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 |
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 introduction to the notion of appropriate methodology for TESOL and related theoretical concepts
Developing an appropriate methodology for the teaching of pronunciation
Developing an appropriate methodology for the teaching of grammar
Developing an appropriate methodology for the teaching of vocabulary
Developing an appropriate methodology for the teaching of reading skill
Developing an appropriate methodology for the teaching of listening skill
Developing an appropriate methodology for the teaching of speaking skill
Developing an appropriate methodology for the teaching of writing skill
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 |
|---|---|---|
| 16 | 134 | 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 | 16 | 8 x 2 hours of lectures, seminars and tutorials |
| Guided Independent Study | 24 | Directed reading: seminar preparation and review |
| Guided Independent Study | 40 | Directed reading: further exploration of chosen topic areas |
| Guided Independent Study | 10 | Formative assignment preparation |
| Guided Independent Study | 60 | Summative assignment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Block, D., & Cameron, D. (Eds).(2002). Globalization and Language Teaching. London: Routledge.
Brown, J.D., & Coombe, C. (Eds) (2015). The Cambridge Guide to Research in Language Teaching and Learning. Cambridge: CUP
Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow: Longman.
Hall, J. K. (2002). Teaching and researching language and culture. Harlow: Longman.
Haynes , A. (2007). 100 ideas for teaching writing. London: Continuum
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: CUP.
Hyland, K. (2002). Teaching and researching writing. Harlow: Longman.
Hughes, S. (2002). Teaching and researching speaking. Harlow: Longman.
Johnson, K. (2017). An Introduction to Foreign Language Learning and Teaching. London: Routledge.
Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Post-method. London: Lawrence Erlbaum.
Kumaravadivelu, B (2003). Beyond Methods: macro-strategies for language teaching. New Haven: Yale University Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching. Practical, Step-by-Step Guidance for ESL Teachers, and Thought-Provoking Questions to Stimulate Further Exploration. Oxford: OUP.
Lockwood, R. B., & Sippel, K. (2016). Reading for academic purposes. Ann Arbor: Zone Publishing Company
Norton, I. S. P. (2008). Teaching vocabulary: strategies and techniques. Boston, MA: Heinle.
Norton, B. & Toohey, K. (eds) (2003). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
Paton, A., & Wilkins, M. (2009). Teaching Adult ESOL: Principles and Practice. Milton Keyness: Open University Press.
Reynolds, D. W.(2010). Assessing writing, assessing learning. UoM Press: Ann Arbor.
Richard, J. C. (2015). Key issues in language teaching. Cambridge: CUP.
Richards, J. & Renandya, W. (eds.) (2002). Methodology in Language Teaching. Cambridge University Press.
Rost, M. (2016). Teaching and researching listening. Harlow, Essex: Longman.
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd Edition). Oxford: Macmillan Education.
Thornbury, S. & Slade, D. (2006). Conversation: from description to pedagogy. New York: Cambridge University Press.
Tudor, I. (2001). The dynamics of the language classroom. Cambridge: C.U.P.
Tudor, I. (2003). Learning to live with complexity: towards an ecological perspective on language teaching. System, 31, 1, 1-12.
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford: Oxford University Press.
Other Learning Resources
Each tutor will provide a bibliography related to the individual topics covered
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 |
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.
