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 Content
Syllabus Plan
Week 1 - An overview of key debates and issues in second language learning theory
Week 2 - A short history of second language learning theory mentalist versus behavioural perspectives
Week 3 - Interaction and language processing (the Interactionist perspective)
Week 4 - Sociocultural theory and mediated learning (socio-cognitive perspective)
Week 5 - Language learning strategies and learning styles
Week 6 - Language learning motivation and anxiety
Week 7 - Identity and second language learning
Week 8 - Language learning as participation and socialization
Week 9 - Multilingualism and language learning
Week 10 - Conclusion: recap, Q+A, assignment briefing, discussion of essay topics
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
50 | 250 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Learning and teaching activities | 30 | lectures, seminars and tutorials |
Learning and teaching activities | 20 | pre-session tasks |
guided independent study | 80 | assignment preparation |
guided independent study | 170 | directed/self-directed reading |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Web CT resource platform including powerpoints, research papers and interactive tasks.
Other Learning Resources
Journals:
English Language Teaching (ELT) Journal
Int. Journal of Bilingual Education and Bilingualism*
Language and Education
Language and Intercultural Communication
Language Learning
Language, Identity, and Education
Modern English Teacher (MET)
Modern Language Journal
TESOL Quarterly
* available from Gaby’s office (contact Gaby)
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.