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 |
Taught in Gaelic? | No |
| 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 (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | No |
Course Delivery Information
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| Delivery period: 2013/14 Semester 1, Available to all students (SV1)
|
Learn enabled: Yes |
Quota: None |
Web Timetable |
Web Timetable |
| Course Start Date |
16/09/2013 |
| Breakdown of Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 8,
Seminar/Tutorial Hours 16,
External Visit Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| No Exam Information |
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.
Weighted at 100% |
Assessment Information
a.Participants prepare a lesson plan in which the main focus is the development of the understanding and use of an area of the language system (grammar, vocabulary or phonetics), or one of the skills (listening, reading , speaking, writing), or any of these in an integrated way. This can be a plan for a single lesson, or for a longer unit of teaching. They can present the lesson plan in any way, provided that it includes as much detail as possible. This is the input to b) and c), and will form an appendix to it, but it is not assessed as such. It may be submitted for formative evaluation before b) and c) are undertaken, but this is not a requirement.
b.Participants provide the rationale for the lesson plan. They support their discussion by reference to the literature. This part is assessed.
c.Participants give an evaluation of the lesson plan. They should write a short evaluation of any text chosen as input and evaluate the activity types used. They should show an awareness of the strengths and weaknesses of the texts and activities, and of their appropriateness in the context in which they are to be used. They support their discussion by reference to the literature. This part is also assessed.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Methodology TESOL Language Approaches |
Contacts
| Course organiser | Mrs Yvonne Foley
Tel:
Email: yvonne.foley@ed.ac.uk |
Course secretary | Mrs Moira Ross
Tel: (0131 6)51 6206
Email: Moira.G.Ross@ed.ac.uk |
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© Copyright 2013 The University of Edinburgh - 10 October 2013 4:09 am
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