This module examines the principles on which contemporary second language teaching methods are founded. It will analyse first and second language acquisition theories in the light of current developments in language learning and teaching theories. Students will analyse a range of language teaching methods taking into account the ways in which they reflect acquisition theory. The module will give students the opportunity to compare L2 teaching methods from the perspective of: form, function and meaning and student and teacher roles. This will allow students to evaluate the effectiveness of specific language teaching methods. Students will have the opportunity to discuss the ways in which context directly influences the choice and implementation of L2 teaching methods, and will be able to follow personal interests by investigating language teaching methods in context.
Although the focus is primarily on learning and teaching English, the language acquisition theories and L2 teaching methods examined in this module may also apply to the teaching and learning of any language.
This module appears in the following module collections.
Total contact Hours: 20
Method of assessment
Report (1,500 words) – 40%
Proposal (2,000 words) – 60%
Indicative Reading List
Cattell, R. (2007) Children's Language, London, Continuum
Brown, H.D. (2006) Principles of Language Learning and Teaching, New York, Longman
Ellis, R. (1997) Second Language Acquisition, Oxford, Oxford University Press
Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching, Oxford, Oxford University Press
Lightbown, P.M. and Spada, N. (2006), How Languages are Learned, Oxford, Oxford University Press
Mitchell R., Myles, F. and Marsden, E. (2013) Second Language Learning Theories, Abingdon, Routledge
See the library reading list for this module (Canterbury)
On successfully completing the module students will be able to:
Compare and critically evaluate first language (L1) and second language (L2) language acquisition theories;
Evaluate a range of L2 teaching methods, approaches, strategies and techniques;
Analyse the relationship between L2 learning theories and second language teaching and learning methods, approaches, strategies and techniques;
Examine the relationship between L2 teaching methods, approaches and strategies their educational, social and cultural contexts and individual learning styles;
Identify, evaluate and critically analyse issues in second language teaching and learning with reference to academic research and good pedagogical practice;
Select, as appropriate from the range of L2 teaching methods, approaches, strategies, techniques and materials and apply them to a specific language teaching and learning context.
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Credit level 5. Intermediate level module usually taken in Stage 2 of an undergraduate degree.
- ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
- The named convenor is the convenor for the current academic session.
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