Module EFPM266 for 2021/2
- 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 2021/2 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: | |
|---|---|
| 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. |
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 |
