LG522-7-AU-CO:
Language Learning and Teaching
2023/24
Language and Linguistics
Colchester Campus
Autumn
Postgraduate: Level 7
Current
Thursday 05 October 2023
Friday 15 December 2023
15
05 October 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MA QX1312 Teaching English to Speakers of Other Languages (TESOL),
MA QX13JS Teaching English to Speakers of Other Languages (TESOL)
This module introduces students to key theories of second language learning, including both classic and current views, concepts and explanations. It further introduces the dominant approaches and methods in English language teaching (ELT) and explores the different theoretical and historical contexts out of which approaches develop. The module looks at how different approaches and methods have shaped pedagogy, practice and course design.
The aims of the module are:
• To introduce students to the main theories that have been put forward to explain second language learning;
• To familiarise students with the main approaches and methods in language teaching, with a focus on ELT;
• To clarify the conceptual differences between an approach and a method;
• To prepare teachers for an analysis of their students’ needs;
• To help students understand the links between theories of learning and approaches to teaching, as well as the fact that such links are not always direct or obvious.
By the end of the module, students should be able to:
• Understand the claims and assumptions of key theories of second language learning;
• Understand the differences between teaching approaches and methods;
• Understand prevalent language teaching approaches and main contexts of teaching and learning;
• Analyse students’ needs;
• Appreciate the relationship between theories of learning and approaches to teaching.
The first part of the module (Weeks 2-6) focuses on language learning, the second part (Weeks 7-11) on language teaching, especially ELT.
Week 2: Early theories of second language learning
Week 3: Linguistic approaches: Universal Grammar and Krashen's Monitor Model
Week 4: Cognitive approaches (1): The usage-based approach
Week 5: Cognitive approaches (2): Skill acquisition theory
Week 6: Social approaches: Sociocultural theory
Week 7: Approaches and methods and ELT (1)
Week 8: Approaches and methods and ELT (2)
Week 9: The post-methods era
Week 10: Teaching and learning contexts in ELT
Week 11: Teacher training and teacher autonomy in ELT
We will have one 2-hour class each week for 10 weeks. Approximately one hour will be taught as a lecture and the other hour as a seminar. Lectures provide an overview of key insights; seminars are based on student-centred tasks such as follow-up exercises and discussion of issues brought up in the lectures and associated module readings. Discussion and questions are encouraged throughout. The nature of the content is such that it allows for students to bring their own experiences to the topics and discussions.
-
Johnson, K. (2017b)
Introduction to Foreign Language Learning and Teaching. 3rd New edition. London: Taylor & Francis Ltd. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5185469.
-
Gass, S.M. (2019)
Second language acquisition: an introductory course. [Place of publication not identified]: ROUTLEDGE. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/612191.
-
VanPatten, B., Keating, G.D. and Wulff, S. (eds) (2020)
Theories in second language acquisition: an introduction. Third edition. New York, New York: Routledge. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6120993.
-
Richards, J.C. and Rodgers, T.S. (2014)
Approaches and methods in language teaching. Third edition. Cambridge: Cambridge University Press. Available at:
https://www.cambridge.org/core/books/approaches-and-methods-in-language-teaching/3036F7DA0057D0681000454A580967FF.
-
Kumaravadivelu, B. (2003)
Beyond methods: macrostrategies for language teaching. New Haven: Yale University Press. Available at:
https://www.jstor.org/stable/10.2307/j.ctt1np6r2.
-
-
Borg, S. (2006)
Teacher cognition and language education: research and practice. London: Continuum. Available at:
https://doi.org//10.5040/9781474219983?locatt=label:secondary_bloomsburyCollections.
-
Kubanyiova, M. (2012)
Teacher development in action: understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=460834.
-
Richards, J.C. and Burns, A. (eds) (2012)
The Cambridge guide to pedagogy and practice in second language teaching. New York: Cambridge University Press. Available at:
https://doi.org/10.1017/9781009024778.
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 |
Description |
Deadline |
Coursework weighting |
| Coursework |
Assignment 1 (1500 Words) |
|
50% |
| Coursework |
Assignment 2 (1500 Words) |
|
50% |
Additional coursework information
N/A
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.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Nasser Jabbari, email: n.jabbari@essex.ac.uk.
Nasser Jabbari
n.jabbari@essex.ac.uk; 4.342
Yes
No
No
Dr Petra Schoofs
University of Birmingham
Lecturer
Dr Troy McConachy
University of Warwick
Associate Professor
Available via Moodle
Of 20 hours, 18 (90%) hours available to students:
2 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.