2021/22 Taught Postgraduate Module Catalogue

EDUC5933M Language Teaching Methodology

30 creditsClass Size: 200

Module manager: Dr Simon Green
Email: S.J.M.Green@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2021/22

Module replaces

EDUC5301M

This module is not approved as an Elective

Module summary

This module provides a practically oriented overview of methodological issues in the teaching of English. The class input sessions are complemented by small-group micro-teaching sessions.

Objectives

On completion of this module, students should have both a theoretical and a practical an understanding of contemporary TESOL methodology. Specifically, students should be able to:

- Show familiarity with a range of techniques for developing learners' control of language systems and skills.
- Demonstrate an awareness of basic issues in classroom management, including task-setting, monitoring, and providing feedback to learners.
- Reflect on observation and practical teaching experiences gained on the module and demonstrate the ability to draw up action plans for future professional development

Learning outcomes
Knowledge outcomes will include:

- Understandings of ways of helping learners notice, structure and proceduralise new language items
- Understandings of ways of helping learners develop listening, reading, writing and speaking abilities.

Skills outcomes
Students completing this module will have had the opportunity to acquire the following abilities:
-to engage critically in the development of;
professional/disciplinary boundaries and norms;
-to make effective decisions in complex and unpredictable situations;
-to learn independently.

Syllabus

Indicative content:
1. Developing systemic knowledge: teaching grammar: in this first session participants will draw on their understandings of language learning (in the three core modules followed in Semester 1), pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners notice, structure and proceduralise grammatical structures.
2. Developing systemic knowledge: teaching vocabulary: in this session participants will draw on their understandings of language learning (in the three core modules followed in Semester 1), pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners develop lexical knowledge.
3. Developing systemic knowledge: teaching pronunciation: in this session participants will draw on first semester studies, pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners notice and produce individual sounds and supra-segmental features.
4. Developing communicative abilities: teaching listening: in sessions 4 and 5 participants will draw on first semester studies, pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners develop listening abilities and strategies.
5. Developing communicative abilities: teaching listening:
6. Developing communicative abilities: teaching reading: in sessions 6 and 7 participants will draw on first semester studies, pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners develop reading abilities and strategies.
7. Developing communicative abilities: teaching reading:
8. Developing communicative abilities: teaching speaking: in sessions 8 and 9 participants will draw on first semester studies, pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners develop speaking abilities and strategies.
9. Developing communicative abilities: teaching speaking:
10. Developing communicative abilities: teaching writing: in sessions 10 and 11 participants will draw on first semester studies, pre-sessional reading and preliminary analysis tasks, and input delivered in the session to explore ways of helping learners develop writing abilities and strategies.
11. Developing communicative abilities: teaching writing:
12. Review: This session will provide a modular review and assignment support.

Teaching methods

Delivery type	Number	Length hours	Student hours
Fieldwork	2	1.00	2.00
Practical	4	3.00	12.00
Seminar	12	2.00	24.00
Tutorial	1	1.00	1.00
Independent online learning hours			261.00
Private study hours			0.00
Total Contact hours			39.00
Total hours (100hr per 10 credits)			300.00

Private study

Reading and completion of post and pre-sessional tasks for each seminar: 10 hours = 110
Assignment reading and preparation : 151 hours

Opportunities for Formative Feedback

In-class: monitoring of performance on session tasks, concept questioning, learner-led session summaries
Out-of-class: performance on structured post-session tasks checked at beginning of following session

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Portfolio	4,000 words. Participants will write reflective report on their lesson observations and micro-teaching session, with reference to the literature	100.00
Total percentage (Assessment Coursework)		100.00

In each session participants will work through a sequence of multi-modal input, analysis, reflection and discussion tasks, drawing on pre-sessional reading and preparatory work. Session work will be both consolidated and extended through post-session reading and other tasks. Input and discussion stages and pre/post-sessional reading will assist participants in familiarising themselves with a range of techniques for developing learners' control of language systems and skills, and developing communicative abilities.

Reading list

The reading list is available from the Library website

Last updated: 21/09/2021

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD