Teaching, Reading, Writing, Speaking and Listening
Postgraduate: Level 7
Sunday 17 January 2021
Friday 26 March 2021
15 May 2020
Requisites for this module
The module looks at the recent history of teaching the four skills (reading, writing, listening and speaking) in English Language Teaching (ELT) contexts. The module explores some of the different ways in which theories of reading, writing, listening and speaking have shaped pedagogy and classroom practice and materials development. The module will draw on different teaching and learning contexts within TEFL/TESOL to explore the four skills.
The module aims to explore the main debates that have shaped and informed the different approaches to the teaching of reading, writing, listening and speaking in TEFL/TESOL. In exploring these ideas students will have a better understanding of the different ways in which the four skills are understood and conceptualised. They will be provided with a theoretical platform from which to consider, and reflect upon, their own experiences and approaches to teaching these skills.
By the end of this module you should be able to:
• be able to critically discuss the different approaches to teaching reading and writing
• be able to critically discuss the different approaches to teaching listening and speaking
• be able to discuss their preferred approaches to the teaching the four skills
• be able to take a principled approach to evaluating and adapting course books and materials for reading, writing, listening and speaking in ELT
All materials for the module will be uploaded in onto Moodle.
The module will run over 10 weeks. There will be 20 contact hours in total, i.e. 1 X 2 hours per week, and these will take the form of lectures/seminars. Students will have the opportunity to have individual tutorials with the module lecturers where they can ask for advice on their assignments.
- William Grabe; Fredricka L. Stoller. (2011) Teaching and researching reading, Harlow: Longman/Pearson.
- (2012) The Cambridge guide to pedagogy and practice in second language teaching, New York: Cambridge University Press.
- Benati, Alessandro G. (2013) Issues in second language teaching, Sheffield: Equinox.
- Anne Burns; Jack C. Richards. (2009) The Cambridge guide to second language teacher education, Cambridge: Cambridge University Press.
- Dana Ferris; John Hedgcock. (2005) Teaching ESL composition: purpose, process, and practice, Mahwah, NJ: Lawrence Erlbaum Associates.
- I. S. P. Nation. (2009) Teaching ESL/EFL reading and writing, London: Routledge.
- Harwood, Nigel. (2010) English language teaching materials: theory and practice, Cambridge: Cambridge University Press. vol. Cambridge language education
- I. S. P. Nation; Jonathan Newton. (2009) Teaching ESL/EFL listening and speaking, New York: Routledge.
- William Grabe; Robert B. Kaplan. (1996) Theory and practice of writing: an applied linguistic perspective, London: Longman.
- (2017) Discipline-specific writing: theory into practice, Abingdon: Routledge.
- Dana Ferris. (2003) Response to student writing: implications for second language students, Mahwah, NJ: Lawrence Erlbaum Associates.
- Alina Safargalina. (2018) 'Teaching Speaking in EFL Environments', in The TESOL Encyclopedia of English Language Teaching, Hoboken, NJ: John Wiley & Sons, Inc., pp.1-6
- John Flowerdew. (1994) Academic listening: research perspectives, Cambridge: Cambridge University Press.
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
||LG622 Reassessment (Student 2008923)
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Tracey Costley, email: firstname.lastname@example.org.
Dr Tracey Costley
Dr Tracey Costley, Room 4.127, Ext: 2227
Dr Petra Schoofs
University of Birmingham
Available via Moodle
Of 706 hours, 0 (0%) hours available to students:
706 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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