TITULACIÓN: Máster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera (MLAEILE) CURSO ACADÉMICO: 2010-2011 GUÍA DOCENTE

TITULACIÓN: Máster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera (MLAEILE) CURSO ACADÉMICO: 2010-2011 GUÍA DOCENTE 1. DATOS BÁSICOS DE LA ASIGNATURA NOMBRE: Aproximaciones teóricas al estudio del lenguaje (Approaches to Language) CÓDIGO: 71811001 CURSO ACADÉMICO: 2010-2011 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: 15-30 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 E-MAIL: gluque@ujaen.es TLF: 953211828 URL WEB: http://www.ujaen.es/dep/filing/web_departamento/nueva/profesores/gloria_luque.php 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 E-MAIL: fmolina@ujaen.es TLF: 953211830 URL WEB: http://www.ujaen.es/dep/filing/web_departamento/nueva/profesores/paqui_molina.php

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

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 1.5.1 Lenneberg's latent language structure and Selinker's latent psychological structure 1.5.2 The built-in syllabus 1.5.3 Tarone's stylistic continuum 1.5.4 Schumann's Acculturation Model 1.5.5 Creative construction and restructuring 1.6 Linguistic processes in the construction of interlanguage 1.6.1 The nature of transfer 1.6.2 Transfer: positive and negative 1.6.3 Transfer and language universals 1.6.4 Overgeneralization 1.6.5 Transfer of training 1.6.6 Learning strategies and communication strategies 1.6.7 Learning strategies 1.6.8 Communication strategies 1.7 The process of fossilization in interlanguage 1.7.1 Causes of fossilization 1.7.2 Classroom implications 1.8 Conclusion 1.9 Suggestions for further reading UNIT 2. Consciousness, Noticing and Restructuring 2.1 Introduction 2.2 Consciousness 2.2.1 Types of consciousness 2.2.2 Salience 2.2.3 Limited capacity processing 2.2.4 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

3.3 Input and intake 3.4 Interaction 3.5 Output 3.6 Negotiation 3.7 Context 3.7.1 The formal context 3.7.2 Analysing the formal context: Research in the classroom 3.7.3 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) - 20 20 0,8 I4, S16-30 30 1,2 I4, S24, P9, P14-50 50 2 I4, S24, P14, P38, P39 ensayo escrito TOTALES: - 100 100 4 7. 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%

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: 113-128. Schmidt, R. W. (1990): "The Role of Consciousness in Second Language Acquisition". Applied Linguistics 11/2: 129-158. 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: 297-320. Andersen, R. (ed.) (1984): Second Languages. A cross-linguistic perspective. Rowley, Mass.: Newbury House. Batstone, R. (1994): Grammar. Oxford: Oxford University Press.

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