The course aims to introduce the main principles related to the acquisition of a second/foreign language and analyse the possible implications of these principles for second language teaching. The examples provided will focus on the processes involved in the acquisition and use of English as an L2, and on the teaching options that research has identified as effective for acquisition. The course also aims to develop students’ critical thinking skills in evaluating language teaching practices and materials for English as a second language (Dublin Descriptor 3). It seeks to enhance academic and professional communication skills, with particular attention to the effective transmission of linguistic and metalinguistic knowledge (Dublin Descriptor 4). The activities included in the course will foster independent learning and encourage students to further explore and reflect on the topics covered, also with a view to ongoing professional development and lifelong learning (Dublin Descriptor 5).
Course Prerequisites
Level CEFR B2 achieved in Bachelor's English courses
Teaching Methods
The course aims to combine theory and practice. A variety of methods will be used: short lectures, tasks, guided observation of videorecorded English lessons featuring specific teaching techniques, and material evaluation and implementation. Updates and teaching materials will be available on the course e-learning page. Please, check the webpage regularly.
Assessment Methods
The final examination consists of an oral exam conducted entirely in English, during which students will be asked to simulate a lesson focusing on one or more linguistic structures covered in the course. The simulation should demonstrate the student’s ability to critically and effectively apply the theoretical frameworks and teaching methodologies explored throughout the module.
During the exam, students may be asked questions designed to assess their understanding of key concepts and theoretical constructs, their knowledge of language acquisition processes, and their familiarity with relevant teaching techniques and strategies. The exam will also evaluate the student's ability to analyse teacher–learner and peer interactions, interpret and reflect on teaching sequences, and critically assess or propose the implementation of didactic materials and tasks. The use of dictionaries or any other language support tools is not permitted. The minimum passing grade is 18/30.
Contents
1.Types of language input in SLA. The Input Hypothesis. Teaching techniques that facilitate comprehension. 2. Input processing in SLA. How learners get linguistic data from the input. Teaching techniques that help learners optimize their processing strategies. 3. The form, meaning and use dimensions of lexicogrammar. Psycholinguistic processes and teaching techniques that facilitate the acquisition of each linguistic dimension. 4. Interaction and corrective feedback in SLA. The Interaction Hypothesis: interactionist and sociocultural perspectives. Noticing. Corrective feedback strategies and Form focused instruction. Scaffolding. 5. Implicit and explicit knowledge in SLA. Interface positions. Techniques and tasks for the development of implicit and explicit knowledge of lexicogrammatical features. 6. Levels of vocabulary knowledge and implicit learning. 7. Output production in SLA. The Output Hypothesis. Output features (accuracy, complexity, fluency). Task options aimed at developing different features of output production. Collaborative dialogue in production tasks.
Course Language
English
More information
Office hours upon appointment via email: daniel.russo@uninsubria.it
