| CODE | LHF5007 | |||||||||
| TITLE | Acquisition et Apprentissage des Langues 脡trang猫res | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Languages and Humanities Education | |||||||||
| DESCRIPTION | This unit establishes a link between different research approaches on experimental linguistics in the areas of language acquisition and foreign language teaching methodology. It deals with key terms in the areas of language acquisition / language learning, mother language / first language, second language / foreign language. It presents three different approaches to language and issues related to its acquisition: the generativist, functionalist and interactionist approaches. The unit also deals with more specific questions such as the role of motivation, attention and memory in the acquisition process. The unit covers teacher actions and explores common teaching principles, methodological convictions, teachers鈥檖erceptions and teaching styles, with particular attention brought to teachers鈥� emotions and teacher-learners interpersonal relations. These notions will lead in a coherent manner to a consideration of methods of teaching grammar and vocabulary, adhering to present-day methodological principles and practices, whereby grammatical and lexical notions are introduced and taught within the framework of communicative objectives. Study-unit Aims: The unit aims to equip future French as a Foreign Language teachers with understanding of language acquisition theory, and to make them aware of the contribution of diverse theoretical positions鈥� results to the different methodological sets of beliefs that have marked the teaching of foreign languages. It also aims to help students appreciate the different roles that a language teacher must take on at different moments in his / her classroom, and evaluate common teaching principles and behaviour observed among language teachers. Against this largely theoretical background, the unit aims to proceed by training future teachers as to what practices to uphold and to avoid when teaching grammar and vocabulary, and to prepare students to ground the teaching of these two important components in communicative objectives and action-based outcomes. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - compare and contrast different theories concerning language acquisition; - evaluate the contribution of these theories to foreign language teaching methodology; - define main concepts related to language acquisition theory; - describe positive behaviour that should be adopted by the foreign language teacher; - explain what constitutes desirable methods of teaching grammar and vocabulary. 2. Skills By the end of the study-unit the student will be able to: - apply language acquisition theory to respond to practical challenges posed by their class profiles and learner profiles on the level of content; - construct appropriate methods of teaching for diverse classroom settings that draw upon the contributions of different methodological stances; - develop efficient practices in the teaching of grammar and vocabulary; - create and / or choose effective resources for the teaching of grammar and vocabulary. Main Text/s and any supplementary readings: Main texts: - Beacco, J.-C. (2010). La didactique de la grammaire dans l鈥檈nseignement du fran莽ais et des langues. Paris: Didier, 2010. - Krafft, U., Dausendschon-Gay, U. (1994). Analyse conversationnelle et recherche sur l鈥檃cquisition. Bulletin VALS-ASLA 59, 1 (27-158). - Laufer, B. (1994). Appropriation du vocabulaire : mots faciles, mots difficiles, mots impossibles. AILE 3 (97-113). Supplementary texts: - Bange, P. (1992) 脌 propos de la communication et de l鈥檃pprentissage de L2 (notamment dans ses formes institutionnelles). - Acquisition et interaction en langue 茅trang猫re, 1, (53-85). - Bertocchini P., Costanzo E., 2008, Manuel de formation pratique pour le professeur de FLE, Cl茅 International. - Bigot, V. (2005). Quelques questions de m茅thodes pour une recherche sur la construction d鈥檜ne relation interpersonnelle en classe de langue. Le fran莽ais dans le monde 鈥� Recherches et applications, juillet 2005, (42-53). - Boulton, A. (1998). L鈥檃cquisition du lexique en langue 茅trang猫re. In E. d. Mines (茅d.), Actes du 26猫me congr猫s de l鈥橴PLEGESS. (77-87). St. Etienne, France. - Bourdeau, T. (2018). FLE. Le vocabulaire fran莽ais en images avec exercices ludiques. Paris: Ellipses. - Bruner, J. (1983). Savoir faire, savoir dire. Le d茅veloppement de l鈥檈nfant. Paris: PUF. - Cavalla C. et al., (2009), Le vocabulaire en classe de langue, Cl茅 International. - Cicurel, F. (2002). La classe de langue : un lieu ordinaire, une interaction complexe. Acquisition et Interaction en Langue Etrang猫re, 16, (145-163). - Cicurel, F. (2011). Les interactions dans l鈥檈nseignement des langues. Paris: Didier. - Dab猫ne, L. (1984). Communication et m茅tacommunication dans la classe de langue 茅trang猫re. Centre de didactiques du fran莽ais (dir.). Interactions. Les 茅changes langagiers en classe de langue. Grenoble : Ellug (129-138). - Dayre, C. (2017). FLE. 25 fiches-d茅couvertes pour apprendre ou r茅viser le FLE. Conjugaison, grammaire, exercices corrig茅s. Paris: Ellipses. - Moisy, S., Pasquet, A. (2017). FLE C鈥檈st parti ! Cahier d鈥檃ctivit茅s pour apprendre ou r茅viser les bases du FLE. Vocabulaire, grammaire, compr茅hension orale, 鈥� et 茅crite. Paris: Ellipses - Pekarek Doehler, S. (2002). Situer l鈥檃cquisition des langues secondes dans les activit茅s sociales. Babylonia 4, (24-29). - Tr茅ville, M.-C., Doquette, L. (1996). Enseigner le vocabulaire en classe de langue. Paris: Hachette. - Vygotsky, L.S. (1997). Pens茅e et langage. (F.S猫ve, trad.). Paris : La Dispute (original publi茅 1935). |
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| ADDITIONAL NOTES | Study-Unit Title in English: Theories of Language Acquisition and their Implications for Teaching Practices | |||||||||
| STUDY-UNIT TYPE | Lecture | |||||||||
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| LECTURER/S | Anna Scicluna (Co-ord.) Angele Vella Lauwers Joanne Zammit |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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