Is í aidhm an mhodúil seo ná tógáil ar scileanna dianmhachnaimh, féinanailíseacha agus staidéir an mhic léinn. Tarraigeofar ar thaithí na mac léinn ar an bhfoghlaim chumaisc agus forbairt a dhéanamh ar an úsáid a bhaintear as uirlisí foghlama ar-líne chun caighdeán a gcuid foghlama a chur chun cinn. Leagfar an-bhéim ar litríocht na sprioctheanga, conas fiúntas acmhainní litríochta ar-líne agus i gcló a mheas agus an smaointeoireacht chriticiúil agus chruthaitheacht a threisiú. Aidhm eile leis an modúl ná cur le feasacht chultúrtha agus le forbairt phearsanta an mhic léinn trí rannpháirtíocht i ngníomhaíochtaí lasmuigh den tseomra ranga agus Sulis agus sa Ghaeltacht ach go háirithe. [Translation for internal use only] The module aims to build upon the reflective, self-evaluation and study skills of students. They will draw upon their experiences of a blended learning approach to further utilise online learning tools to develop the quality of their learning. The focus is on literature as a resource for the language learner, evaluating both online and print reading materials, and developing critical and creative thinking in relation to both. A further aim of the module is to build on students' cultural awareness and personal development during activities beyond the classroom and VLE, and in the Gaeltacht in particular.

Conas plean forbartha a chur le chéile; conas tabhairt faoin log go héifeachtach; eolas a fháil ar acmhainní teanga atá i gcló agus ar-líne; forbairt feasachta maidir le cruinneas teanga - "tabhairt faoi deara"; iniúchadh ar na canúintí; straitéisí foghlama foclóra; amharc ar réamhaíocht chumarsáide; aiseolas ceartaitheach a chur i bhfeidhm; taifead ar dhul chun cinn sna ceithre scil teanga; tréimhse foghlama sa Ghaeltacht (2). [Translation for internal use only] Developing a plan for learning; how to effectively approach the learning log; appropriate use of learning resources for support; gaining an understanding of online and print language resources; developing awareness in relation to language accuracy - nurturing noticing; exploration of dialects and phonetics; strategies for learning vocabulary; the effect of affect- a look at communication apprehension; implementing corrective feedback; monitoring progress in the four language skills; Gaeltacht-based learning experience (2).

Agus an modúl seo críochnaithe go rathúil ag an mac léinn, beidh sé nó sí in ann: anailís chriticiúil a dhéanamh ar an dul chun cinn a dhéantar sna ceithre scil teanga agus sna tuiscintí ar an bhfeasacht chultúrtha; síntéis struchtúrtha a dhéanamh ar na loganna leanúnacha ina p(h)lean pearsanta chun plé a dhéanamh orthu ag an scrúdú cainte; iniúchadh a dhéanamh ar luach na n-acmhainní tacaíochta teanga atá ar fáil don fhoghlaimeoir neamhspleách; agus grinnscrúdú a dhéanamh ar an gcanúint, ar an saibhreas foclóra, ar nathanna úsaideacha agus ar chruinneas teanga in acmhainn scríofa/éisteachta. [Translation for internal use only] On successful completion of this module, the student will be able to: critically analyse progress made in the four language skills and in cultural awareness; coherently synthesise learning log entries in his/her personal plan for discussion in the oral assessment; assess the value of support resources available to the independent Irish language learner; and examine the dialect, richness of vocabulary, phrases and language accuracy in a written/audio resource.

Agus an modúl seo críochnaithe go rathúil ag an mac léinn, beidh sé nó sí in ann: feasacht a léiriú ar straitéisí coitianta agus ginearálta féinrialúcháin san fhoghlaim teanga; agus a t(h)uairim maidir leis na féidearthachtaí a bhaineann le ham struchtúrtha cleachtaidh a chaitheamh sa Ghaeltacht (nó ag ócaidí chultúrtha Ghaelach) a dhianscagadh i ráiteas pearsanta. On successful completion of this module, the student will be able to: demonstrate an awareness of both personal and general self-regulation strategies in language learning; and explore, in a personal statement, his/her attitude to the scope of organised language practice for the language learner in the Gaeltacht (or at an Irish language cultural event).

N/A

Cuirfear an modúl i láthair trí chur chuige cumaisc a úsáid ina dhéanfaidh foghlaimeoirí tascanna sioncronacha agus aisioncronacha a chur i gcrích go leanúnach thar dhá sheimeastar. Bainfidh na mic léinn úsaid as uirlisí foghlama fíorúla chun iad a chumasú ar mhodhanna cumarsáide; chun teacht ar ábhar; doiciméadú a dhéanamh ar a gcuid taithí foghlama pearsanta; agus chun glacadh le haiseolas ar na tascanna agus fóraim ar-líne. Beidh tascanna seachtainiúla le déanamh ag na foghlaimeoirí agus gheobhaidh siad aiseolas maidir le comhréir, botúin ghramadaí, litriú, an scríbhneoireacht acadúil agus saibhriú teanga. Cuirfear treoracha soiléire ar fáil ar an suíomh ag tús gach seachtain maidir leis an tasc agus tacófar leis na mic léinn san fóraim chainte. Beidh fáil ar acmhainní ábhartha ar an suíomh ag an mac léinn. Beidh turas Gaeltachta mar chuid lárnach den mhodúl. Is ar eolas, ar chruthaitheacht agus ar fhreagracht na mac léinn ach go háirithe a dhírítear ó thaobh tréithe an chéimithe de. Tarraingíonn an modúl ar thaighde atá déanta i réimse foghlama an dara teanga (Dörnyei and Skehan, 2003; Ellis 2007) ina gcuirfear béim ach go háirithe ar an Dea-Fhoghlaimeoir Teanga (Naiman et al, 1995; Griffiths, 2008). Cuirfear torthaí taighde a bhaineann le taighde tráthúil ar an dea-fhoghlaimeoir Gaeilge (Ní Chlochasaigh, 2014) i bhfeidhm i dteagasc an mhodúil. Áireofar an taighde comhaimseartha ar an nua-chainteoir Gaeilge (Walsh et al. 2015) chomh maith le suntas a thabhairt ar ról an fhéinaitheantais i bhfoghlaim na teanga mhionlaigh (Ní Dhonnabháin, 2013). [Translation for internal use only] The module draws on research carried out in the field of Second Language Acquisition (Cook, 2008; Dörnyei and Skehan, 2003; Ellis 2007) with particular emphasis on the Good Language Learner (Naiman et al, 1995; Griffiths, 2008). The findings of a recent study carried out on effective language acquisition in relation to the Irish language will be included in the teaching of the module (Ní Chlochasaigh, 2014). The topical issue of new speakers of the Irish language (Walsh et al. 2015) will be incorporated in the module as well as taking into account the identity issues associated with learning the L2 as a minority language (Ní Dhonnabháin, 2013).