2016/17 Taught Postgraduate Module Catalogue

LING5450M Methodology in Language Teaching

15 creditsClass Size: 24

Module manager: Clare Wright
Email: c.e.m.wright@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

Pre-requisites

LING5440M

Approaches to Linguistics and Language Acquisition

Module replaces

LING5320M Methodology in English Language Teaching

This module is approved as an Elective

Module summary

The aim of this module is to present a critical overview of language teaching methodology from the point of view of linguistics. Current methodological practices will be explored and evaluated in terms of how they relate to understandings of linguistic theory and language acquisition, as considered in the pre-requisite core Approaches to Linguistics and Language Acquisition module. In other words, this module addresses the question: Given existing research in linguistics and language acquisition, what does this mean for language teaching?

Objectives

The aim of this module is to present a critical overview of language teaching methodology from the point of view of linguistics. Students will come to understand the basic features of mainstream approaches to language teaching by exploring them in terms of how they relate to linguistic theory and language acquisition, as considered in the pre-requisite core module Approaches to Linguistics and Language Acquisition module. Attention will be paid to the relationship between theory and practice, with an emphasis on the need for language teachers to have expertise in the theoretical study of language and an ability to apply principles of theory to language teaching practice. The module will also engage with challenges in classroom research, asking how to best research questions of language development relevant to classroom learners. Additionally, the module emphasises the relationship between trends in language teaching and shifts in academic thought by situating methodology in its historical context. The approach of the module is to develop students' ability to be both reflective and critical in their intellectual understanding of teaching practice.

Learning outcomes
On completion of this module, students should:
-have a comprehensive knowledge of the range of mainstream approaches to language teaching methodology
-be able to evaluate different teaching methods in terms of research in linguistics and language acquisition
-understand the relationship between theory and practice as relevant to language teaching
-understand how and why different language teaching methodologies have developed
-have an understanding of the methodological challenges in classroom research

Skills outcomes
Students will be able to:
-Read critically, evaluating what they read in terms of linguistic theory and findings in language acquisition
-Identify the theoretical stance of proponents of different methods in language teaching
-Formulate relevant research questions and outline a potential example of classroom research
-Argue in support of at least one of the mainstream approaches to language teaching, drawing from linguistic theory and empirical evidence

Syllabus

The syllabus will include:
- Historical Context
- 'Traditional methods': Grammar Translation, Natural/Berlitz Method, Situational/Oral Approach, Audiolingualism
- Communicative Language Teaching
- the Post-Methods Era and 'Alternative' Approaches
- Lexical Approach
- Focus on Form, Noticing and the Interaction Hypothesis
- Task Based Learning and Teaching
- Classroom Research

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	4	2.00	8.00
Seminar	4	2.00	8.00
Private study hours			134.00
Total Contact hours			16.00
Total hours (100hr per 10 credits)			150.00

Private study

There are two types of reading for this module. The first is not overly challenging in terms of theory, but covers a large amount of information that students will need to take in. The second requires reading of empirical studies on classroom research. This is more challenging, but it is hoped that students will have developed their reading skills in semester one. The time needed for reading is estimated in hourly terms as 5 hours per lecture hour (=40 hours) and 5 hours per seminar hour (=40 hours).
In addition to the weekly reading, students will be expected to explore one topic for their assignment at greater depth. This reading and the work associated with the assignment is expected to take 54 hours.

Opportunities for Formative Feedback

Student progress will be monitored mostly through the seminars. While guidance will be provided to ensure that they have the support they need to do the reading for this class, seminar discussion will make clear whether individual students are progressing and whether more or other support is needed.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	3,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 26/09/2016

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