Introductory description

Is it better to teach English with a textbook or without? Is teaching grammar effective? How can you continue to develop as a teacher? This module aims to further develop your understanding of language learning and teaching by critically evaluating the principles underlying the teaching of English and applying them in a practical manner with an international group of English language learners. You will critique published teaching materials, develop ideas about lesson planning and classroom management and consider the importance of reflection for teachers and how this can be fostered.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Lesson frameworks / Alternative methodologies/ Post method methodology /The place of grammar in a language syllabus.
Language analysis for English language teaching - Tense and time/ Modality and Aspect.
Vocabulary analysis for language teaching -The Lexical approach/ Lexical priming
Needs analysis – planning a syllabus. Analysing course books. Using authentic materials.
Advanced receptive skills –Approaches to listening and reading.
Phonology for TESOL. Issues for production and reception.
Connected speech/ weak forms/ elision/ assimilation
Teaching Speaking and Task Based Learning.
Teaching writing and written feedback.
Examining Teacher Learner interaction. Teacher talk. Correction and feedback
Reflective practice.

Learning outcomes

By the end of the module, students should be able to:

• Upon successful completion of this course, students should Be able to analyse learners’ needs and address them through appropriate choice of teaching approach and materials. Demonstrate knowledge and understanding of those grammatical structures and phonological features of English likely to prove difficult for learners. Demonstrate awareness and understanding of learner and teacher roles in the process of language learning. Analyse, evaluate and make use of a range of materials and techniques for teaching grammar, lexis and pronunciation, and for helping learners develop their language skills generally.

Indicative reading list

Badger, I. (2012). Listening. London: Collins.
Bartram, M., & Walton, R. (1991). Correction. London: Language Teaching Publications.
Boxer, D., & Cohen, A. (2004). Studying speaking to inform second language learning. Clevedon: Multilingual Matters Ltd.
Dalton-Puffer, C., & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
Doughty, C., & Long, M. (2003). The handbook of second language acquisition. Malden, MA: Blackwell Pub.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lewis, M. (1993). The lexical approach. Hove, England: Language Teaching Publications.
Lewis, M. (2000). Teaching collocation. Hove: Language Teaching Publications.
Lightbown, P., & Spada, N. (2006). How languages are learned. Oxford [england]: Oxford University Press.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
Rogerson-Revell, P. (2011). English phonology and pronunciation teaching. London: Continuum.

Research element

Students will use their own practice with English language learners as data with which to reflect critically on language teaching.

Interdisciplinary

This module pulls together theories, perspectives, and empirical studies from fields such as education, adult learning, second language acquisition and linguistics.

International

The module promotes active participatory learning amongst a highly international cohort of students and will include teaching practice on an equally diverse group of English language learners.

Subject specific skills

• Analyse a range of lesson frameworks for language teaching and evaluate their relative merits in differing contexts.
• Demonstrate knowledge and understanding of those grammatical structures and phonological features of English likely to prove difficult for learners from different language backgrounds and how to address these in a classroom.
• Demonstrate awareness and understanding of learner and teacher roles in the process of language learning.
• Analyse and evaluate a range of materials and techniques for teaching grammar, lexis pronunciation and skills.
• Demonstrate understanding of reflective practice and how this can be implemented as a language teacher.

Transferable skills

Written communication skills
Oral communication skills
Working with others
Bibliographic skills appropriate to the discipline, including accurate citation of sources and consistent use of conventions in the presentation of professional and scholarly work
Problem solving
Information technology
Ability to work autonomously
Critically reflect on the nature of language and language use in the context of English language teaching.
Demonstrate a good awareness of aspects of sound systems, sound patterns, grammatical structure and meaning that relate to language teaching.
Demonstrate a level of knowledge about language teaching appropriate to a novice language teacher.