LANGUAGE TEACHING METHODOLOGY - 2019/0
Module code: ELAM009
The module provides a historical background to language teaching approaches and methods, with a particular focus on developments since the mid-twentieth century. It focuses on methods which are considered appropriate in the 21st century in the light of theories of second language acquisition and learning.
School of Literature and Languages
HOWARD Catherine (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X162
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
Approaches and methods
The grammar-translation method
The direct method
Situational language teaching
The silent way
The natural approach
Total physical response
The communicative approach
Content and Language Integrated Learning (CLIL)
Competency-based language teaching
The role of Information and Communications Technology
|Assessment type||Unit of assessment||Weighting|
|Coursework||REFLECTION ABOUT ONLINE DISCUSSION (1500 WORDS)||40|
|Coursework||LESSON PLAN AND COMMENTARY (1,500 - 2,000 WORDS)||60|
The assessment strategy is designed to provide students with the opportunity to critically evaluate a range of language teaching methods and demonstrate their ability to apply contemporary approaches and methods to a familiar learning and teaching environment
Thus, the summative assessment for this module consists of
A personal reflection (1,500 words)
A detailed lesson plan and a commentary of 1,500 – 2,000 words
Seminar tasks including micro-teaching
Contribution to online discussion, which will form the basis of the personal reflection.
Group feedback on formative tasks will be provided during the input sessions.
Individual summative feedback will be provided online via SurreyLearn.
- Provide an overview of developments in (English) language teaching approaches
- Support students in the critical evaluation of a range of language teaching methodologies and methods
- Enable students to evaluate own practice or methodological stance
- Enable students to develop a rationale, which is supported by research findings, for their future English language teaching practice
|1||Critically evaluate a range of historical and contemporary language teaching methodologies, in the light of second language learning/acquisition theories||KC|
|2||Identify the advantages and disadvantages of specific methods when applied to a range of English language teaching and learning contexts||KCP|
|3||Reflect on own practice/stance||P|
|4||Design an English language learning programme which meets the needs of a specified group of learners using a reasoned methodology||PT|
|5||Design a lesson and justify the method(s) chosen||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to acquire in-depth knowledge of theoretical issues in second language teaching and learning through attendance at classes and an exploration of scholarly writing in the field;
Enable students to deepen their knowledge of the linguistic structures, grammar and stylistic registers of English through attending classes, engaging in extensive reading and completing exercises and assignments;
Encourage student participation and independent learning, through small group classes, reading outside contact hours and participating in seminars;
Enable students to engage in analytical and evaluative thinking, to analyse and evaluate concepts, theories and practices associated with English language learning and teaching through attending classes, and engaging in independent study.
Acquire in-depth knowledge of the rationale and principles underlying the different methodologies used in language teaching through attendance at classes and an exploration of scholarly writing in the field.
The learning and teaching methods include:
Two contact hours per week over the semester;
Classes will include lectures and seminars;
students are expected to engage in extensive reading of scholarly writing outside classes in order to follow lectures and participate in seminars.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for LANGUAGE TEACHING METHODOLOGY : http://aspire.surrey.ac.uk/modules/elam009
Programmes this module appears in
|Teaching English to Speakers of Other Languages (TESOL) MA||1||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.