Innovative Teaching Methods in Higher-level Language Acquisition

Higher-level language acquisition (C1, C2 according to CEFR standards) is the goal of many university English language courses. At Comenius University’s Department of British and American Studies, language proficiency level B2 is required for a student’s admission to the programme. Educators thus face the issue of promoting and subsequently measuring the progress of students’ higher-level language acquisition. My undergraduate course (Language Seminars) is targeted specifically towards higher-level language acquisition of Year 1 students. My paper aims to measure the efficacy of students’ in-class activities and discussions, which are specifically targeted toward obtaining C1 level vocabulary. Using quantitative data collection and analysis, I will compare the level of students’ C1 vocabulary knowledge at the beginning and the end of the semester. To underscore the learning objectives of the course, my end-of-the-semester data collection will take place in the form of the final oral exam. Further data will be collected from student feedback surveys and peer observation. I expect that students will make progress in C1 vocabulary acquisition and that in-class activities will play a major role in the process of students’ ability to use English C1 vocabulary accordingly to globally-recognised standards. The results of this experiment will be testimonial of the student- and vocabulary-oriented approach applied in the design of the course.