TITULACIÓN: Máster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera (MLAEILE) CURSO ACADÉMICO: GUÍA DOCENTE

Transcripción

1 TITULACIÓN: Máster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera (MLAEILE) CURSO ACADÉMICO: GUÍA DOCENTE 1. DATOS BÁSICOS DE LA ASIGNATURA NOMBRE: Aproximaciones teóricas al estudio del lenguaje (Approaches to Language) CÓDIGO: CURSO ACADÉMICO: TIPO: Obligatoria Créditos ECTS: 4 FECHAS IMPARTICIÓN: - 1er semestre (enero de 2011). - Al tratarse de una asignatura en formato virtual, los/as estudiantes gozan de un amplio grado de autonomía a la hora de planificar su tiempo de estudio. No obstante, se ajustan a unas fechas específicas las siguientes actividades: a) Período de tutorías y resolución de dudas sobre el material de estudio: (8-29 de enero de 2011). b) Participación en los foros de debate de la asignatura (9-23 de enero). c) Entrega de trabajo final: 31 de enero. d) Período de recuperación del trabajo: de junio. 2. DATOS BÁSICOS DEL PROFESORADO NOMBRE: GLORIA LUQUE AGULLÓ CENTRO/DEPARTAMENTO: FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN. DEPARTAMENTO DE FILOLOGÍA INGLESA. INSTITUCIÓN: UNIVERSIDAD DE JAÉN ÁREA: FILOLOGÍA INGLESA Nº DESPACHO: Edif. C1 gluque@ujaen.es TLF: URL WEB: NOMBRE: FRANCISCA MOLINA NAVARRETE CENTRO/DEPARTAMENTO: FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN. DEPARTAMENTO DE FILOLOGÍA INGLESA. INSTITUCIÓN: UNIVERSIDAD DE JAÉN ÁREA: FILOLOGÍA INGLESA Nº DESPACHO: Edif. C1 fmolina@ujaen.es TLF: URL WEB:

2 3. PRERREQUISITOS, CONTEXTO Y RECOMENDACIONES PRERREQUISITOS: No se establecen prerrequisitos especiales. CONTEXTO DENTRO DE LA TITULACIÓN: La materia, incluida en el módulo I ( Lingüística Aplicada a la Enseñanza de Lenguas ), tiene como objetivo adentrar a los/as estudiantes en el conocimiento del lenguaje, como base desde la cual enfrentarse a la enseñanza de la L2. Dado que los/as alumnos/as del Máster tienen un perfil profesional orientado a la docencia y que sólo desde un profundo conocimiento lingüístico se puede diseñar un proceso de enseñanza-aprendizaje efectivo, la asignatura tiene una gran utilidad para su futuro desempeño como profesores/as de lenguas extranjeras. RECOMENDACIONES Y ADAPTACIONES CURRICULARES: Aunque la modalidad de impartición de la asignatura es virtual y, por lo tanto, los/as alumnos/as disponen de una mayor libertad y flexibilidad para gestionar su tiempo de estudio, se recomienda la participación activa en los foros de debate dentro de las fechas propuestas, puesto que supondrá un 20% de la calificación final. 4. COMPETENCIAS Y RESULTADOS DE APRENDIZAJE Código Denominación de la competencia I4 Conocimiento de una lengua extranjera S16 Aprendizaje autónomo P9 Trabajo en equipo P14 Razonamiento crítico S24 Capacidad de aplicar los conocimientos teóricos en la práctica P38 Diseño, desarrollo y evaluación de los procesos de enseñanzaaprendizaje relativos a determinados contextos educativos P39 Elaboración de materiales didácticos Resultados de aprendizaje Resultado 1 Consolidar el conocimiento del inglés académico a nivel escrito Resultado 2 Ser capaz de programar con eficacia el plan de estudio de una materia dentro de una modalidad de enseñanza-aprendizaje virtual Resultado 3 Ser capaz de negociar e intercambiar ideas sobre diferentes aspectos de la materia en un foro de debate virtual Resultado 4 Desarrollar la capacidad para reflexionar críticamente sobre la complejidad del proceso de evaluación, sus principios y su metodología. Resultado 5 Ser capaz de aplicar el marco teórico sobre las diferentes metodologías de evaluación a la práctica Resultado 6 Ser capaz de aplicar los conocimientos adquiridos sobre evaluación a contextos educativos específicos

