A Critical Appraisal of Language Teaching Methodologies

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Use ICT skills appropriately in the presentation and discussion of work, and teaching/learning issues
• Communicate through synchronous and asynchronous computer mediated communication
• Use ICT skills appropriately in e-communication
• Monitor and evaluate professional activity including self-evaluation
• Use ICT skills appropriately in the planning and development of group projects, and peer support
• Communicate in a variety of written formats
• Identify, select and use critically in professional communication a range of reference resources, printed and electronic
• Demonstrate online interpersonal and collaborative skills in the presentation of work, tutorials and workshop discussions

Subject Specific Practical Skills

Having successfully completed this module you will be able to:

• Analyse and reflect on your own ESP practice
• Critically compare and assess current approaches in ESP and evaluate their impact on pedagogic principles and practices generally and in your own teaching context in particular
• Relate your prior professional experience to current theories and debates on ESP methodology
• Explain the underlying links between language analysis and the development of materials and activity for ESP courses

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Plan and evaluate appropriate ESP methodology and teaching activities in specified contexts
• Apply language description and analysis skills in designing ESP programmes, evaluating and producing materials, monitoring classroom language use of teachers and learners
• Design language learning materials in ESP contexts using a range of educational media

Knowledge and Understanding

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

• The principles and practices of teaching and learning in relation to ESP learners and learning contexts
• Paths to changing professional practice in ESP and how to develop as teachers and coordinators of other teachers
• The relationship between theory and practice in ESP in a variety of institutional contexts
• The analysis and description of the English language for ESP curriculum and pedagogy

This is the second module of two related modules on the theory and practice e of ESP. In the first module we focused on establishing a theoretical framework for ESP in a broader context of Communicative Language Teaching, and planning and designing courses and materials in ESP contexts. In this module we move on to the next phase of ESP practice: implementing courses through a principled approach to ESP methodology and the design of appropriate materials and activities. In the first block of the module you will examine language systems and uses in ESP, relating them to varieties of academic and occupational communication, and to the key ESP process of needs analysis and materials design. In the second block we compare EFL and ESP methodology and explore ESP principles and practice in the teaching of language and skills in a range of ESP contexts.

Teaching and learning methods

Teaching methods include

• Online tutor led discussion forums
• Interactive tasks in topic learning objects
• Presentations and lectures via podcasts/audio/video files
• Synchronous chat/small group discussions

Learning activities include:

• Reading key texts
• Accessing online resources
• Participating in online forums
• Private study, research and reflection
• Action research and reporting/presentation in forums

Resources & Reading list

Textbooks

Orr K (2003). ESP Case Studies. Prentice Hall.

Basturkmen H (2006). Ideas and Options in English for Specific Purposes. Lawrence Earlbaum Associates.

Dudley-Evans T and St. John M (1998). Developments in English for Specific Purposes. Cambridge University Press.

Hyland K (2006). English for Academic Purposes. Routledge.

Graves K (1996). Teachers as Course Developers. Cambridge University Press.

Jordan R (1997). English for Academic Purposes. Cambridge University Press.

Assessment strategy

Assessments designed to provide informal, on-module feedback

• Online forum discussion tasks and participation
• Online feedback on learning object tasks and activities
• Online ‘chat’ discussions with tutors

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 Information

Repeat type: Internal & External