Specific Methodologies for Second Language Teaching


General goals:
(A) to familiarise students with specific methodologies for teaching a second/foreign language, with special reference to Portuguese.
(B) to train students for planning and implementing specific methodologies for second language teaching, adapted to different target populations.
Specific goals:
(a) to know the specificities of the methodologies for teaching a second/foreign language, as opposed to a first language
(b) to adequate different methodologies for different learners, according to different learning contexts
(c) to develop different procedures for assessment and to design appropriate assessment tools
(d) to design curricula and plan lessons, taking into account basic methodological principles in language teaching and defining contents and strategies according to the profile and the educational needs af learners
(e) to develop materials, tasks and activities for training different skills in second/foreign language learning

General characterization





Responsible teacher

Maria Alexandra Moreira de Jesus Fieis e Melo, Susana Mesquita de Deus Correia


Weekly - 3

Total - 280

Teaching language





Chapelle, C. A. & Sauro, S. (2017). (Eds). The Handbook of Technology and Second Language Teaching and Learning. New York: Wiley-Blackwell.
Ellis, R. (2007). Task-based language learning and teaching. Oxford University Press.
McDonough, J., Shaw, C. & Masuhara, H. (2013). Materials and methods in ELT: a teacher’s guide (3rd ed.). NY: Wiley-Blackwell.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburg University Press.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching (2nd edition). Cambridge: Cambridge University Press.
Tomlinson, B. (2013). Developing Materials for Language Teaching (2nd Edition). London, New Delhi, NY, Sydney: Bloomsburry.

Teaching method

The seminars are theoretical and practical, with presentation of the course contents and various practical activities. Students´ participation in the discussion of the questions raised in class and in the classroom activities is highly valued.

Evaluation method

final work - oral presentation (20%), writing (30%) (50%), participation in classroom activities and discussions (10%), various activities throughout the semester (e.g. design of tasks and lesson planning)(40%)

Subject matter

1. Models and perspectives in L2/FL: acquisition and learning, implicit and explicit knowledge
2. Methodological approaches for second/foreign language teaching: classic teaching of grammar and vocabulary vs communicative approaches
3. Types of competence in second/foreign language learning: communicative, sociolinguistics and pragmatic
4. Factors to be considered in defining methodological approaches: learners (age, proficiency level, native language), learning contexts and goals
5. Task-based, competence-based and content-based language teaching
6. Assessment, assessment tools and language testing
7. Technology and second/foreign language teaching
8. Curricula design and lesson planning
9. Developing and analyzing materials and tasks for speaking, reading, listening and writing activities