Postgraduate Module Descriptor

EFPM266: Principles of Language Learning for TESOL

This module descriptor refers to the 2021/2 academic year.

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:

An overview of key debates and issues in second language learning theory

A short history of second language learning theory mentalist versus behavioural perspectives

Interaction and language processing (the Interactionist perspective)

Sociocultural theory and mediated learning (socio-cognitive perspective)

Multilingualism and language learning

Language learning strategies and learning styles

Language learning motivation and anxiety

Identity and second language learning

Language learning as participation and socialization

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.

ELE – College to provide hyperlink to appropriate pages

Other Learning Resources

Journals (examples):

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

Multilingua

TESOL Quarterly

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	Peer and tutor 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
	0
	0
	0
	0
	0

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