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.
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 |
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.
