Principles of Language Learning for TESOL
| Module title | Principles of Language Learning for TESOL |
|---|---|
| Module code | EFPM266 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Dr Gabriela Meier (Convenor) Dr Esmaeel Abdollahzadeh (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| 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: brief 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
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
An overview of key debates and issues in second language learning theory
A short history of second language learning theory mentalist versus behavioural perspectives
Interaction and language processing (the Interactionist perspective)
Sociocultural theory and mediated learning (socio-cognitive perspective)
Multilingualism and language learning
Language learning strategies and learning styles
Language learning motivation and anxiety
Identity and second language learning
Language learning as participation and socialization
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 | Peer and tutor 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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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. (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.
Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
Cook, V. and Singleton, D. (2014) Key Topics in Second Language Acquisition. Bristol: Multilingual Matters.
Dörnyei, Z. (2011). Teaching and researching motivation (2 nd 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.
Gao, X. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.
Norton, B. (2000). Identity and language learning. Harlow: Longman.
May, S. (2014) The multilingual turn: Implications for SLA, TESOL and Bilingual Education. Abingdon: Routledge.
Papi, M. and Abdollahzadeh, E. (2010). An Observational Examination of L2 Motivational Strategies: The Iranian EFL Context. Language Learning, 61, 1-24.
Richards, J.J. and Schmidt, R. (2010) Dictionary of Language Teaching & Applied Linguistics (4th Ed). Harlow: Longman .
Toth, Zsuzsa (2010) Foreign Language Anxiety and the Advanced Language Learner. Newcastle: Cambridge Scholars.
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.
ELE – College to provide hyperlink to appropriate pages
Indicative learning resources - Other resources
Journals (examples):
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
Multilingua
TESOL Quarterly
| 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 | 03/09/20 |
