LSMSL: Second Language Learning Principles

Module code: LSMSL

Module provider: English Language and Applied Linguistics; School of Humanities

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Professor Parvaneh Tavakoli, email: p.tavakoli@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: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module reviews and evaluates general theories and principles of second language learning and considers the implications they will have for professional practice in language teaching, learning and other relevant disciplines. The module helps students become familiar with the key factors that influence language learning, understand the effects of such factors on learners and their learning process, and analyse how they can be used to promote language learning and teaching in real life. This module provides the students with the skills needed later in the course especially in identifying the focus of their Dissertation or Language Teaching Portfolios including reviewing the literature and narrowing down one’s research topic. 

Module learning outcomes

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

1. Demonstrate a high level of understanding of language learning theories and principles  
2. Identify and explain some of the key factors/principles that affect second language learning 
3. Evaluate these factors/principles in relation to their real-life practice (e.g., own language learning, teaching, or testing purposes) 

Module content

The topics to be covered during the module are as follows: the development and evaluation of theories of language learning, different forms of second language learning (e.g., bilingualism and multilingualism), general factors affecting language learning (e.g., input, interaction and output); formal instruction and language learning, social and sociolinguistic factors affecting language learning (e.g., identity, and power relations) and individual learner variables (e.g., motivation, personality factors, and language aptitude). Implications of each of these factors for teaching and learning will also be covered.

Structure

Teaching and learning methods

The teaching of the module is structured around weekly contact time including lectures, seminars and interactive tasks in class, and is further supported by flipped learning of the materials on BlackBoard divided on a weekly basis. 

Study hours

At least 22 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.

Reassessment

Additional costs