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: | |
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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. |
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. (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.
Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
Cook, V. and Singleton, D. (2014) Key Topics in Second Language Acquisition. Bristol: Multilingual Matters.
Dörnyei, Z. (2011). Teaching and researching motivation (2 nd 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.
Gao, X. (2010). Strategic language learning: The roles of agency and context. Bristol, UK: Multilingual Matters.
Norton, B. (2000). Identity and language learning. Harlow: Longman.
May, S. (2014) The multilingual turn: Implications for SLA, TESOL and Bilingual Education. Abingdon: Routledge.
Papi, M. and Abdollahzadeh, E. (2010). An Observational Examination of L2 Motivational Strategies: The Iranian EFL Context. Language Learning, 61, 1-24.
Richards, J.J. and Schmidt, R. (2010) Dictionary of Language Teaching & Applied Linguistics (4th Ed). Harlow: Longman .
Toth, Zsuzsa (2010) Foreign Language Anxiety and the Advanced Language Learner. Newcastle: Cambridge Scholars.
Weber, J.-J. & Horner, K. (2012) Introducing Multilingualism: A social Approach. Abingdon: Routledge.