Developing an Appropriate Language Teaching Methodology
| Module title | Developing an Appropriate Language Teaching Methodology |
|---|---|
| Module code | EFPM268 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Esmaeel Abdollahzadeh (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
The approaches and methods for teaching English around the world vary greatly depending on a number of factors. It is important for the teacher to be aware of what these factors are and how they impact on the choices teachers make regarding approaches, methods and procedures to adopt in the language classroom. This module will give you an opportunity to consider a range of methods for the teaching of the language form (pronunciation, lexis and grammar) and the four skills (reading, writing, listening and speaking) as well as providing the chance to discuss the appropriateness of these methods and whether or not they are feasible for your own contexts. Approaches to the teaching of language form and skills will be considered in the light of current issues surrounding Communicative Language Teaching and post-method pedagogies.
Module aims - intentions of the module
1. To provide a thorough examination of the concept of appropriate methodology for TESOL to include a critical examination of the concepts of method, approach, principles, and post-method pedagogy.
2. To provide an in-depth analysis of key current debates regarding an appropriate methodology for TESOL including discussions of the role of communicative approaches and post-method pedagogy..
3. To introduce and develop a framework for developing an appropriate methodology and apply this to the critical examination of how to teach language form as well as the four main skills of reading, writing, listening and speaking in the TESOL classroom in specific teaching settings.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a thorough and critical understanding of the concept of appropriate methodology.
- 2. Apply the concept of appropriate methodology to a critical exploration of current approaches to the teaching of pronunciation, lexis and grammar as well as the four skills of reading, writing, speaking and listening.
- 3. Demonstrate an understanding of how cultural constraints may operate in particular language learning contexts to impact on the methodology chosen for a specific TESOL setting.
- 4. Apply a critical understanding of the issues and constraints discussed to make educated choices with regard to the development of an appropriate methodology for the teaching of language form and skills in specific TESOL settings.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Undertake a critical analysis of practice informed by theoretical insights regarding teaching and learning in TESOL classrooms.
- 6. Apply aspects of language teaching theory to the evaluation and design of language teaching materials and activities.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Engage in independent study and group/pair work, including the presentation of materials for group and class discussion
- 8. Digest, select and organise material to produce, to a deadline, a coherent and thoughtful analysis of theory to particular professional and socio-cultural situations
- 9. Undertake a critical analysis of the relevant academic literature
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 introduction to the notion of appropriate methodology for TESOL and related theoretical concepts
Developing an appropriate methodology for the teaching of pronunciation
Developing an appropriate methodology for the teaching of grammar
Developing an appropriate methodology for the teaching of vocabulary
Developing an appropriate methodology for the teaching of reading skill
Developing an appropriate methodology for the teaching of listening skill
Developing an appropriate methodology for the teaching of speaking skill
Developing an appropriate methodology for the teaching of writing skill
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 16 | 8 x 2 hours of lectures, seminars and tutorials |
| Guided Independent Study | 24 | Directed reading: seminar preparation and review |
| Guided Independent Study | 40 | Directed reading: further exploration of chosen topic areas |
| Guided Independent Study | 10 | Formative assignment preparation |
| Guided Independent Study | 60 | Summative assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| A number of written activities and group tasks which examine the principle of appropriate methodology in relation to the teaching of the different skill areas | 500 words equivalent each | (ILO 3 and 5) | Verbal comments and review from peers and tutor |
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 |
|---|---|---|---|---|
| One essay which considers theoretical insights and their practical application to the development of an appropriate methodology for teaching either the skill of reading, writing, speaking or listening, or the teaching of pronunciation, lexis or grammar. | 100 | 3,750 words | 1-4, 6, 7-9 | Written feedback in the form of comments on the assignment. |
| 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 |
|---|---|---|---|
| Essay | re-submission of essay | 1-4, 6, 7-9 | 6 weeks |
Indicative learning resources - Web based and electronic resources
Block, D., & Cameron, D. (Eds).(2002). Globalization and Language Teaching. London: Routledge.
Brown, J.D., & Coombe, C. (Eds) (2015). The Cambridge Guide to Research in Language Teaching and Learning. Cambridge: CUP
Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow: Longman.
Hall, J. K. (2002). Teaching and researching language and culture. Harlow: Longman.
Haynes , A. (2007). 100 ideas for teaching writing. London: Continuum
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: CUP.
Hyland, K. (2002). Teaching and researching writing. Harlow: Longman.
Hughes, S. (2002). Teaching and researching speaking. Harlow: Longman.
Johnson, K. (2017). An Introduction to Foreign Language Learning and Teaching. London: Routledge.
Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Post-method. London: Lawrence Erlbaum.
Kumaravadivelu, B (2003). Beyond Methods: macro-strategies for language teaching. New Haven: Yale University Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching. Practical, Step-by-Step Guidance for ESL Teachers, and Thought-Provoking Questions to Stimulate Further Exploration. Oxford: OUP.
Lockwood, R. B., & Sippel, K. (2016). Reading for academic purposes. Ann Arbor: Zone Publishing Company
Norton, I. S. P. (2008). Teaching vocabulary: strategies and techniques. Boston, MA: Heinle.
Norton, B. & Toohey, K. (eds) (2003). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
Paton, A., & Wilkins, M. (2009). Teaching Adult ESOL: Principles and Practice. Milton Keyness: Open University Press.
Reynolds, D. W.(2010). Assessing writing, assessing learning. UoM Press: Ann Arbor.
Richard, J. C. (2015). Key issues in language teaching. Cambridge: CUP.
Richards, J. & Renandya, W. (eds.) (2002). Methodology in Language Teaching. Cambridge University Press.
Rost, M. (2016). Teaching and researching listening. Harlow, Essex: Longman.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd Edition). Oxford: Macmillan Education.
Thornbury, S. & Slade, D. (2006). Conversation: from description to pedagogy. New York: Cambridge University Press.
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: C.U.P.
Tudor, I. (2003). Learning to live with complexity: towards an ecological perspective on language teaching. System, 31, 1, 1-12.
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford: Oxford University Press.
Indicative learning resources - Other resources
Each tutor will provide a bibliography related to the individual topics covered
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 01/03/2023 |
