COURS // DDL2235 -
Learning and Teaching Language Components

Objectifs

The overall objective of this course is for students to gain an understanding of how to teach language components¿pronunciation, vocabulary, grammar and pragmatics¿based on second language learning and teaching theory. By the end of this course, students will be able to:

• reinvest content learnt in previous classes to understand different learning theories underpinning different teaching practices focusing on language components (e.g., attention, explicit and implicit learning, interaction, scaffolding),
•  adapt tasks and activities created in other courses to include the teaching of language components, and create specific activities for their teaching, 
• select which teaching technique to use based on known variables about learning and learners' individual differences,
• understand why and how to help students in the development of their metalinguistic abilities, 
• critically assess their pedagogical choices (e.g., choice of teaching target; chosen teaching technique; coherence between task and evaluation) and their impact on students' learning and engagement.

Sommaire du contenu

This course focuses on the teaching of language components¿pronunciation, vocabulary, grammar and pragmatics¿through form-focused instruction. The linguistic and pedagogical knowledge created in the students' first-year courses will be adapted for its teaching. The course examines learning theories related to language components, covering topics such as the role of attention, the relationship between French and English or other languages, and frequency effects in learning. Students will also analyse what to teach based on these factors and explore effective instructional practices, discussed in three broad categories¿ no planned teaching with and without reactive teaching, planned implicit teaching, and planned explicit teaching (with a specific goal or for general metalinguistic development). During the course, students will adapt tasks and activities created in their writing/reading and speaking/listening courses to incorporate language component instruction. They will also design stand-alone activities tailored to learners' profiles and needs¿age, proficiency, motivation, learning goals, etc. Throughout the course, students will be asked to critically assess their pedagogical choices and materials, and the ESL programme based on current theory and understanding on the teaching and learning of language components.

Compétences professionnelles en enseignement

Ce cours favorise le développement des compétences professionnelles en enseignement # 1, 2, 3, 4, 7, 8 et 11.