RSS Facebook Contact


Αν υπάρχει πρόβλημα με την ενεργοποίηση του λογαριασμού, ενημερώστε το θέμα εδώ.
13ο Φεστιβάλ Πολιστικών ομάδων ΦΕΠΑ (18-19-20 Μαΐου) Είσοδος ελεύθερηηη!

Mαθηματα του Αγγλικου για μελλοντικους καθηγητες....

Εδώ μπορείτε να ανακοινώνετε οτιδήποτε αφορά το τμήμα Αγγλικής Φιλολογίας.

Συντονιστές: Πατρινός, Alan13, maritime archaeology

Κανόνες Δ. Συζήτησης
Πριν ανοίξετε νέα ενότητα ρίξτε μια ματιά μήπως αυτό που ψάχνετε υπάρχει ήδη.
Να είστε σαφείς στον τίτλο της ενότητας.
Αποφεύγετε να γράφετε με κεφαλαία γράμματα ή greeklish.

Κανόνες Λειτουργίας Forum Φιλοσοφικής

Mαθηματα του Αγγλικου για μελλοντικους καθηγητες....

Μη αναγνωσμένη δημοσίευσηαπό Lara Croft! » 17 Οκτ 2008, 14:58


Why do views about teaching, learning and assessment change over time and vary from one society to another? In what ways are the aims and language education policies and planning related to sociopolitical goals? How are foreign language education programmes and assessment systems affected by the demand to sustain a multilingual Europe and develop plurilignual citizenry? What is the relationship between the pedagogic and the social identity of the foreign language learner? Is there a link between foreign language learning and the development of intercultural awareness? Which are the European recommendations for language teaching, learning and assessment today? These are a few of the important questions that this course will attempt to answer, through discussions in class and extra credit project work. It demands that students come to class sessions prepared to participate in discussion and think through issues posed. It also requires that they read from additional sources which will be made available electronically. The course is within the framework of the preservice teacher training programme offered by the Department of Language and Linguistics and the work completed during the
course may be an important element for trainees’ professional portfolio.

Many participants in this core course, which forms a basic component in a pre-service teacher education programme, hope to become EFL teachers. As such, the purpose of the course is to acquaint them with the ways in which various theories of language and language learning have informed approaches to foreign language didactics, having shaped the dominant discourse of ELT. While familiarizing them with the most common types of language curricula, methods / techniques of teaching and assessment as well as with strategies of language learning, the lectures and seminars offered hope to introduce them to alternative thinking with regard to the teaching of English as a global language, to the development of multiple competences and intercultural awareness through foreign language learning. The work in class moves from theory to practice and from practice to theory. Students enrolled in the course can find useful course material for support and self-access learning through our e-class, accessed with a special password.


This core course, like the Applied Linguistics course which is its prerequisite, is an important component of the pre-service teacher training programme that the Faculty runs also. It offers future EFL teachers theoretically-based, practical ideas for the teaching of languages and specifically for the teaching of English as an additional language in Greece. Taking into account research on language learning, needs analysis results and various contextual factors, seminar work offers trainees the opportunity to put theory into practice and develop a critical awareness of ELT methodology. Students are encouraged to do reading and practical work on their own, guided project work, and to undertake peer-teaching sessions. Students enrolled in the course can find useful course material for support and self-access learning through our e-class, accessed with a special password.



This course, which is a component of the Pre-service EFL teacher-training programme that the Faculty offers, builds on the knowledge and skills that students developed by having successfully completed in previous semesters two relevant core courses: Applied Linguistics to Foreign Language Teaching and Learning and ELT Methods and Practices. Conducted in the form of seminars and workshops that are organized in thematic areas so that trainees can choose among aspects of TEFL that interest them the most, the purpose of the course is to provide them with opportunities to develop practical knowledge with regard to the teaching of English in different learning situations. Seminar and workshop instructors carefully guide them to put into practice current educational and language teaching/learning approaches, methods and techniques in planning courses and lessons for children, adolescents or adults who are learning English for different purposes; in designing, adapting and evaluating materials; in testing and assessing learners’ ability to use English; in facilitating the learning process through the use of audiovisual aids and computers. By the end of the course, participants are expected to have developed differential skills, evaluated through a portfolio approach.

