Study programme 2020-2021Français
Linguistic, Psychological and Educational Bases of Teaching and Learning Foreign Languages
Programme component of Advanced Master's in Language SciencesResearch Institute for Language science and Technology

Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what special Covid-19 assessment methods are possibly planned for the end of Q3

CodeTypeHead of UE Department’s
contact details
UL-S1-SCLANG-124-MOptional UEHARMEGNIES BernardR350 - Service de l'Institut de Recherche en Sciences et Technologies du Langage
  • PICCALUGA Myriam
  • HARMEGNIES Bernard

of instruction
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français402000055.002nd term

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SMSL-010Language Acquisition and Learning2010000Q2
P-SMSL-011Phonetics and Speech Education2010000Q2
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.
  • Speech Sciences : adopt a specialist approach. 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

Conceptual and experimental bases of the processes of teaching and learning foreign languages from linguistics, psychology and pedagogy

Content of UE

dependent on current events and students' personal interests

Prior Experience

Not applicable

Type of Assessment for UE in Q2

  • Presentation and/or works

Q2 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q3

  • Presentation and/or works

Q3 UE Assessment Comments

Not applicable

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
  • Cours magistraux
  • Travaux pratiques
  • Cours magistraux

Mode of delivery

AAMode of delivery
  • Mixed
  • Face to face

Required Reading


Required Learning Resources/Tools

AARequired Learning Resources/Tools
P-SMSL-010 Moodle
P-SMSL-011 moodle

Recommended Reading


Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SMSL-010Not applicable
P-SMSL-011Not applicable

Other Recommended Reading

AAOther Recommended Reading
P-SMSL-010Karmiloff, 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-011Piske, T. and Young-Scholten, M. (Eds) (2008)Input Matters in SLA. Bristol: Multilingual Matters
Grosjean, F., Byers-Heinlein K. (2018). The Listening Bilingual: Speech Perception, Comprehension, and Bilingualism, Wiley-Blackwell.

INTRAVAIA, P. (2000) Formation des professeurs de langue en phonétique corrective. Le système verbo-tonal Didier Érudition, Paris et CIPA, Mons
RENARD, R. (éd.) (2002) Apprentissage d'une langue étrangère/seconde 2. La phonétique verbo-tonale De Boeck Université, Bruxelles, (coll. Pédagogies en développement) Montre les liens entre la théorie et les pratiques
(*) 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
Date de génération : 09/07/2021
20, place du Parc, B7000 Mons - Belgique
Tél: +32 (0)65 373111