3 Resultado 7 Ser capaz de diseñar diferentes tipos de tests/estrategias de evaluación, tanto formativa como sumativa 5. CONTENIDOS UNIT 1. Interlanguage 1.1 Introduction 1.2 Contrastive analysis and error analysis 1.3 Interlanguage 1.4 The general characteristics of interlanguage 1.5 Psycholinguistic and sociolinguistic aspects Lenneberg's latent language structure and Selinker's latent psychological structure The built-in syllabus Tarone's stylistic continuum Schumann's Acculturation Model Creative construction and restructuring 1.6 Linguistic processes in the construction of interlanguage The nature of transfer Transfer: positive and negative Transfer and language universals Overgeneralization Transfer of training Learning strategies and communication strategies Learning strategies Communication strategies 1.7 The process of fossilization in interlanguage Causes of fossilization Classroom implications 1.8 Conclusion 1.9 Suggestions for further reading UNIT 2. Consciousness, Noticing and Restructuring 2.1 Introduction 2.2 Consciousness Types of consciousness Salience Limited capacity processing Noticing the gap 2.3 Implications for the classroom 2.4 Reformulation and reconstruction 2.5 Restructuring 2.6 Conclusion 2.7 Suggestions for further reading UNIT 3. Input, Interaction and Context 3.1 Introduction 3.2 Input and learning

4 3.3 Input and intake 3.4 Interaction 3.5 Output 3.6 Negotiation 3.7 Context The formal context Analysing the formal context: Research in the classroom The natural context: Foreigner talk 3.8 Input, interaction and teaching 3.9 Conclusion 3.10 Suggestions for further reading 6. METODOLOGÍA Y ACTIVIDADES ACTIVIDADES Estudio del material de la asignatura y resolución de dudas (período de tutorías) Debate en el foro virtual Realización de un HORAS PRESENCIALES HORAS DE TRABAJO AUTÓNOMO TOTAL DE HORAS CRÉDITOS ECTS COMPETENCIAS (Códigos) ,8 I4, S ,2 I4, S24, P9, P I4, S24, P14, P38, P39 ensayo escrito TOTALES: SISTEMA DE EVALUACIÓN ASPECTO CRITERIOS INSTRUMENTO PESO Participación en los debates virtuales programados Realización del trabajo escrito - Grado de participación. - Implicación activa en los temas de debate propuestos. - Grado de interacción con los/as compañeros/as en el foro virtual. - Originalidad de las contribuciones al debate. - Adecuación al tema propuesto. - Claridad estructural. - Corrección gramatical. - Riqueza léxica. - Uso de un registro académico. - Aplicación de la terminología específica estudiada en la materia. - Uso adecuado de referencias bibliográficas. - Originalidad y espíritu crítico. Observación y notas de los profesores 1 trabajo (con opción a hacerlo de forma individual o en parejas) 20% 80%

