain

5.1. The open contest

5.2. The presence of the English subject in CSE, Baccalaureate, vocational training, and OLSs

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

The grade obtained in the continuous assessment (attendance and participation, 30% + oral presentations, 20%) will be added to the mark obtained in the written examination (50%).