Universidad de Jaén

Contents

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 questions 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 initial questions

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

2.4.  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 learners' 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 Factors

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. Methods: Approach and curricular design

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

3. Oral English Teaching: phonetics and dialogues. The direct method

4. Text and vocabulary control: the reading method        

5. Applied structuralism and contrastive linguistics: the audiolingual method

6. Cognitive theory. The transformational-generative grammar: Creative construction

7. Communicative competence and L2 teaching. The audiovisual method

8. New Approaches and the Common European Framework for languages

8.1. Tasks: Multiple intelligence theories and constructivism

8.2. The European Framework: history and bases

Theory will be taught by the teacher, who will switch from theory to practical issues related to that theory. Some issues will be commented in class, leading to debates.

Students will follow the teacher's presentations and reflect on their learning/teaching experience. They will also have to devote some time to corpus analysis, critical reading, and evaluation of different teaching methods.

Students' tasks:

1. Elaboration of a chart reflecting factors affecting participants as L2 learners
2. Revision of interlanguage features
3. Guided preparation of teaching methods, and oral presentation of those methods
4. Completion of different assignments
5. Attendance to individual and group tutorials
6. Critical analysis of diverse audiovisual and written materials connected to language teaching
7. Corpus analysis

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

• Elaboration of a chart that gathers the external and internal factors that concern a L2 learner. This is evaluated by means of a group work presentation. Evaluation of S1 and S2 aspects; CB1, CB2, CB3, CB4, CB5, E09, E28 and G02 competences and R02 result.
• Revision of interlingual elements in virtual media through seminars/workshops. Evaluation of S3 y S4 aspects; CB1, CB2, CB3, CB4, CB5, E09, E17, G01 and G10 competences; and R09 y R16 results.
• (Guided) Preparation of teaching methods. The students will work in groups and prepare an oral presentation. Evaluation of S1 aspect; E01, E08, E10, E16, E17, E28 and G11 competences; and R15 y R17 results.
• Reading a selection of compulsory and recommended texts. This will be assessed in the final written exam.
• Attending tutorials (individual and in class) to check the progress, solve doubts, share knowledge and comment on theoretical and practical contents. Evaluation of S1 aspect; G02 competence; and R02 result.
• Debate and discussion on films/documentaries to observe the conclusions and applications of language teaching theory through a written report. Evaluation of S3 aspect; E09, G02 and G10 competences; and R09 y R16 results.
• Analyses of authentic corpora of L1 learners, bilingual learners and FL learners by means of a written report. Evaluation of S3 aspect; E09, G02 and G10 competences; and R09 y R16 results.
• Final exam about the theoretical and practical contents dealt with in class and the tutorials. It consists of short questions, long questions and practical exercises. The exam must be passed in order to pass the subject. Evaluation of S2 aspect; E08, E09, E10 and G01 competences; and R15, R16, R17 and R26 results.

Formative  activities and methodologies

Teaching will take place in-site and virtually. This will vary depending on the students' ratio and classroom space allowed. Virtual sessions will take place synchronously via Google Meet. The evaluation criteria are the following:

First call

• Attendance and participation (in-site and online, synchronous): 10%
• Practice tasks on the theoretical and practical contents of the subject (online, asynchronous): 20%
• Oral presentations (in-site and online, synchronous): 20%
• Final exam (in-site): 50%

Second call

Final exam (in-site): 100%

Materials and resources

Google Meet, email and virtual platform.

Formative activities and methodologies

Teaching will take place only virtually via Google Meet and the virtual platform. The evaluation criteria are the following:

Ordinary call

• Attendance and participation (online, synchronous): 10%
• Practice tasks on the theoretical and practical contents of the subject (online, asynchronous): 20%
• Oral presentations (online, synchronous): 20%
• Final exam (online, synchronous or asynchronous): 50%

Extraordinary call

Final exam (online, synchronous or asynchronous): 100%

Materials and resources

Google Meet, email and virtual platform.

Institution in charge of data processing: Universidad de Jaén, Campus Las Lagunillas, s/n, 23071 Jaén

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Person in charge: Universidad de Jaén, Paraje Las Lagunillas, s/n; Tel.953 212121; www.ujaen.es

Data protection delegate (DPO): TELEFÓNICA, S.A.U. ; Email: dpo@ujaen.es

Procedure aim: To manage proper recordings of teaching sessions with the aim of facilitating learning process under a multimodal and/or online teaching

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