Module overview
This unit examines the theory and practice of language teaching and explores 'reflective practice' as a set of skills that can be applied to your future working life.
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- • the place of methods in language teaching
- • critical pedagogy
- • teaching languages for specific purposes
- • the needs and motivation of language learners
- • ‘alternative’ approaches to teaching
- • principles of syllabus design
- • the role of the teacher
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- • evaluate a learner’s needs in relation to their learning context
- • describe how the learner’s motivation influences learning outcomes
- • apply theoretical models to case studies.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- • work effectively in a team
- • prepare and deliver oral presentations
- • plan and organise your own learning schedule
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- • plan a language programme based on sound pedagogical principles and on an analysis of students’ needs
Syllabus
The module aims to give you a critical understanding of some of the principles, issues and activities underlying the teaching of a foreign language, with particular reference to English. While the main focus of the module will be on broader issues such as needs and motivation, module design and appropriate pedagogy. These will be dealt with in terms of pedagogical issues such as the teaching of skills or culture, classroom management and dealing with error.
Learning and Teaching
Teaching and learning methods
Teaching methods include
- seminars
- workshops
Learning activities include
- individual study
- preparing presentations and discussions in small groups
- conducting observations/interviews and small research projects
- reading and critiquing academic papers
Innovative or special features of this module
weekly practical tasks feed into sessions
learning log feeds into sessions and into assessement
Type | Hours |
---|---|
Teaching | 24 |
Independent Study | 126 |
Total study time | 150 |
Resources & Reading list
Textbooks
Harmer, J (2001). The practice of English language teaching. Harlow: Longman.
Lightbown, P and Spada, N (1993). How languages are learned. Oxford: Oxford University Press.
Carter, R. & D. Nunan (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Stern, H H (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Swann, M (1995). Practical English Usage. Oxford: Oxford University Press.
Assessment
Assessment strategy
Assessments designed to provide informal, on-module feedback
guidance on oral presentations
discussion of written assignments (in advance and after completion)
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Practical task | 50% |
Review | 50% |
Repeat Information
Repeat type: Internal & External