Module overview
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Identify and use a wide range of reference resources, printed and electronic
- Develop and maintain a personal bibliography
- Express, support (using researched literature) and position your views through a written assignment
- Use information technology appropriately when presenting your work and in your teaching
- Communicate language teaching, applied linguistic and educational work in a variety of written forms
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- How to evaluate pedagogical proposals, methods and practices in terms of their appropriateness and effectiveness in different contexts
- How to write a detailed lesson plan and supporting justification for your pedagogical choices, using appropriate literature to explain your decisions
- How to identify pedagogical orientations and likely outcomes of teaching methods, and assess the learning processes involved
- How to present effective communicative activities with a theoretical rationale
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- How language teaching pedagogy can effectively respond to different learners and goals, and how to evaluate pedagogical choices with a theoretical rationale
- The implications that culture, context and goals have for CLT in planning and classroom practice
- The influence of the communicative approach to language teaching on task design, lesson planning and classroom interactions
- The principles of the communicative approach to language teaching, and the main theories of language learning and competence that underpin it
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Independent Study | 126 |
Seminar | 24 |
Total study time | 150 |
Resources & Reading list
Textbooks
Lightbown P. & N. Spada (2006). How Languages Are Learned. Oxford University Press.
Harmer, J. (2007). The Practice of English Language Teaching. Longman ELT.
Richards, J. and T. Rodgers (2014). Approaches and Methods in Language Teaching (updated and revised ed.). Cambridge: Cambridge University Press.
Richards, J. and T. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Scrivener, J. (2011). Learning Teaching: The essential guide to English language teaching. Oxford: Macmillan.
Brumfit, C.J. (2001). Individual Freedom in Language teaching. Oxford: Oxford University Press.
Thornbury, S. (2006). Grammar (Resource Books for Teachers). Oxford: Oxford University Press.
Carter, R. & D. Nunan (eds.) (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Analysis and report
- Assessment Type: Formative
- Feedback: Feedback will be provided in seminars and online discussions.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
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.
Method | Percentage contribution |
---|---|
Essay | 100% |
Repeat Information
Repeat type: Internal & External