Module EFPM268 for 2021/2
- 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 2021/2 academic year.
Module Aims
1. To provide a thorough examination of the concept of appropriate methodology for TESOL to include a critical examination of the concepts of method, approach, principles, and post-method pedagogy.
2. To provide an in-depth analysis of key current debates regarding an appropriate methodology for TESOL including discussions of the role of communicative approaches and post-method pedagogy..
3. To introduce and develop a framework for developing an appropriate methodology and apply this to the critical examination of how to teach language form as well as the four main skills of reading, writing, listening and speaking in the TESOL classroom in specific teaching settings.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate a thorough and critical understanding of the concept of appropriate methodology. 2. Apply the concept of appropriate methodology to a critical exploration of current approaches to the teaching of pronunciation, lexis and grammar as well as the four skills of reading, writing, speaking and listening. 3. Demonstrate an understanding of how cultural constraints may operate in particular language learning contexts to impact on the methodology chosen for a specific TESOL setting. 4. Apply a critical understanding of the issues and constraints discussed to make educated choices with regard to the development of an appropriate methodology for the teaching of language form and skills in specific TESOL settings. |
| Discipline-Specific Skills | 5. Undertake a critical analysis of practice informed by theoretical insights regarding teaching and learning in TESOL classrooms. 6. Apply aspects of language teaching theory to the evaluation and design of language teaching materials and activities. |
| Personal and Key Skills | 7. Engage in independent study and group/pair work, including the presentation of materials for group and class discussion 8. Digest, select and organise material to produce, to a deadline, a coherent and thoughtful analysis of theory to particular professional and socio-cultural situations 9. Undertake a critical analysis of the relevant academic literature |
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 group tasks 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. |
| 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 |
|---|---|---|---|
| Essay | re-submission of essay | 1-4, 6, 7-9 | 6 weeks |