5 El sistema de calificación se regirá por lo establecido en el RD 1125/2003 de 5 de septiembre por el que se establece el sistema europeo de créditos y el sistema de calificaciones en las titulaciones universitarias de carácter oficial. 8. DOCUMENTACIÓN/BIBLIOGRAFÍA ESPECÍFICA o BÁSICA: Unit 1 Ellis, R. (1994): The Study of Second Language Acquisition. Oxford: Oxford University Press. Chapters 3 & 4. Ellis, R. (1997): Second Language Acquisition. Oxford: Oxford University Press. Chapters 3-7. Faerch, C. & Kasper, G. (eds.) (1986): Strategies in Interlanguage Communication. New York: Longman. McLaughlin, B. (1987): Theories of Second Language Learning. London: Edward Arnold. Unit 2 Long, M & Larsen-Freeman, D. (1991): An Introduction to Second Language Acquisition Research. London: Longman. Chapter 4. McLaughlin, B. (1990): "Restructuring". Applied Linguistics 11/2: Schmidt, R. W. (1990): "The Role of Consciousness in Second Language Acquisition". Applied Linguistics 11/2: Sharwood Smith, M. (1993): "Input Enhancement in Instructed SLA". Studies in Second Language Acquisition 15/2. Skehan, P. (1996): "A Framework for the Implementation of Task-based Instruction". Applied Linguistics 17/1. Unit 3 Ellis, R. (1994): The Study of Second Language Acquisition. Oxford: Oxford University Press. Chapter 13 & 14. Ellis, R. (1997): Second Language Acquisition. Oxford: Oxford University Press. Chapter 9. Gass, S. & Madden, C. (1985): Input in Second Language Acquisition. Cambridge, Mass.: Newbury House. Krashen, S. (1985): The Input Hypothesis: Issues and Implications. London: Longman. GENERAL y COMPLEMENTARIA : Adjemian, C. H. (1976): "On the Nature of Interlanguage Systems". Language Learning, 26: Andersen, R. (ed.) (1984): Second Languages. A cross-linguistic perspective. Rowley, Mass.: Newbury House. Batstone, R. (1994): Grammar. Oxford: Oxford University Press.

6 Beebe, L. (1980): "Sociolinguistic variation and style shifting in second language acquisition". Language Learning, 30/2: Beebe, L. & Zuengler, J. (1986): "Accommodation theory: An explanation for style shifting in second language dialects". In N. Wolfson & E. Judd (eds.), Sociolinguistics and Second Language Acquisition. Rowley, MA: Newbury House. Berman, R. A. (1984): "Cross-linguistic first language perspectives on second language acquisition research" in R. Andersen's (ed.) Second Languages. A cross-linguistic perspective. Rowley, Mass.: Newbury House. Bialystok, E. (1990): Communication Strategies: A Psychological Analysis of Second- Language Use. Oxford: Basil Blackwell. Butterworth, G. & Hatch. E. (1978): "Some constraints on models of language production". In E. Hatch (ed.) Second Language Acquisition. Rowley, Mass.: Newbury House. Chaudron, C. (1988): Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press. Chomsky, N. (1969): The Acquisition of Syntax in Children from five to ten. Cambridge, Mass.: M.I.T. Press. Chun, A. et al. (1982): "Errors, interaction and correction: A study of native-nonnative conversations". TESOL Quarterly, 16/4: Corder, S. P. (1967): "Language-learner language". In J. C. Richards (ed.) Understanding Second and Foreign Language Learning: Issues and Approaches. Rowley, Mass.: Newbury House. Corder, S. P. (1978): "Strategies of communication". AFinLa 23. Also in Corder, Corder, S. P. (1980): "Formal Simplicity and Functional Simplification", in R. Andersen's (ed.) Second Languages. A cross-linguistic perspective. Rowley, Mass.: Newbury House. Corder, P. (1981): Error Analysis and Interlanguage. Oxford: Oxford University Press. Corder, P. (1983): "Strategies of Communication" in C. Faerch & G. Kasper (eds.) Strategies in Interlanguage Communication. New York: Longman. Crookes, G. (1989): "Planning and interlanguage variation". Studies in Second Language Acquisition. 11/4: D'Anglejan, A. (1978): "Language Learning in and out of Classrooms" in Richards, (ed.) Understanding Second and Foreign Language Learning. Rowley, Mass.: Newbury House. Day, R. (1984): "Student participation in the ESL classroom, or some imperfections of practice". Language Learning, 34: Doff, A. & Jones, C. (1991): Language in Use: A Pre-Intermediate Course. Cambridge: Cambridge University Press. Doughty, C. (1991): "Second language instruction does make a difference. Evidence from an empirical study of second language relativization". Studies in Second Language Acquisition, 13/4: Duff, P. (1986): "Another look at interlanguage talk". In R. Day (ed.) Talking to Learn: Conversation in Second Language Acquisition. Rowley, Mass.: Newbury House. Dulay, H. & Burt, M. (1974): "You can't learn without goofing" in J. Richards' (ed.) Error Analysis, Perspectives on Second Language Acquisition. New York: Longman. Dulay, H.; Burt, M. & Krashen, S. (1982): Language Two. Oxford: Oxford University Press. Dulay, H. & Burt, M. (1974): "Errors and strategies in child second language acquisition". TESOL Quarterly, 8/2:

