PSYCHOLOGICAL ASPECTS OF LANGUAGE EDUCATION

The course is one of the main activities of the degree course in Language Sciences which contribute towards building up students’ knowledge and understanding of the main principles in the field of the teaching of foreign languages. The goal of the course is to develop knowledge and understanding about the (historical) role of psychology in the field of foreign/second language teaching and learning and to promote the ability to recognize the links between different aspects of psychology and foreign language teaching proposals in order for the students to be acquire those competences that will allow them to autonomously elaborate their own well-founded language teaching proposals.

General objective
The course aims to reflect on the role that psychology has played, and continues to play, in the development of language teaching approaches. Particular attention will be payed to studies carried out in the field with reference to language education.

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 theorties; language learning styles; language learner 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.

Applying knowledge and understanding
The student will acquire the skills to:
1. recognize the links between the different psychological dimensions and possible language teaching procedures and strategies;
2. identify the positive/negative aspects of the major foreign language teaching methods and approaches with reference to the topics dealt with;
3. propose language teaching strategies for specific situations.

Making judgements
The student will be able to make informed and autonomous judgements as to the importance and role of the theories in informing the choice of language teaching strategies.

Communication skills
The student will be able to comunicate his reasoning, his opinions and ideas clearly.

Preferable: basic knowledge in the field of language teaching methodology
Those without any previous basic knowledge of Language Teaching Didactics can consult the video lessons and relative self assessment sheets on the site of the MEAL project: www.unive.it/meal.
Competence in English (indicatively: B2)

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, anxiety, etc.); attention; language aptitude; (inter)personal and cultural factors; memory; psychological models of language learning; language learning styles and strategies. The implications for foreign language teaching and programmes of language education are discussed.

Main references

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., 2001, 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.
Williams M., Burden R.L., (1997) Psychology for Language Teachers: a Social Constructivist Approach, C.U.P., Cambridge.

Further reading

Skehan P., 1989, Individual Differences in Second-Language Learning, Edward Arnold, London.
Dornyei Z., Ushioda E., 2009, Motivation, Language Identity and the L2 Self, Bristol, Multilingual Matters.
Dornyei, Z., 2001, Teaching and Researching Motivation, Harlow, Longman.
Menegale M. (Ed.), 2013, Autonomy in Language Learning: Getting Learners Actively Involved. IATEFL, Canterbury, UK. (Ebook purchasable on Amazon and Smashwords:
http://www.amazon.com/dp/B00EVU1FM2
https://www.smashwords.com/books/view/349827 )

Further articles will be made available on line during the course.

- Shot paper (50%)
- Written exam (50%)
- Attendance on-line lessons: 5 lessons (done within the time indicated) for a maximum of 2 marks (0,4 marks for each lesson)

The written exam, made up of 11 multiple choice questions ad 10 guided open questions, aims to assess knowledge and awareness concerning the psychological dimension in language education.
The short paper aims to assess the ability to critically assess the contribution of the psychological issues dealt with during the course in proposals for language education.

The on-line lessons focus on discussion and reflection upon different psychological issues in language learning and teaching.

Mixed: conventional lecture mode, interactive and on-line (Moodle learning platform). The students will be required participate actively in the class discussions and in the on-line forums.

English

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development