Principles of Language Learning for TESOL
| Module title | Principles of Language Learning for TESOL |
|---|---|
| Module code | EFPM266 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | Dr Gabriela Meier (Convenor) Dr Esmaeel Abdollahzadeh (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
In this module we discuss and critically evaluate language learning theories that developed over the last 100 years or so, and highlight key issues that are relevant to our field today. While its emphasis is on learning a second, other or additional language, we also draw on theories about first language learning. The module clearly focuses on language learning, however, it also discusses what implications these insights have on teaching. Participants are invited to reflect on their own language learning and teaching in the light of the theories presented. The seminar uses various methods to facilitate engagement with the module content: lecture style presentations, question and answer, group discussions, pair discussion, student presentations, discussion of relevant articles, concept maps, poster presentations, etc. The participants are given guidance of how to prepare for each seminar and they are invited to actively participate.
Module aims - intentions of the module
The aim of this module is:
• to critically review foundational concepts in second language learning theories;
• to provide an overview of the current debate on key issues in second language learning research;
• to enable participants to engage in critical analysis and discussion of an area of study in second language learning;
• to enable participants to consider critically the application of current research in language learning to language teaching practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a critical understanding of linguistic and cognitive perspectives of second language acquisition, including language transfer and processing; input, interaction & output; and individual differences;
- 2. Demonstrate a critical understanding of social and cultural perspectives of second language learning, including mediated learning and scaffolding; community of practice and L2 socialisation; culture and identity;
- 3. Demonstrate the ability to apply the critical understandings of above different theoretical perspectives to the development of TESOL pedagogic practices.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. demonstrate an ability to apply course input to their own and their peers' teaching and learning situations;
- 5. demonstrate an awareness of how their own students might approach learning;
- 6. demonstrate an ability to evaluate the success or otherwise of different teaching strategies in particular situations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Demonstrate an ability to study effectively independently and in groups, including the presentation of materials for group and class discussion;
- 8. demonstrate an ability to digest, select and organize material to produce, to a deadline, a coherent and thoughtful analysis of theory applied to professional and cultural situations;
- 9. demonstrate an ability to take responsibility and carry out agreed tasks;
- 10. demonstrate an ability to study independently in group/pair work;
- 11. demonstrate an ability to create a presentation of materials for group and class discussion.
Syllabus plan
Week 1 - An overview of key debates and issues in second language learning theory
Week 2 - A short history of second language learning theory mentalist versus behavioural perspectives
Week 3 - Interaction and language processing (the Interactionist perspective)
Week 4 - Sociocultural theory and mediated learning (socio-cognitive perspective)
Week 5 - Language learning strategies and learning styles
Week 6 - Language learning motivation and anxiety
Week 7 - Identity and second language learning
Week 8 - Language learning as participation and socialization
Week 9 - Multilingualism and language learning
Week 10 - Conclusion: recap, Q+A, assignment briefing, discussion of essay topics
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 50 | 250 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 30 | lectures, seminars and tutorials |
| Learning and teaching activities | 20 | pre-session tasks |
| guided independent study | 80 | assignment preparation |
| guided independent study | 170 | directed/self-directed reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| introduction and outline | 1000 words | 1, 2; 4, 5, 6 ,7, 8, 9 | written feedback |
| oral presentation | 1,000 words equivalent | 1,2,3;4,5,6; 7, 9, 10, 11 | oral feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Assignment | 100 | 5,500 words | 1,2,3,4,5,6,7,8,9 | written comment |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Assignment | Resubmission of assignment | 1,2,3,4,5,6,7,8,9 | 6 weeks |
Indicative learning resources - Basic reading
Atkinson, D., (2011) Alternative approaches to second language acquisition. Abingdon: Routledge.
Block, D. (2003). The social turn in second language acquisition. Washington: Georgetown University Press.
Block, D. (2007). Second language identities. London: Continuum.
Breen, M. P. (2001). Learner contributions to language learning. Harlow: Longman.
Dörnyei, Z. (2011). Teaching and researching motivation (2nd Ed). Harlow: Longman.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2008). Second language acquisition. Oxford: Oxford University Press.
Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
Norton, B. (2000). Identity and language learning. Harlow: Longman.
Gao, X. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.
Weber, J.-J. & Horner, K. (2012) Introducing Multilingualism: A social Approach. Abingdon: Routledge.
Indicative learning resources - Web based and electronic resources
Web CT resource platform including powerpoints, research papers and interactive tasks.
Indicative learning resources - Other resources
Journals:
English Language Teaching (ELT) Journal
Int. Journal of Bilingual Education and Bilingualism*
Language and Education
Language and Intercultural Communication
Language Learning
Language, Identity, and Education
Modern English Teacher (MET)
Modern Language Journal
TESOL Quarterly
* available from Gaby’s office (contact Gaby)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | Experience as a teacher of English as a second language. |
| Module co-requisites | EFPM267 Language Awareness for TESOL |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 01/02/13 |