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 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
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 |
|---|---|---|---|
| A number of written activities and brief oral presentations which examine the principle of appropriate methodology in relation to the teaching of the different skill areas | 500 words equivalent each | (ILO 3 and 5) | Verbal comments and review from peers and tutor |
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 |
|---|---|---|---|---|
| One essay which considers theoretical insights and their practical application to the development of an appropriate methodology for teaching either the skill of reading, writing, speaking or listening, or the teaching of pronunciation, lexis or grammar. | 100 | 3,750 words | 1-4, 6, 7-9 | Written feedback in the form of comments on the assignment. |
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 |
|---|---|---|---|
| Essay | re-submission of essay | 1-4, 6, 7-9 | 6 weeks |
