- Department: Education
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
The module will explore principles of first and second language teaching and learning. While drawing on some theoretical and methodological issues, this module will have a strong practical component, aiming to develop students' understanding of needs-based learner-centred teaching in various educational contexts. It will draw on recent research into the field.
Occurrence | Teaching period |
---|---|
A | Semester 2 2024-25 |
The module will explore principles of first and second language teaching and learning. While drawing on some theoretical and methodological issues, this module will have a strong practical component, aiming to develop students' understanding of needs-based learner-centred teaching in various educational contexts. It will draw on recent research into the field.
Subject content
By the end of the module, students will have:
critically examined and reflected upon contemporary issues related to first and second language teaching and learning in various educational contexts
raised their awareness of theories related to first and second language acquisition and second language learning
become more aware of learner needs and critically reflected on appropriate ways to address these needs
learnt how to plan and deliver a teaching activity
developed their critical awareness of principles, approaches and methods in second language teaching
raised their awareness of theories and practices associated with grammar, vocabulary and skills teaching and with second language assessment
Academic and graduate skills
Develop skills of communication
Become proficient in searching for sources
Develop the skills to critically analyse issues and ideas
Learn to plan and deliver short teaching activities
Engage in short presentations to the whole group
The module will be structured as follows:
Task | % of module mark |
---|---|
Essay/coursework | 100 |
None
Task | % of module mark |
---|---|
Essay/coursework | 100 |
Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). London: Pearson.
Driscoll, P., Macaro, E, & Swarbrick, A. eds. (2014) Debates in modern languages education. London : Routledge.
Ellis, R. (2005) Principles of instructed language learning, System, 33(2), pp. 209–224.
Hall, G., ed. (2016) The Routledge Handbook of English Language Teaching, London: Routledge.
Harmer, J. (2007). The practice of English language teaching (4th ed.). London: Longman.
Hughes, A. and Hughes, J. (2020) Testing for Language Teachers (3rd ed.) Cambridge: Cambridge University Press.
Garton, S. & Copland, F, eds. (2018) The Routledge handbook of teaching English to young learners. London : Routledge.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.
Lightbown, P. M., & Spada, N. (2015). How languages are learned (5th ed.). Oxford: Oxford University Press.
Richards, J.C. and Rodgers, T.S. (2001) Approaches and Methods in Language Teaching (2nd ed.) Cambridge : Cambridge University Press.
Rifkin, B. (2003) Guidelines for Foreign Language Lesson Planning, Foreign language annals, 36(2), pp. 167–179.
Scrivener, J. (2011). Learning teaching (3rd ed.). Oxford: Macmillan Education.
Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge: Cambridge University Press.