Module Directory

This module introduces key theories of language learning and their implications for language education. Drawing on classic and contemporary perspectives, students explore how cognitive, social, and usage-based theories inform pedagogical thinking across a range of languages and educational contexts.

The module also examines major approaches and methods in language teaching, considering how pedagogical principles have developed historically and how they are interpreted in different teaching and learning environments. Attention is given to learner diversity and individual differences, supporting students in analysing how teaching approaches can be adapted to varied learner profiles and contexts. The module provides a foundation for later modules focused on materials design, assessment, and practice-based research.

The aims of this module are:

• To introduce students to key theories of language learning relevant to language education.


• To familiarise students with major approaches and methods in language teaching.


• To develop understanding of the relationship between theories of learning and pedagogical approaches.


• To enable students to analyse learner needs, including relevant individual differences.


• To support critical and reflective engagement with pedagogical decision-making in language education.

By the end of this module, students will be expected to be able to:

1. Demonstrate a systematic understanding of key theories of language learning and their relevance to language education.


2. Critically evaluate language teaching approaches and methods across different educational contexts.


3. Identify and analyse learner needs, including individual differences that may affect language learning.


4. Explain the relationship between theories of learning and pedagogical approaches, recognising that such relationships are complex and not always direct.


5. Apply theory-informed perspectives to the analysis of language teaching practices and learning scenarios.

Syllabus Information

Indicative topics include:

• Early and contemporary theories of language learning.


• Cognitive, social, and usage-based perspectives on language learning.


• Individual differences in language learning and their pedagogical implications.


• Approaches and methods in language teaching.


• The post-method perspective and pedagogical flexibility.


• Teaching and learning contexts in language education.


• Teacher cognition and professional development.

This module is delivered primarily through asynchronous online learning organised on a weekly basis. Students engage with pre-recorded lectures, guided readings, and structured learning activities that support the progressive development of knowledge and understanding. Weekly moderated online discussions encourage engagement with key concepts and provide opportunities to apply theoretical perspectives to a range of language education contexts.

Three scheduled two-hour synchronous sessions provide opportunities for academic interaction, clarification of key concepts, and collaborative discussion with peers and teaching staff. Two optional online drop-in sessions offer additional academic guidance and support.

Teaching and learning methods are designed to be inclusive and accessible. Learning materials are provided in accessible digital formats where possible (for example captioned recordings and screen-reader-friendly documents), and the asynchronous structure supports flexible participation for students studying in different professional and geographical contexts. Activities do not assume prior teaching experience and are suitable for students from diverse educational and professional backgrounds.

Students are encouraged to discuss any access requirements with the module convenor, and reasonable adjustments will be made in line with university policy.