7 Edmonson, W. (1986): "Some ways in which the teacher brings errors into being", in G. Kasper's (ed.) Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus: Aarhus University Press. Ellis, R. (1985): Understanding Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1993): "The structural syllabus and second language acquisition". TESOL Quarterly, 27/1: Ellis, R. (1995): The Study of Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1997): Second Language Acquisition. Oxford: Oxford University Press. Ervin-Tripp, S. M. (1974): "Is second language learning like the first?". TESOL Quarterly, 8/2: Faerch, C. & Kasper, G. (eds.) (1983): Strategies in Interlanguage Communication. London: Longman. Faerch, C. & Kasper, G. (1986): "Strategic competence in foreign language teaching". In Kaspar (ed.) Foster, P. (1998): "A classroom perspective on the negotiation of meaning". Applied Linguistics, 19/1: Freed, B. F. (1981): "Foreigner talk, baby talk, native talk". International Journal of the Sociology of Language, 28: Gaies, S. (1977): "The nature of linguistic input in formal second language learning: linguistic and communicative strategies", in H. Brown, C. Yorio and R. Crymer (eds.) On TESOL 77. Washington, D.C.: TESOL. Gaies, S. (1983): "The investigation of Language Classroom Processes". TESOL Quarterly, 17/2: Gass, S. & Varonis, E. (1989): "Incorporated Repairs in Nonnative Discourse", in M. R. Eisenstain's (ed.) The Dynamic Interlanguage. New York: Plenum Press. Gass, S. & Madden, C. G. (1985): Input in Second Language Acquisition. Cambridge, Mass.: Newbury House. Hakansson, G. (1986): "Quantitative studies of teacher talk". In Kaspar (ed.) Harmer, J. (1990): The Practice of English Language Teaching. London: Longman. Hatch, E. (1978): "Discourse analysis and second language acquisition", in E. Hatch (ed.) Second Language Acquisition. Rowley, Mass.: Newbury House. Hatch, E. (1983): "Simplified Input and Second Language Acquisition", in Anderson (ed.) Pidginization and Creolization as Language Acquisition. Rowley, Mass.: Newbury House. Hauptman, P.; Leblanc, R. & Wesche, M. (eds.) (1985): Second Language Performance Testing. Ottawa, Canada: University of Ottawa Press. Hyltenstam, K. & Pienemann, M. (1985): Modelling and Assessing Second Language Acquisition. Clevedon, Avon: Multilingual Matters. Jain, M. P. (1974): "Error analysis: source, cause and significance", in J. Richards Error Analysis. Perspectives on Second Language Acquisition. Harlow, Essex: Longman. James, C. (1971): "The exculpation of applied linguistics". In G. Nickel (ed.) Papers in Contrastive Analysis. Cambridge: Cambridge University Press. Johns, A. P. (1980): "Approximative languages and language learning situations". International Review of Applied Linguistics, 8/3. Jordens, P. (1980): "Interlanguage research: interpretation and explanation". Language Learning, 30:

