 | Study programme 2019-2020 | Français | |
 | Linguistic, Psychological and Educational Bases of Teaching and Learning Foreign Languages | ||
Programme component of Advanced Master's in Language Sciences - Speech SciencesResearch Institute for Language science and Technology |
| Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3 |
|---|
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UL-S1-SCPARL-115-M | Optional UE | HARMEGNIES Bernard | R350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 40 | 20 | 0 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-008 | Language Acquisition and Learning | 20 | 10 | 0 | 0 | 0 | Q2 | |
| P-SMSL-007 | Phonetics and Speech Education | 20 | 10 | 0 | 0 | 0 | Q2 |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations, using any form of language.
- Analyse and model a communicative situation (individually or collectively) by critically selecting isolated theories and suitable methodological approaches.
- Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
- Have a willingness to keep learning. Assess and pursue professional and personal development.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Adopt a scientific approach. Master the scientific approaches in language sciences.
- Appropriately apply different scientific research methods.
- Collect data and thoroughly analyse it qualitatively and quantitatively.
- Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations, using any form of language.
- Analyse and model a communicative situation (individually or collectively) by critically selecting isolated theories and suitable methodological approaches.
- Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
- Have a willingness to keep learning. Assess and pursue professional and personal development.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Continue to train and improve their skills.
- Adopt a scientific approach. Master the scientific approaches in language sciences.
- Appropriately apply different scientific research methods.
- Collect data and thoroughly analyse it qualitatively and quantitatively.
- Adopt a specialist approach to Speech Sciences. Master the concepts, techniques, methods, and devices specific to speech sciences so that they can be used in research practice.
- Master basic speech signal analysis techniques.
- Master research methodologies in speech sciences.
- Master the basic concepts of phonology.
- Master the basic concepts of phonetics.
- Master the basic concepts of psycholinguistics.
- Master the relationships between phonetics, phonology, psycholinguistics, and general linguistics.
Learning Outcomes of UE
Not applicable
Content of UE
Not applicable
Prior Experience
Not applicable
Q2 UE Assessment Comments
Not applicable
Q3 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-008 |
|
| P-SMSL-007 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-008 |
|
| P-SMSL-007 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-008 | |
| P-SMSL-007 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-008 | Moodle |
| P-SMSL-007 | Not applicable |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-008 | |
| P-SMSL-007 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-008 | Not applicable |
| P-SMSL-007 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-008 | Karmiloff, K., Karmiloff-Smith A., Comment les enfants entrent dans le langage, Paris : Retz, 2003 Comblain, A. Rondal, J.-A., Apprendre les langues: où, quand, comment?, Editions Mardaga, 2001 Field, J., Listening in the language classroom, Cambridge, Cambridge university press, 2008 Kremer J.-M. et Denni-Krichel N. (2010). Prévenir les troubles du langage des enfants, Paris : Josette Lyon. Lightbown P. M. and Spada N. (2013) How languages are learned.Oxford : Oxford University Press, Edition 4th ed. |
| P-SMSL-007 | Not applicable |
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term