PSYCOLOGICAL ASPECTS OF LANGUAGE EDUCATION

Professor

Degree Programmes and curricula

Equivalent courses for other degree programmes

Contents

Educational Goals

Knowledge and understanding:
The student will acquire knowledge and understanding about the most recent developments in the field of the teaching and learning of foreign/second languages concerning:
1. affective factors in the field of foreign/second language teaching: motivation; anxiety; attitudes; autonomy;
2. cognitive factors in the field of foreign/second language teaching: language learning styles; language learning strategies; language aptitude; attention; memory and language learning;
3. the impact of these on foreign/second language teaching approaches and the development of language education programmes.

Skills/competences
The student will acquire the skills to:
- recognize the links between the different psychological dimensions and possible didactic solutions in the teaching of the foreign/second language;
- identify the positive/negative aspects of current foreign/second language teaching approaches and language education programmes with reference to diverse learner profiles;
- propose language teaching solutions for specific situations;
- critically read an article (written in English), present a synthesis (in English) singling out the implications for the teaching of foreign/second languages.

Requirements

Preferable: basic knowledge inthe field of language teacging methodology
Competence in English (indication: B2)

Contents

The course explores the psychological dimension of the learning of languages (second and foreign) in formal contexts. Various aspects are dealt with including: affective aspects (e.g., motivation, attitude, etc); attention; aptitude; (inter)personal and cultural factors; memory; psychological models of language learning; learning styles and strategies. The implications for teaching are discussed.

Recommended Reading List

Compulsory
Dornyei, Z., Schmidt, R. 2001, (eds.), MOTIVATION AND SECOND LANGUAGE ACQUISITION, Honolulu, University of Hawai'i at Manoa, Second Language Teaching & Curriculum Center.
Dornyei, Z., 2002, MOTIVATIONAL STRATEGIES IN THE LANGUAGE CLASSROOM, Cambridge, Cambridge University Press.
Skehan, P., 1998 A COGNITIVE APPROACH TO LANGUAGE LEARNING, O.U.P. Oxford.
McDonough, S., 1981 PSYCHOLOGY IN FOREIGN LANGUAGE TEACHING, 2? edizione, Unwin Hyman, London.


During the course articles on the various topics dealt with will be distributed.


Further reading (optional)
Robinson P., 2001, COGNITION AND SECOND LANGUAGE LEARNING, C. U. P. Cambridge.
Skehan P., 1989, INDIVIDUAL DIFFERENCES INSECOND-LANGUAGE LEARNING, Edward Arnold, London.
McLaughlin B. ,1987, THEORIES OF SECOND-LANGUAGE LEARNING, Edward Arnold, London.
Gardner H., 1983, FRAMES OF MIND. THE THEORY OF MULTIPLE INTELLIGENCES, Basic Books, New York.
Robinson P., 2002 (ed.) INDIVIDUAL DIFFERENCES AND INSTRUCTED LANGUAGE LEARNING, John Benjamins, Amsterdam/ Philadelfia.
Dornyei Z., Ushioda E., 2009, MOTIVATION, LANGUAGE IDENTITY AND THE L2 SELF, Bristol, Multilingual Matters.
Dornyei, Z., 2001, TEACHING AND RESEARCHING MOTIVATION, Harlow, Longman.

Assessment

written and oral

Teaching Methods

Mixed: conventional lecture mode and interactive (the students will be required participate actively in the class discussions and group work).

Teaching Language

English
The exam can be sat either in English or Italian

Sustainability

• Course with sustainable contents
• Lecture notes, material for reference or for self-assessment available online or as e-book