EDM084: Second Language Teaching and Learning

Module code: EDM084

Module provider: Institute of Education

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Dr Daguo Li, email: d.li@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

This module focuses on theories of second language acquisition and second language pedagogy, with particular attention paid to teaching and learning English as a foreign language. This module will examine in depth major themes and current developments in second language teaching and learning. It aims to help students understand both the historical background of, and current theory and research on, various aspects of second language teaching and learning and relate theory and research to educational practice in different socio-cultural contexts. The module will be delivered by a team of tutors, who may draw on their own published research and current research interests in specific areas of second language teaching and learning. Interactive lectures and seminars encourage the sharing of knowledge and understanding among the tutors and students. Summative assessment of the module comprises of an oral presentation and a written essay.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Explain different cognitive and (socio-)linguistic theories of second language acquisition, and compare nativist and emergentist theories;
2. Describe the role of contextual factors in second language learning;
3. Assess the significance of individual differences in second language learning, based on research evidence;
4. Evaluate methods/approaches in foreign language teaching.

Module content

• Current theory and research on second language learning: theories, processes, and contributing factors;
• Models of listening, speaking, reading and writing;
• Research methods in second language acquisition and pedagogy;
• Current second language methodologies, including Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT);
• Individual differences in second language learning, such as motivation and learner strategies;
• Debates about key issues such as the role of input and interaction, transfer, and the teachability of grammar.

Structure

Teaching and learning methods

The module is delivered through lectures, seminars and group discussions and tasks. Materials including session PPTs and audio or video clips are posted on the VLE Blackboard hosted at the University of Reading for students to view in advance and for reviewing afterwards. Students are encouraged to relate to, and reflect on, their own experiences of teaching and/or learning a foreign language.

Study hours

At least 60 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The formative assessment for this module consists of a short literature review (about 500 words) on a relevant aspect of second language teaching or learning, integrating several sources of evidence to make a coherent argument and following the recommended APA style of citation and referencing.

The purpose of the formative assessment is to provide students with some feedback on their thinking and writing at a relatively early stage in the programme.

Reassessment

Additional costs