Module 1 Language teaching Methodology and Classroom Research & Research Methods
Language Teaching Methodology
This examines a number of concepts central to the methodology of teaching second languages. Our primary intention is to introduce you to a wide range of ideas which we hope will allow you to reflect on your own teaching and learning experience.
Classroom Research and Research Methods
This introduces concepts and techniques used in research in and into second language classrooms. This involves looking at two traditions: ‘action’ research, which usually involves examining classroom interactions with the intent of modifying or improving teacher behaviour; and experimental research, which involves looking at linguistic or other outcomes, with the purpose of making general statements about, for example, how language is (best) acquired.
Module 2 Second Language Acquisition and Pedagogic Grammar
Second Language Acquisition
This provides an outline of theories of learning underlying approaches to TEFL/TESL in recent years. It also attempts to provide a link between theory and practice, showing that a concern for students’ learning can inform classroom practice.
Pedagogic Grammar
This module examines research into why and how grammar is taught in to language learners, the way methodology influences grammar teaching, how grammar is presented in the syllabus, and the new tools that are available for the devising of a grammatical syllabus.
Module 3 Lexis and Syllabus & Materials
Lexis
What is the relationship between grammar and lexis? Recent work, particularly stemming from the Birmingham University COBUILD projects, suggests that far from being separate levels the two are inextricably interwoven. Is there a real distinction? If there is not then is it worth maintaining an artificial distinction for pedagogic purposes? Within lexis how do words relate to one another? How do lexical relations help structure text? What does it mean to say that someone ‘knows’ or has ‘learnt’ a word? Concern with lexis is now moving towards a more central position in English Language Teaching. How do we react to this trend?
Syllabus & Materials
This module examines a number of different types of syllabuses and the methodologies, and in many cases complete philosophies, which lie behind them. It discusses the strengths and weaknesses of the different types of syllabus, and looks at ways in which they have been put into practice in the form of teaching material and classroom methodology.The module also looks at what constitutes teaching material and the advantages and disadvantages of using a coursebook. It also considers the criteria which can be used to evaluate classroom material, and at a range of different ways of adapting and designing material for use in the EFL/ESL classroom.
Module 4 Classroom & Spoken Discourse and Written Discourse
Classroom and Spoken Discourse
This offers a general description of spoken discourse looking in particular at classroom discourse. It develops a linguistic approach to the analysis of discourse and shows how this can sharpen our awareness of spoken interaction, and in particular of the way teachers and pupils use language in the classroom. This provides us with an approach to a number of issues related to methodology. We take a look at the broad differences between spoken and written discourse. We consider the problems of introducing and handling a range of spontaneous discourses in the classroom.
Written Discourse
This considers the relationship between language, other semiotic signs and society. It introduces theories of discourse analysis and focuses on detailed textual analysis. This will enable you to develop a critical understanding of the key concepts involved in Discourse Analysis and of how language reflects, mediates or - arguably - creates our everyday reality. You will also be introduced to two very important developments in Discourse Studies: Critical and Multimodal Discourse Analysis. By exposing you to current approaches to interaction, you should improve your own production, both oral and written. A third objective of the course is a practical one – you are expected to do Discourse Analysis, in other words.
Module 5 ELT Management and Sociolinguisitics
ELT Management
Management is a vast field and this covers just a few areas which are of particular relevance to teachers and administrators. In particular, we are concerned with the questions of change in the classroom and in the syllabus and materials, and how to manage such change. The issue of teacher training and development arises here as a major instrument of change. We also introduce participants to the notion of evaluation, both of large scale programmes and of what goes on in their classrooms.
Sociolinguistics
This examines the social context in which the teaching of the English language takes place. The role of English as an international language is discussed as are the functions of different languages in societies where two or more languages are used, including relationships between cultures and languages. Relationships between language and ideology, and language and gender, are explored, along with other ‘micro-level’ topics including language variation, accent, dialect, and register. You are encouraged to undertake comparative work related to language in the society in which you live, and draw out implications for the classroom.
Module 6 Optional Courses
Either
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Functional Grammar or
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Corpus Lingusitics or
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Two from Testing, Teaching Young Learners and Introduction to Translation Studies