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Teaching English as a Foreign Language I - LAN00002I

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  • Department: Language and Linguistic Science
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2024-25

Module summary

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.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

The aim of the module is to introduce students to Teaching English as a Foreign Language (TEFL), covering:

  • language learning methods used in TEFL, including theories of second language acquisition and psychological approaches
  • controversial topics such as the spread of World Englishes, the development of a Lingua Franca Core and the appropriate model of English to be used in the classroom
  • learner profiles and the aspects of English that pose difficulties

Module learning outcomes

At the end of this module, students will typically have a sound knowledge of:

  • TEFL methods and approaches throughout the 20th century up to the present day
  • the political controversies arising from English as a world language, including language death and linguistic imperialism
  • World Englishes - which model(s) of English are / should be taught.
  • models of language learning
  • theories of language acquisition as relevant to the language classroom, including sociocultural and psychological considerations
  • the language system, i.e. be able to describe features of English and so explain mistakes
  • the typical linguistic problems that learners experience

Module content

The module covers:

  • the history of TEFL from 1880 to the present day
  • the political controversies arising from English as a world language, including language death and linguistic imperialism
  • World Englishes - which model(s) of English are/should be taught
  • models of language learning
  • theories of language acquisition as relevant to the language classroom
  • sociocultural considerations in the EFL classroom
  • the language system, i.e. be able to describe features of English and so explain mistakes

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.

Indicative assessment

Task % of module mark
Essay/coursework 30
Online Exam -less than 24hrs (Centrally scheduled) 70

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 30
Online Exam -less than 24hrs (Centrally scheduled) 70

Module feedback

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.

Indicative reading

Brown, H. D. (2006). Principles of language learning and teaching. 5th ed. New York: Longman.

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.

Harmer (2007). The practice of English language teaching. 4th ed. Harlow: Pearson Longman.

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.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.