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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

LANG43215: Language Teaching Methods

Type Open Level 4 Credits 15 Availability Not available in 2021/22

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • To equip students with an understanding of core theories and methodologies from the field of applied linguistics that underpin the teaching of both skills and language knowledge in second-language classrooms.
  • To enable students to recognise theories and methodologies that underpin different lesson sequences and consider which approaches are suitable for use in their own teaching context.
  • To inform current and future teaching practice and enable students to provide a theoretical rationale for choices made in their English language classrooms.

Content

  • An introduction to the theories, methods and approaches that underpin the teaching of the four skills (reading, listening, writing, speaking) and language knowledge (lexis, grammar and chunks of language) in second-language classrooms. Students will be encouraged to consider how the theories we look at can be applied to their various teaching contexts.

Learning Outcomes

Subject-specific Knowledge:
  • By the end of the module the students will:
  • Have an awareness of the key second language teaching and learning theories and methodologies that underpin classroom practice for teaching the four skills
  • Have an awareness of the key second language teaching and learning theories and methodologies that underpin classroom practice for teaching language.
  • Have an understanding of the relationship between this theory and classroom practice.
Subject-specific Skills:
  • By the end of the module the students will be able to:
  • Demonstrate an understanding of appropriate lesson sequences for teaching both skills and language.
  • Apply an understanding of the key theories and methodologies to lesson sequences in different teaching contexts
  • Consider what adaptations may need to be made for theories and methodologies to work practically in different teaching contexts
  • Provide a theoretical rationale for different lesson sequences in different teaching contexts.
  • Ability to use subject specific lexis to describe classroom events
Key Skills:
  • Ability to make the connections between theory and the practice of language teaching
  • Ability to communicate analysis and arguments clearly and in an appropriate style

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

  • Pre-recorded lectures will be used to deliver key areas of knowledge and develop understanding of central concepts in relation to the theories and approaches used in English language teaching.
  • Group work both in seminars and outside of class time will build on these lectures and encourage students to begin considering the application of the theory to practical teaching, understanding that there is not always a clear adaptation of theory to practice in second language teaching.
  • In seminars students will consider different classroom materials, activities, lesson sequences and discuss how these are underpinned by theory and also to what extent this can be transferred to different learning contexts.
  • The assessment will allow students to apply knowledge from the module to their own teaching context, showing they understand the changes needed to adapt appropriate approaches and theories to individual teaching contexts.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 10 Weekly 2 hours 20
Seminars 10 Termly 2 hours 20
Reading and preparation 110
Total 150

Summative Assessment

Component: Teaching Context Component Weighting: 20%
Element Length / duration Element Weighting Resit Opportunity
Description of teaching context and specific teaching needs 500 words 100% Yes
Component: Critical Analysis Component Weighting: 40%
Element Length / duration Element Weighting Resit Opportunity
Critical analysis of one teaching approach or theory for a specific learning context 1,000 words 100% Yes
Component: Lesson Plan Component Weighting: 40%
Element Length / duration Element Weighting Resit Opportunity
Lesson plan with theoretical rationale 1,500 words 100% Yes

Formative Assessment:

No formative assignment but there will be drafts with peer feedback and generalised tutor feedback for each of the assessments.


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