Introductory description

The module aims to deliver a comprehensive introduction to the principles, research and current issues underlying the teaching of English as a second or foreign language. Students will develop understanding of key theories and research findings related to second language learning/acquisition and language use and how they inform current methodological practice in ELT. The module provides students with a foundation for teaching the skills involved in second language learning. It will explore the nature of the L2 reading, writing, listening and speaking processes. Students will develop their ability to critically evaluate published teaching materials and deepen their understanding of syllabus construction, materials development and task design within relevant teaching contexts.

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.

1. Language Teaching Approaches
   An overview of key language teaching approaches and methods including the development of the communicative approach and the subsequent development of task based language teaching; The role of technology in English language teaching and learning; The role motivation plays in language learning and how teachers can help promote and develop it; How teachers can encourage learner autonomy.

2. Speaking & Listening
   Understanding the nature of speaking and listening; Learner strategies for developing speaking and listening skills; Activities to support English language listening and speaking skills development; Integrating the teaching/learning of listening and speaking skills.

3. Reading & Writing
   Understanding the nature of reading and writing; Models of the reading and writing process; Approaches to teaching reading and writing to English language learners; Developing activities to support the learning of reading and writing in English; Integrating the teaching/learning of reading and writing.

4. Grammar & Vocabulary
   An introduction to pedagogical grammars; Issues in the learning and teaching of grammar and vocabulary; Tasks and activities to enhance grammar and vocabulary learning.

Learning outcomes

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

• Understand the process of second/foreign language learning/acquisition in different contexts; Compare and contrast approaches to teaching practices in formal classroom contexts and understand the theoretical underpinning of those approaches; Critically evaluate different approaches to the teaching of a second language; Analyse and evaluate a range of materials (including textbooks) for teaching receptive and productive skills, including grammar, lexis and pronunciation, and for helping learners develop their language skills generally.

Indicative reading list

Hands, P. (2011). Collins COBUILD English grammar. Glasgow: HarperCollins Publishers.
Harwood, N. (2010). (ed) English language teaching materials: Theory and practice. Cambridge: Cambridge University Press.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press. Hyland, K. (2009). Teaching and researching writing. London: Longman.
Goh, C.C.M. and A. Burns. (2012). Teaching speaking: A holistic approach. Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford
University Press.
McCarthy, M. A. O’Keefe and S. Walsh. (2010).Vocabulary matrix: Understanding, learning and teaching. Andover: Heinle Cengage Learning.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Richards, J. C. and Rodgers, T. S. (2014). Approaches and methods in language teaching. 3rd ed. Cambridge: Cambridge University Press.
Spiro, J (2013). Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
Willis, D & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Van den Branden, K. (2006). Task-based language education: from theory to practice. Cambridge: Cambridge University Press.

Research element

Critical engagement with relevant theoretical and empirical research work both in class and through the module’s written assignment.

Interdisciplinary

Module content relates to academic disciplines such as Education, Social Psychology and Communication Studies.

International

Consideration of issues relating to the teaching and learning of English as an international language, including reflection on the complexities involved in meaning negotiation in a second/foreign language and the meaning and value of teaching and learning English from an intercultural perspective.

Subject specific skills

Analyse learners’ needs and address them through appropriate choice of teaching approach and materials; Analyse and evaluate a range of materials (including textbooks) for teaching receptive and productive skills, including grammar, lexis and pronunciation, and for helping learners develop their language skills generally. Understand the process of second/foreign language learning/acquisition in different contexts; Understand the principles underlying task-based approaches to language learning; Demonstrate awareness and understanding of learner and teacher roles in the process of language learning.

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.