2019/20 Taught Postgraduate Module Catalogue
LING5450M Methodology in Language Teaching
15 creditsClass Size: 24
Module manager: Clare Wright
Taught: Semester 2 View Timetable
Year running 2019/20
|LING5440M||Approaches to Linguistics and Language Acquisition|
This module is not approved as an Elective
Module summaryThis module presents a critical overview of language teaching methodology from the point of view of linguistics. Current methodological practices are explored and evaluated in terms of how they relate to understandings of linguistic theory and language acquisition, as considered in the pre-requisite module LING5440M Approaches to Linguistics and Language Acquisition. In other words, this module addresses the question of what the findings of existing research in linguistics and language acquisition mean for language teaching.
ObjectivesThe aim of this module is to present a critical overview of language teaching methodology from the point of view of linguistics. Students 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 module LING5440M Approaches to Linguistics and Language Acquisition. Attention is 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 also engages with challenges in classroom research, asking how best to address 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 module is designed to complement the practical teaching skills covered in LING5460M Language Teaching Practice aiming to develop students’ ability to be both reflective and critical in their intellectual understanding of teaching practice.
On completion of this module, students should:
1. have a comprehensive knowledge of the range of mainstream approaches to language teaching methodology
2. be able to evaluate different teaching methods in terms of research in linguistics and language acquisition
3. understand the relationship between theory and practice as relevant to language teaching
4. understand how and why different language teaching methodologies have developed
5. have an understanding of the methodological challenges in classroom research
This module develops students’ skills in:
1. reading critically, evaluating what they read in terms of linguistic theory and findings in language acquisition
2. identifying the theoretical stance of proponents of different methods in language teaching
3. formulating relevant research questions and outlining a potential example of classroom research
4. arguing in support of at least one of the mainstream approaches to language teaching, drawing from linguistic theory and empirical evidence
This module covers a wide range of methodological approaches to language teaching for English and other world languages (e.g. Chinese, Arabic, Spanish). The module focuses particularly on task-based teaching approaches but also , includes ‘traditional’, technology-supported and integrated skills methods, applicable for both adults and children. Main SLA hypotheses and psycholinguistic models of learning linked to teaching practice are included, to support a research-based approach to teaching.
|Delivery type||Number||Length hours||Student hours|
|Private study hours||134.00|
|Total Contact hours||16.00|
|Total hours (100hr per 10 credits)||150.00|
Private studyStudents are expected to devote 134 hours of independent study time to this module. 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 need to take in; the second requires more challenging reading of empirical studies on classroom research. The time needed for reading is estimated as 5 hours per lecture (=40 hours) and 5 hours per seminar (=40 hours). In addition to the weekly reading, students are expected to explore one topic for their assignment at greater depth. This reading and the work associated with planning and writing the assignment is expected to take 54 hours.
Opportunities for Formative FeedbackThe seminars provide a forum for supporting and monitoring students’ progress, e.g. through preparing group presentations on key readings, with oral feedback given at the time. While guidance is provided to ensure that students have the support they need to do the reading in preparation for each seminar, seminar discussion is intended to make clear whether individual students are progressing and whether more or other support is needed. Students are guided in choosing their essay topic and given formative feedback on an essay outline as part of the seminar programme.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Essay||2,500 - 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 listThe reading list is available from the Library website
Last updated: 30/04/2019
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