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• College of Social Sciences and International Studies

Postgraduate Module Descriptor

EFPM268: Developing an Appropriate Language Teaching Methodology

This module descriptor refers to the 2021/2 academic year.

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:

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

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.

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.

...and this table provides further details on the summative assessments for this module.

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.

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