This module 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
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- - teaching languages for specific purposes
- - the role of the teacher
- - the needs and motivation of language learners
- - the place of methods in language teaching, 'alternative' approaches and critical pedagogy
- - principles of syllabus design
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
- - apply theoretical models to case studies.
- - describe how the learner’s motivation influences learning outcomes
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
Learning activities include
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
|Total study time||150|
Resources & Reading list
Harmer, J (2001). The practice of English language teaching. Harlow: Longman.
Swann, M (1995). Practical English Usage. Oxford: Oxford University Press.
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.
Assessments designed to provide informal, on-module feedback
guidance on oral presentations
discussion of written assignments (in advance and after completion)
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
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 type: Internal & External