Postgraduate Course: TESOL Methodology (EDUA11256)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 11 (Postgraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
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| Course description |
Issues in planning and implementing instructional sequences for the presentation and practice and application of new language: grammar and syntax, phonology, lexis, at sentence and discourse level. Consideration will be given to choices of form and function (usage and use), variable focus on accuracy and fluency, differing models for lesson planning, inductive and deductive approaches, facilitation of implicit and explicit learning in the foreign and second language classroom through experiential learning and observation .
Block 2
Issues and choices in planning and implementing instructional sequences for the development of receptive skills in a foreign or second language. Models for planning instructional sequences focusing on reading and listening comprehension will be analysed and critically evaluated, also similarities and differences between L1 and L2 comprehension. Ways of modeling and developing learners= cognitive strategies for reading and listening comprehension will be observed by demonstration, video, classroom observation and discussed. Participants will plan lessons collaboratively, peer micro-teach and critically reflect on methods of teaching receptive skills in a foreign language context.
Block 3
Teaching the productive skills in a foreign / second language context. Models of foreign and second language speaking. Facilitating and assessing learners= communicative competence in foreign language classrooms and contexts. Observation of practice through video and observation and discussion will be used for participants to develop awareness and understanding. Focusing on both product and process, also form and message focus. |
Entry Requirements
| Pre-requisites |
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Co-requisites |
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| Prohibited Combinations |
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Other requirements |
None
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| Additional Costs |
None |
Course Delivery Information
|
| Delivery period: 2010/11 Semester 1, Available to all students (SV1)
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WebCT enabled: Yes |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
First class information not currently available |
Summary of Intended Learning Outcomes
By the end of the module, course members will have demonstrated ability to:
1. evaluate the research principles on which TESOL methodology is based;
2. evaluate teaching and learning materials in the light of this understanding;
3. apply their knowledge of principles and practice to their own teaching;
4. understand the principles of research used in teaching methodology;
5. apply their knowledge of the principles of research used in teaching methodology;
6. evaluate current research issues in Applied Linguistics/TESOL methodology. |
Assessment Information
Assignments
A 2500-word essay on language teaching/learning theory, demonstrating an ability to analyse and evaluate the theoretical principles on of TESOL methodology.
Weighting: 70%
The 1500-word reflective journal from case-studies, demonstrating an ability to analyse and evaluate classes from a theoretical point of view
Weighting: 30%
Presentation
$A 10-minute presentation on the teaching experience, demonstrating an ability to apply language teaching theory to their own teaching, and carry out action research |
| Please see Visiting Student Prospectus website for Visiting Student Assessment information |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
Mrs Yvonne Foley
Tel:
Email: yvonne.foley@ed.ac.uk |
Course secretary |
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copyright 2010 The University of Edinburgh -
1 September 2010 5:54 am
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