ET117-30 Foreign Language Learning
Introductory description
What does it mean to 'know' a language, and to communicate in one? How do people learn a second language? What is the best way for you? And what are some of the global realities surrounding language use in the world today? These are the main issues to be addressed in this module. In this module, you will both engage in learning a major language and at the same time develop your ability to learn any language into the future. Which of these languages will you start with: Arabic, Chinese, French, German, Italian, Japanese, Russian or Spanish? All of them are on offer. While you're encouraged to begin a new language you can continue with one you already know if you prefer.
Module aims
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To enable students to communicate effectively in Arabic, Chinese, French, German, Japanese, Russian or Spanish [these being the languages offered by the Language Centre as academic modules at Level 1 - i.e. beginners level; see Appendix], at a basic level in everyday situations for a work or study placement
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To provide information and promote reflection on the process of learning a foreign language, with a view to enhancing students' ability to learn any foreign language in the future.
The module will contribute primarily to the achievement of Course Aims #1, 2, 5 and 6.
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provide a thorough grounding in theories and research findings related to intercultural interaction and linguistics;
- give students an in-depth understanding and awareness of the nature of generic, discoursal and linguistic features relevant to different cultural and professional contexts;
- develop students’ ability to use language sensitively and effectively in intercultural contexts;
- provide students with the experience of learning a foreign language and reflecting on the process, and the opportunity to develop proficiency in another language;
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.
Key topic areas:
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The social context of multilingualism and linguistic diversity
Linguistic diversity as a global and social phenomenon, societal and individual multilingualism. -
The theories and processes of foreign language learning
Understanding language and culture in foreign language learning, theories of learning and of language acquisition, language learning strategies, motivation. -
The social context for foreign language learning and foreign language use
The concept of the native speaker, non-native speaker, intercultural speaker, language policy and language learning, translanguaging and the concept of repertoire.
Learning outcomes
By the end of the module, students should be able to:
- 1) Language LearningLanguage learning outcomes are as previously validated for the individual academic modules to be incorporated (see Appendix for a list of these. According to the Language Centre, by the end of a Level 1 course, learners should be able to communicate effectively at a basic level in everyday situations for a work or study placement.The language learning component of the module contributes specifically to the following key overall learning outcome of the programme:- demonstrate sensitivity and effectiveness in using language in intercultural contexts
- 2) Language Learning DevelopmentSubject knowledge and understanding - demonstrate knowledge and understanding of some key issues, theories and research findings relating to foreign language learningCognitive skills- reflect self-critically on the process of learning a foreign language
- Subject-specific Skills/Professional Skills- plan, monitor and evaluate in ways appropriate to her/himself the learning of a new foreign language- apply linguistic concepts and tools acquired via the core Linguistics module (specifically, insights into phonetics, phonology, syntax and lexicogrammar) to the practical study of a new language
Indicative reading list
For Language Centre academic modules, language learning materials as previously validated
For Language Learning Development work in CAL, the following is the illustrative bibliography
Cohen, A. 1990. Language Learning: Insights for Learners, Teachers, and Researchers. Rowley, Mass.: Newbury House/HarperCollins.
Crystal, D. 1995/2003. The Cambridge Encyclopedia of the English Language (2nd edition). Cambridge: Cambridge University Press.
Crystal, D. 1997. English as a Global Language. Cambridge: Cambridge University Press.
Crystal, D 1997. The Cambridge Encyclopedia of Language. Cambridge: Cambridge University Press.
Crystal, David. 2005. The Stories of English. London: Penguin.
Graddol, D. 1997. The Future of English. London: The British Council. Available online: http://www.britishcouncil.org/learning-research-futureofenglish.htm (18/9/08)
Graddol, D. 2006. English Next. London: The British Council. Available online: http://www.britishcouncil.org/learning-research-englishnext.htm (18/9/08)
Jenkins, J. World Englishes London: Routledge.
Hurd, S. and Murphy, L. (eds). 2005. Success with Languages. London: Routledge in association with the Open University
Lightbown, P.M. and Spada, N. 2006. How Languages are Learned, 3rd edition. Oxford: Oxford University Press
Paige, R. M., Cohen, A. D., Lassegard, J., Chi, J. C., & Kappler, B. J. 2002. Maximizing Study Abroad: A Student's Guide to Strategies for Language and Culture Learning and Use. Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota.
Stevick, E.W. 1989. Success with Foreign Languages: Seven who achieved it and what worked for them. New York: Prentice-Hall.
Sweet, H. 1899. The Practical Study of Languages. London: Dent
Thompson, I. and Rubin, J. 1994. How to Be a More Successful Language Learner, 2nd ed. Boston: Heinle & Heinle.
View reading list on Talis Aspire
Research element
The assessment for the applied linguistics component of this model adopts autoethnography as a research method and develops students’ abilities to research their own experiences of language learning
and use.
Interdisciplinary
This module aims to integrate learning across two broad disciplinary perspectives, modern languages learning and applied linguistics, by integrating these components into a single module. Students in the module will have the opportunity to combine the study of a language and its culture with the study of topics from sociolinguistics, second language acquisition and education studies to develop a transdisciplinary perspective of the nature and processes of language learning.
International
This module has a specifically international focus involving the development of communicative abilities in another language and intercultural understanding. It also examines the nature of personal multilingualism and ethical and social issues involved in communicating in and across languages.
Subject specific skills
Subject-specific Skills/Professional Skills
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plan, monitor and evaluate in ways appropriate to her/himself the learning of a new foreign language
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apply linguistic concepts and tools acquired via the core Linguistics module (specifically, insights into phonetics, phonology, syntax and lexicogrammar) to the practical study of a new language.
Transferable skills
Work collaboratively in teams
Communicate clearly (with regard to language learning experiences) and contribute effectively in discussions
Consider written and internet resources critically and selectively with regard to own language learning concerns
Communicate ideas effectively in writing, using appropriate wording and structure.
Study time
Type | Required |
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Lectures | 9 sessions of 2 hours (6%) |
Seminars | 9 sessions of 1 hour (3%) |
Private study | 273 hours (91%) |
Total | 300 hours |
Private study description
Reading subject materials, homework tasks, assignments, revision.
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group A1
Weighting | Study time | |
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2000 word project | 50% | |
A description and evaluation of the student's development as a language learner- based on written journal entries and reading about language learning. |
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Language Proficiency Tests (held by Language Centre) | 50% | |
Interim Tests (e.g. use of language, reading, writing), Terms 1 and 2 - 20% of proficiency total (= 10% of overall total) Listening Examination, Term 2 (up to 30 minutes)
Oral Examination, Term 3 (5-15 minutes)
Final Examination (reading, writing), Term 3 (up to 2 hours)
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Feedback on assessment
Written feedback on the assignment will be provided on the Centre's standard feedback sheets, which conform to Faculty regulations. This will include both summary and detailed feedback. Where appropriate, additional feedback may be provided via personal meetings with the tutor.
Courses
This module is Core for:
- Year 1 of UETA-X3Q5 Undergraduate Language, Culture and Communication
- Year 1 of UETA-X3Q8 Undergraduate Language, Culture and Communication (with Intercalated Year)