In this course we will deal with FL Classroom Discourse and the major factors (such as linguistic, pragmatic, intercultural etc.) that may influence it – positively or negatively -in the FL classroom context. In particular, we will investigate a) teacher talk and its function in the classroom in relation to the approach, material etc. adopted for learning/teaching purposes, b) learner talk and its function concerning language learning and language use in the aforementioned context.


This course examines the relationship between language and culture, the facts and the processes that have conditioned this relationship and the conflict outcomes if language and culture felicity conditions are violated. Moreover, it looks at issues in cross-cultural communication, linguistic and cultural switching and understanding. Finally, it examines the cross-cultural dimension of foreign language learning.

This course adopts an interdisciplinary orientation to writing theories. The first part of the course explores writing research issues and includes topics such as literacy and writing, writing research in English L1 and L2 contexts, writing technologies and how these have affected the notion of ‘text’, multimodal texts and new technologies. The second part of the course examines different orientations to writing instruction, such as product, process and genre-based approaches. Drawing insights from writing theories and research, the third part of the course has a practical orientation and deals with instructional approaches and techniques.

This is a practical course aiming at the identification and evaluation of Greek EFL speakers’ errors and the effects of different types of errors on the communication situation. Specifically, the course deals with the identification and description of errors. It also attempts to explain certain interesting categories of grammatical and stylistic errors made by Greek learners of English in controlled and spontaneous written work, by reference to differences between the two languages. Finally, the course looks at ways of “remedying” errors. The usefulness of error analysis, of prediction of interlingual and intralingual learning difficulties is considered for teaching practices, syllabus design and material production.

A component of the Faculty’s Pre-service EFL teacher-training programme, this is one more course that builds on the knowledge and skills that students developed by having successfully completed, in previous semesters, two relevant core courses (Applied Linguistics to Foreign Language Teaching and Learning; ELT Methods and Practices). Its purpose is threefold. Firstly, it aims at providing trainees with the opportunity to take the position of an informed observer in an EFL classroom in a Greek school and to systematically follow and reflect on the processes of teaching and learning therein. Secondly, it aims at familiarizing them with classroom conditions and the discursive practices of participants in the teaching/learning process from the position of a teaching assistant. Thirdly, it aims at providing them with an opportunity to carry out supervised teaching for a short period of time. The trainees are evaluated by the EFL class teacher that they assist, but also by the course instructor who assesses trainees’ experience recorded by them in written form and evaluated in seminars. The final exam on required reading counts towards the overall course grade.

Πηγη: e-class> TEFLpracticum> Documents> Course descriptions

Για αποριες για καθε μαθημα (βαθμος δυσκολιας, τροπος εξετασης, ποιος το διδασκει κτλ) συμβουλευτειτε τον ΟΔΗΓΟ ΕΥΡΕΣΗΣ ΜΑΘΗΜΑΤΩΝ και εντοπιστε την ενοτητα με το μαθημα που σας ενδιαφερει....
Τελευταία επεξεργασία από Lara Croft! και 11 Ιούλ 2009, 18:35, έχει επεξεργασθεί 1 φορά/ες συνολικά
P&L prevails
Άβαταρ μέλους
Lara Croft!
Επίτιμος Διαχειριστής
Επίτιμος Διαχειριστής
Δημοσιεύσεις: 1518
Εγγραφή: 20 Ιουν 2007, 18:47
Τοποθεσία: Αγγλικη-Αθηνα #### < P&L >####
Ευχαριστώ: 4

Επιστροφή στο Ανακοινώσεις Αγγλικού

Μέλη σε σύνδεση

Μέλη σε αυτή την Δ. Συζήτηση : Δεν υπάρχουν εγγεγραμμένα μέλη και 1 επισκέπτης