Module EFPM268 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM268: Developing an Appropriate Language Teaching Methodology
This module descriptor refers to the 2019/0 academic year.
Module Aims
1. To provide a thorough examination of the concept of appropriate methodology for TESOL to include a critical examination of the concepts of method, approach, principles, and post-method pedagogy.
2. To provide an in-depth analysis of key current debates regarding an appropriate methodology for TESOL including discussions of the role of communicative approaches and post-method pedagogy..
3. To introduce and develop a framework for developing an appropriate methodology and apply this to the critical examination of how to teach language form as well as the four main skills of reading, writing, listening and speaking in the TESOL classroom in specific teaching settings.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate a thorough and critical understanding of the concept of appropriate methodology. 2. Apply the concept of appropriate methodology to a critical exploration of current approaches to the teaching of pronunciation, lexis and grammar as well as the four skills of reading, writing, speaking and listening. 3. Demonstrate an understanding of how cultural constraints may operate in particular language learning contexts to impact on the methodology chosen for a specific TESOL setting. 4. Apply a critical understanding of the issues and constraints discussed to make educated choices with regard to the development of an appropriate methodology for the teaching of language form and skills in specific TESOL settings. |
| Discipline-Specific Skills | 5. Undertake a critical analysis of practice informed by theoretical insights regarding teaching and learning in TESOL classrooms. 6. Apply aspects of language teaching theory to the evaluation and design of language teaching materials and activities. |
| Personal and Key Skills | 7. Engage in independent study and group/pair work, including the presentation of materials for group and class discussion 8. Digest, select and organise material to produce, to a deadline, a coherent and thoughtful analysis of theory to particular professional and socio-cultural situations 9. Undertake a critical analysis of the relevant academic literature |
Module Content
Syllabus Plan
8 weekly sessions of two hours in length.
Week 1: An introduction to the notion of appropriate methodology for TESOL and related theoretical concepts.
Week 2: Developing an appropriate methodology for the teaching of pronunciation.
Week 3: Developing an appropriate methodology for the teaching of vocabulary.
Week 4: Developing an appropriate methodology for the teaching of grammar.
Week 5: Developing an appropriate methodology for the teaching of reading.
Weeks 6-7: Developing an appropriate methodology for the teaching of interaction skills: speaking and listening
Week 8: Developing an appropriate methodology for the teaching of the writing skill.
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 |
|---|---|---|
| 16 | 134 | 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 | 16 | 8 x 2 hours of lectures, seminars and tutorials |
| Guided Independent Study | 24 | Directed reading: seminar preparation and review |
| Guided Independent Study | 40 | Directed reading: further exploration of chosen topic areas |
| Guided Independent Study | 10 | Formative assignment preparation |
| Guided Independent Study | 60 | Summative assignment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Block, D & Cameron, D (eds).(2002). Globalisation and Language Teaching.London: Routledge
Grabe, W. & Stoller, F. (2002). Teaching and researching reading.Harlow: Longman.
Hall, J. K. (2002). Teaching and researching language and culture.Harlow: Longman.
Holliday, A. (1994). Appropriate Methodology and Social Context. C.U.P.
Hyland, K. (2002). Teaching and researching writing.Harlow: Longman. Hughes, S. (2002).
Teaching and researching speaking.Harlow: Longman. Kumaravadivelu, B. (2006).
Understanding Language Teaching.LawrenceErlbaum. Kumaravadivelu, B (2003). Beyond Methods: macrostrategies for language teaching.New Haven:YaleUniversityPress
Norton, B. & Toohey, K. (eds) (2003). Critical pedagogies and language learning.Cambridge:CambridgeUniversityPress.
Richards, J. and Renandya, W. (eds.) (2002). Methodology in Language Teaching.CambridgeUniversityPress. Rost, M. (2002). Teaching and researching listening. Harlow, Essex : Longman.
Thornbury, S. & Slade, D. (2006). Conversation : from description to pedagogy.New
York:CambridgeUniversityPress.
Tudor, I (2001).The Dynamics of the Language Classroom.Cambridge: C.U.P
Walker, R. (2010) Teaching the Pronunciation of English as a Lingua Franca. OxfordUniversity Press.
McCarthy, M., O’Keeffe, A. and Walsh, S. (2010) Vocabulary Matrix: Understanding, Learning and Teaching. Heinle.
Thornbury, S. (1999) How to Teach Grammar. Longman.
Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. YaleUniversity Press.
Other Learning Resources
Each tutor will provide a bibliography related to the individual topics covered