8 Kasper, G. (1986): Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus: Aarhus University Press. Kellerman, E. (1977): "Towards a characterization of the strategies of transfer in second language learning". Interlanguage Studies Bulletin, 2: Kellerman, E. (1984): "The empirical evidence for the influence of L1 in interlanguage", in A. Davies, C. Criper & A. P. R. Howatt (eds.) Interlanguage. Edinburgh: Edinburgh University Press. Krashen, S. (1977): "Some issues relating to the Monitor Model". In H. Brown, C. Yorio, & R. Crymes (eds.), On TESOL '77: Krashen, S. (1984) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press. Krashen, S. (1985): The Input Hypothesis: Issues and Implications. London: Longman. Krashen, S. (1988): Second Language Acquisition and Second Language Learning. H. Hempstead: Prentice Hall International. Labov, W. (1970): "The Study of Language in Social Context". Studium Generale, 23: Lantolf, J. & Ahmed, M. (1989): "Psycholinguistic perspectives on interlanguage variation: A Vygotskian analysis". In S. Gass, C. Madden, D. Preston, & L. Selinker (eds.), Variation in Second Language Acquisition: Psycholinguistic Issues. Clevedon: Multilingual Matters. Larsen-Freeman, D. (1991): "Second language acquisition research: Staking out the territory". TESOL Quarterly, 25/2: Larsen-Freeman, D. (1997): "Chaos/complexity science and second language acquisition". Applied Linguistics, 18/2: Lenneberg, E. (1967): Biological foundations of language. New York: Wiley. Littlewood, W. (1984): Foreign and Second Language Learning. Cambridge: Cambridge University Press. Long, M. (1981): "Questions in foreigner talk discourse". Language Learning, 31: Long, M. (1983): "Native speaker/ Non-native speaker conversation and the negotiation of comprehensible input". Applied Linguistics, 4: Long, M. (1988): "Instructed interlanguage development", in L. Beebe (ed.) Issues in Second Language Acquisition. Rowley, Mass.: Newbury House. Long, M. (1990): "Maturational constraints in language development". Second Language Acquisition, 12: Long, M. (1990): "The least a second language acquisition theory needs to explain". TESOL Quarterly, 24/4: McLaughlin, B. (1987): Theories of Second Language Learning. London: Edward Arnold. McTear, M. (1975): "Structure and categories of foreign language teaching sequences" in R. Allwright (ed.) Working Papers: Language Teaching Classroom Research. Essex: University of Essex, Department of Language and Linguistics. Meisel, J. (1980): "Linguistic simplification". In Felix (ed.) Second Language Development: Trends and Issues. Tübingen: Gunter Narr. Mohamed, S. & Acklam, R. (1992): Beginner's Choice. London: Longman. Naiman, N.; Fröhlich, M.; Stern, H. & Todesco, A. (1978): The Good Language Learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education. Nemser, W. (1971): "Approximative systems of foreign language learners". International

9 Review of Applied Linguistics, 9: Perdue, C. (1984): Second Language Acquisition by Adult Immigrants: a Field Manual. Rowley, Mass.: Newbury House. Pica, T.; Holliday, L.; Lewis, N. & Morgenthaler, L. (1989): "Comprehensible output as an outcome of linguistic demands on the learner". Studies in Second Language Acquisition, 11: Pica, T. & Long, M. (1986): "The linguistic and controversial performance of experienced and inexperienced teachers", in R. Day (ed.) Talking to Learn. Rowley, Mass.: Newbury House. Plann, S. (1977): "Acquiring a second language in an immersion situation". In H. Brown, C. Yorio & R. Crymes (eds.) On TESOL '77. Washington D.C.: TESOL. Richards, J. C. (1971): "Error analysis and second language strategies". Language Sciences, 17: Richards, J. C. (1974): Error Analysis. Perspectives on Second Language Acquisition. Harlow, Essex: Longman. Richards, J. C. (1985): The Context of Language Teaching, Cambridge: Cambridge University Press. Richards, J.; Platt, J. & Weber, H. (1986): Longman Dictionary of Applied Linguistics. London: Longman. Saleemi, A. P. (1989): "Inputs for second language acquisition". IRAL, 27: Scarcella, R. & Higa, C. (1981): "Input, negotiation and age differences in second language acquisition". Language Learning, 31: Schachter, J. & Celce-Murcia, M. (1983): "Some reservations concerning error analysis". TESOL Quarterly, 11/4: Schmidt, R. W., & Frota, S. N. (1986): "Developing Basic Conversational Ability in a Case Study of an Adult Learner of Portuguese". In R. Day (Ed.) Talking to Learn: Conversation in Second Language Acquisition (pp ). Rowley, Mass.: Newbury House. Schmidt, R. W. (1990): "The Role of Consciousness in Second Language Acquisition". Applied Linguistics, 11/2: Schumann, D. (1991): "The acculturation model for second language acquisition". In R. Gingras (Ed.) Second Language Acquisition and Foreign Language Teaching. Arlington, VA.: Center for Applied Linguistics. Scovel, T. (1998): Psycholinguistics. Oxford: Oxford University Press. Scrivener, J. (1994): Learning Teaching. Oxford: Heinemann. Seliger, H. (1977): "Does practice make perfect? A study of the interaction patterns and L2 competence". Language Learning, 27: Seliger, H. (1983): "Learner Interaction in the Classroom and its Effect on Language Acquisition", in H. Seliger and M. Long (eds.) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass.: Newbury House. Selinker, L. & Lamendella, J. (1978): "Two perspectives on interlanguage learning". Interlanguage Studies Bulletin, 3: Selinker, L. (1983): "Interlanguage", in Faerch & Kasper's Strategies in Interlanguage Communication. New York: Longman. Original IRAL (1972) 3: Selinker, L. & Douglas, D. (1985): "Wrestling with "context" in interlangauge theory". Applied Linguistics, 6/2:

