Language Teaching Theory and Practice

Learning Outcomes

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• - apply theoretical models to case studies.
• - evaluate a learner’s needs in relation to their learning context
• - describe how the learner’s motivation influences learning outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• - principles of syllabus design
• - teaching languages for specific purposes
• - the needs and motivation of language learners
• - the place of methods in language teaching, 'alternative' approaches and critical pedagogy
• - the role of the teacher

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.

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

Resources & Reading list

Textbooks

Lightbown, P and Spada, N (1993). How languages are learned. Oxford: Oxford University Press.

Stern, H H (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.

Carter, R. & D. Nunan (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.

Harmer, J (2001). The practice of English language teaching. Harlow: Longman.

Swann, M (1995). Practical English Usage. Oxford: Oxford University Press.

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.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External