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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Teaching methods Assessment methods Language of instruction Quality assurance methods Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press. Lazar, G. (1993). Literature and Language Teaching. Cambridge: Cambridge University Press. The lectures are mostly delivered in a dialogical form, with high trainee participation. Organization of seminars: group/pair discussions, workshops, individual assignments, demonstrations. Written exam. English. Student evaluation (questionnaires), peer evaluation, self-evaluation. Course title Classroom Discourse Course code HZE812 Type of course Lecture + Seminar / Advisory hour Elective course Level of course Specialised level course Year of study Second Semester Three ECTS (Number of credits allocated) 3 ECTS Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits. Student study time (67.5 hours) = 2.25 credits. Name of lecturer Prof. Dr Sanja Čurković Kalebić Learning outcomes and competences Awareness of the internal formal structure and functional purpose of the verbal classroom interaction. Familiarity with basic classroom research methods. Understanding of the influence of classroom interaction upon learning outcomes. Prerequisites Competences developed in linguistic courses in the undergraduate degree programme of English Language and Literature. Course contents Classroom and classroom talk, traditions in classroom research, classroom observation instruments, units of classroom talk analysis, descriptions of teacher discourse, learner verbal behaviour in second language classrooms, teacher and student interaction in second language classrooms, teacher input and learner comprehension/production, implications of classroom talk Recommended reading research for teaching practice. Chaudron, C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press. Čurković Kalebić, S. (2003). Jezik i društvena situacija-istraživanje govora u nastavi stranog jezika. Zagreb: Školska knjiga. Čurković Kalebić, S. (2008). Teacher Talk in Foreign Language Teaching. Split: Redak. 63
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods Language of instruction Quality assurance methods Walsh, S. (2006). Investigating Classroom Discourse. London and New York: Routledge. Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford University Press. McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. Sinclair, J. , Coulthard, R.M. (1978). Towards an Analysis of Discourse. The English Used by Teachers and Pupils. Oxford: Oxford University Press. Stubbs, M. (1983). Discourse Analysis. The Sociolinguistic Analysis of Natural Language. Chicago: University of Chicago Press. Lectures are mostly delivered in a dialogical form. Organization of seminars: pair and group work. Using the knowledge gained during lectures students analyse transcripts of classroom discourse. Written exam. English. Student evaluation (questionnaires), peer evaluation and self-evaluation. Course title Practicum and teaching practice Course code HZE904 Type of course Field work, practical sessions Core course Level of course Specialised level course Year of study Second Semester Four ECTS (Number of credits allocated) 5 ECTS credits Contact hours (60 practical sessions + 5 advisory hours) = 1.63 credits. Student study time (101 hours) = 3.37 credits. Name of lecturer Prof. Dr Sanja Čurković Kalebić Learning outcomes and competences Ability to observe (in a non-judgmental way) and notice elements of the teaching process. Ability to plan lessons and teach according to the plan. Mastery of basic classroom management skills. Ability to reflect on own lessons. Prerequisites Competences developed by the completion of the courses in Glottodidactics and ELT Methodology in this graduate programme. Course contents Student observing the mentor teach (25 lessons), the student’s own teaching (20 lessons), preparation for teaching in the practicum (20 lessons). Each student experiences three types of school (state primary or secondary school or private foreign language school). Teaching practice implies first observing the mentor teach a certain number of lesson and then the student's own teaching. Whenever possible the students observe a variety of lessons 64
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