10 Sharwood Smith, M. (1991) "Speaking to Many Minds: on the Relevance of Different Types of Language Information for the L2 Learner". Second Language Research, 7/2. Sinclair, J. & Brazil, D. (1982): Teacher Talk. Oxford: Oxford University Press. Sinclair, J. M. & Coulthard, R. M. (1975): Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press. Skehan, P. (1996): "A Framework for the Implementation of Task-based Instruction". Applied Linguistics, 17/1. Spolsky, B. (1989): Conditions for Second Language Learning. Oxford: Oxford University Press. Stern, H. H. (1983): Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. Strong, M. (1983): "Social styles and second language acquisition of Spanish-speaking kindergarteners". TESOL Quarterly, 17/2: Swain, M. (1985): "Communicative competence: some roles of comprehensible input and comprehensible output in its development". In Gass and Madden (eds.) Swain, M. (1995): "Three functions of output in second language learning". In G. Cook and B. Seidlhofer (eds.): Principle and Practice in Applied Linguistics. Oxford: Oxford University Press. Tarone, E. (1979): "Interlanguage as Chameleon". Language Learning 29/1: Tarone, E. (1980): "Communication strategies, foreigner talk, and repair in interlanguage". Language Learning, 30: Tarone, E. (1982): "Systematicity and Attention in Interlanguage". Language Learning, 32: Thornbury, S. (1997): "Reformulation and Reconstruction: Tasks that Promote Noticing". ELT Journal, 51/4: Tomasello, M. & Herron, C. (1989): "Feedback for language transfer errors: The garden path technique". Studies in Second Language Acquisition, 11. Van Els, T. T. et al. (1984): Applied Linguistics and the Learning and Teaching of Foreign Languages. London: Edward Arnold. Van Patten, B. (1990): "Attending to Form and Content in the Input: An Experiment in Consciousness", Studies in Second Language Acquisition, 12: Van Patten, B. (1993): "Explicit Instruction and Input Processing". Studies in Second Language Acquisition, 15. Vigil, N. & J. Oller. (1976): "Rule Fossilization: A tentative model". Language Learning, 26: White, L. (1987): "Against Comprehensible Input: the Input Hypothesis and the Development of Second Language Competence". Applied Linguistics, 8/1: Wolfson, N. & Judd, E. (1983) (eds.): Sociolinguistics and Second Language Acquisition. Rowley, MA: Newbury House. Young, R. (1988): "Variation and the interlanguage hypothesis". Studies and Second Language Acquisition, 10/3: Young, R & Doughty, C. (1987): "Negotiation in context: a review of research". In J. Lantolf & A. Labarca (eds.) Research in Second Language Learning: Focus on the Classroom. Norwood, N.J.: Ablex.