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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23

Department: Durham Centre for Academic Development

LANG41615: LANGUAGE FOR TEACHING

Type Tied Level 4 Credits 15 Availability Available in 2021/22
Tied to Q3K207 TESOL
Tied to Q3K807 Applied Linguistics for TESOL

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • At the end of this module, students will:
  • understand and apply key grammatical, linguistic and phonological concepts to the analysis of spoken and written texts
  • understand and apply key pedagogical approaches to grammatical, lexical and phonological concepts to teaching and learning in the language classroom
  • understand the relationship between language theory and pedagogical application
  • understand principle concepts in discourse
  • identify key grammatical, lexical, phonological and discoursal components of spoken and written texts
  • demonstrate a critical understanding of the role of grammatical and lexical concepts in English language teaching
  • demonstrate a critical understanding of the role of grammatical and lexical concepts in analysis of English language texts
  • critically evaluate notions and approaches to grammar, lexis, discourse and phonology and understand their roles in language teaching and the language classroom
  • understand differences in spoken and written grammar and lexis
  • understand the relationship between text authenticity and the teaching of lexis and grammar

Content

  • this module covers core areas in language description, namely grammar, lexis, discourse and phonology
  • the module will cover key approaches and key concepts relevant to grammatical, lexical, discoursal and phonological analysis and English language teaching and learning
  • the grammatical topics covered will include the nature and characteristics of English language sentence structure, modality and the tense system in English
  • students will engage in reflective and other comparison of the grammatical, lexical and phonological features of different languages
  • the nature of lexis will be covered including lexical phrases, morphology and meanings (including focus on for example, meronyms, hyponyms, synonyms)
  • in relation to phonological studies, students will encounter phonetic symbols and the phonemic chart
  • the course will also cover approaches to teaching each of the core language elements encountered on the programme (including The Lexical Approach, traditional and discovery approaches to teaching grammar and other language)

Learning Outcomes

Subject-specific Knowledge:
  • knowledge and understanding of the rules and patterns underlying grammatical components relevant to the English language classroom
  • knowledge and understanding of approaches to teaching and learning of grammatical components relevant to the English language classroom
  • knowledge and understanding of the nature of lexis and its teaching and learning in the English language classroom
  • knowledge and understanding of principles of phonetics and phonology, including key phonetic charts and symbols
  • knowledge and understanding of the teaching and learning of phonetics and phonology as these apply in the English language classroom
  • knowledge and understanding of the differences between spoken and written grammar and lexis
  • knowledge and understanding of real v textbook English
  • knowledge and understanding of research on grammar and lexis, for example through use of corpora
Subject-specific Skills:
  • ability to teach and promote learning of grammatical and lexical forms
  • ability to analyse written texts to identify grammatical elements
  • ability to analyse spoken text to identify key phonological elements
  • ability to identify different language forms (e.g. tenses, adverbs, modal verbs)
  • ability to apply principles of phonetics and phonology in a teaching and learning situation
  • ability to analyse written texts to identify lexical components and forms
Key Skills:
  • ability to read primary and secondary texts tied to language teaching and language analysis
  • ability to apply research theory to support analysis

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • lectures and seminars will present core course information, incorporate relevant analytical practice activities to enhance learning and will discuss the issues raised in course readings such that the student will have a good command of relevant analytical and theoretical background
  • lectures will involve students in applying grammatical, lexical, phonological and other principles encountered in the reading and lectures and will incorporate activities in which these principles are applied to language analysis
  • seminars will involve the development and extension of principles encountered in lectures with significant focus on application of principles covered in the lecture in terms of pedagogical practice
  • online resources mediated through the University's Ultra system will serve to support understanding and provide practice in language analysis

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 10 weekly 2 hours 20
Seminars 4 fortnightly (approx) 2 hours 8
Preparation and Reading 122
Total 150

Summative Assessment

Component: Essay/Language Analysis assignment Component Weighting: 25%
Element Length / duration Element Weighting Resit Opportunity
Essay/Language Analysis assignment 1000 words (equivalent) 100% yes
Component: Takeaway examination Component Weighting: 75%
Element Length / duration Element Weighting Resit Opportunity
Takeaway examination 3 hours (2000 words equivalent) 100% yes

Formative Assessment:

(1) Linguistic (grammatical, phonological and lexical) analysis of (a) sample text(s) (2) structured group presentation (spoken) of an issue tied to key area of language in the programme (e.g. nature and value of universal grammar; Using corpora in the classroom) (3) group presentation of lesson outline/plan with rationale relating to a grammatical, lexical, discoursal or phonological item.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University