Module EFPM266 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM266: Principles of Language Learning for TESOL
This module descriptor refers to the 2019/0 academic year.
Module Aims
The aim of this module is:
• to critically review foundational concepts in second language learning theories;
• to provide an overview of the current debate on key issues in second language learning research;
• to enable participants to engage in critical analysis and discussion of an area of study in second language learning;
• to enable participants to consider critically the application of current research in language learning to language teaching practice.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. demonstrate a critical understanding of linguistic and cognitive perspectives of second language acquisition, including language transfer and processing; input, interaction & output; and individual differences; 2. Demonstrate a critical understanding of social and cultural perspectives of second language learning, including mediated learning and scaffolding; community of practice and L2 socialisation; culture and identity; 3. Demonstrate the ability to apply the critical understandings of above different theoretical perspectives to the development of TESOL pedagogic practices. |
Discipline-Specific Skills | 4. demonstrate an ability to apply course input to their own and their peers' teaching and learning situations; 5. demonstrate an awareness of how their own students might approach learning; 6. demonstrate an ability to evaluate the success or otherwise of different teaching strategies in particular situations; |
Personal and Key Skills | 7. Demonstrate an ability to study effectively independently and in groups, including the presentation of materials for group and class discussion; 8. demonstrate an ability to digest, select and organize material to produce, to a deadline, a coherent and thoughtful analysis of theory applied to professional and cultural situations; 9. demonstrate an ability to take responsibility and carry out agreed tasks; 10. demonstrate an ability to study independently in group/pair work; 11. demonstrate an ability to create a presentation of materials for group and class discussion. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
introduction and outline | 1000 words | 1, 2; 4, 5, 6 ,7, 8, 9 | written feedback |
oral presentation | 1,000 words equivalent | 1,2,3;4,5,6; 7, 9, 10, 11 | oral feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Assignment | 100 | 5,500 words | 1,2,3,4,5,6,7,8,9 | written comment |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Assignment | Resubmission of assignment | 1,2,3,4,5,6,7,8,9 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Atkinson, D., (2011) Alternative approaches to second language acquisition. Abingdon: Routledge.
Block, D. (2003). The social turn in second language acquisition. Washington: Georgetown University Press.
Block, D. (2007). Second language identities. London: Continuum.
Breen, M. P. (2001). Learner contributions to language learning. Harlow: Longman.
Dörnyei, Z. (2011). Teaching and researching motivation (2nd Ed). Harlow: Longman.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2008). Second language acquisition. Oxford: Oxford University Press.
Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
Norton, B. (2000). Identity and language learning. Harlow: Longman.
Gao, X. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.
Weber, J.-J. & Horner, K. (2012) Introducing Multilingualism: A social Approach. Abingdon: Routledge.