An introduction to the professional field of English language teaching, this module will investigate a range of popular methods and approaches that teachers use, highlighting strengths and weaknesses associated with each. Training will be provided on error correction and the skill of using phonemic transcription to help the language learner. You will also work with a real learner of English to identify their language needs and make suggestions for ways to overcome these difficulties.
Occurrence | Teaching period |
---|---|
A | Semester 1 2023-24 |
The aim of the module is to introduce students to Teaching English as a Foreign Language (TEFL), covering:
At the end of this module, students will typically have a sound knowledge of:
The module covers:
In addition, you will gain experience in creating a written ‘learner profile’. This task (which is part of the summative assessment) mirrors an assessment task required for the University of Cambridge’s Certificate of English Language Teaching to Adults (CELTA), an internationally-recognised teaching qualification.
NOTE: this module does not provide a qualification in teaching English as a foreign language. However, it is excellent preparation for professional TEFL qualifications.
Task | % of module mark |
---|---|
Essay/coursework | 30 |
Online Exam -less than 24hrs (Centrally scheduled) | 70 |
None
Task | % of module mark |
---|---|
Essay/coursework | 30 |
Online Exam -less than 24hrs (Centrally scheduled) | 70 |
Formative
Timing |
Task |
Feedback |
Weeks 1 & 3 |
Learner error-analysis exercise. |
Self-study (answers on the VLE) |
Week 5 |
Learner error-analysis task. |
Within 20 working days |
Week 6 & 8 |
Phonemic transcription exercise. |
Self-study (answers on the VLE) |
Week 11 |
Phonemic transcription task. |
Within 20 working days |
Week 6-9 |
Seminar presentation |
In-class feedback. |
Formative seminar task: in small groups, you will be asked to lead fifteen minutes of a seminar in which you outline a teaching method or approach, leading to class discussion. Feedback will be provided in class.
Summative
Written feedback with university mandated time limit.
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Dornyei (2002). Motivational strategies in the language classroom. Cambridge: CUP
Erard (2008). New Scientist 29th March 2008.
Harmer (2007). How to teach English. Harlow: Pearson Longman.
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Jenkins (1998). ELT Journal 52/2.
Jenkins (2015). Global Englishes: A resource book for students. 3rd ed. London: Routledge.
Kelly (2000). How to teach pronunciation. Harlow: Pearson Longman.
Kirkpatrick (2007). World Englishes: implications for international communication and English language teaching. Cambridge: CUP.
Modiano (2001). ELT Journal 55 / 4
Richards & Rodgers (2001). Approaches and methods in language teaching. 2nd ed. Cambridge: CUP.
Scrivener (2011) Learning teaching. 3rd ed. Oxford: Macmillan Heinemann.