Psychology of Language Learning

EDUC70091 Psychology of Language Learning 15 Semester 1 Postgraduate Taught Level 7 Juurd Stelma Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit introduces a range of psychological theories to explain L2 language learning, and asks participants to use one theory to understand a real-world psychology of language learning issue.  This unit introduces a range of psychological theories to explain L2 language learning, and asks participants to use one theory to understand a real-world psychology of language learning issue.  The unit aims to:<ul><li>provide an overview of currently relevant research and theory in psychology of language learning and to  examine its implications for language education.</li><li>provide opportunities for the in-depth study of one specific issue/puzzle, and associated theory, in the psychology of language learning.</li></ul> Upon completion of the unit, students should be able to: <ul><li>demonstrate an in-depth knowledge of theory in a chosen area of psychology relevant to language learning</li><li>assess how different contexts (e.g. institutional, societal, technological, methodological, physical versus virtual)  affect the relevance of theoretical insights    </li></ul> <ul><li>critically use theory and research in the field of language learning, and assess its relevance to language teaching and  learning</li><li>problematise language learning situations in the light of research, theory, practice and current issues of debate.</li></ul> <ul> <li>identify an issue/puzzle from their own practice/experience that may be  understood drawing on existing r theory in psychology and/or psycholinguistics;</li> <li>present new understanding through presentation; organise and carry out a presentation of their work.</li></ul> <ul><li>Use appropriate academic conventions in writing</li></ul> <ul><li>the contribution of psychology and psycholinguistics, and other parallel disciplines, to the development of recent thinking and practice in language education;</li><li>individual differences in language learning, including: age, aptitude, intelligence, personality, cognitive and learning styles, learning strategies;</li><li>motivation in language learning and teaching, including: instrumental and integrative motivation, intrinsic and extrinsic factors, general determinants of motivation in educational settings;</li><li>how language is processed (including: issues of input and intake; the role of declarative, procedural and episodic knowledge in the comprehension and production of language; the role of working and long-term memory in language learning);</li><li>second language acquisition (including: models of the language learning process, recent research developments such as the role of formulaic language in language learning and form-focused instruction); and</li><li>social processes in language development (including: social construction of language; mediation; ZPD; interpersonal and affective factors in language learning; ecological perspectives on language development).</li></ul> The onsite course is presented in two parts:<ol> <li>An introduction to a variety of historical and contemporary theories of language learning.</li> <li>An enquiry-based learning stage, where students identify an issue/puzzle of concern in their own practice and/or past language learning experience and use one theory to develop new understanding of this issue/puzzle.</li></ol>The enquiry-based learning stage is supported by a tutorial and culminates in a poster presentation session where each student presents on their issue/puzzle, the theory used, and their new understanding. This is assessed formatively by the course unit tutor(s).  2 Written assignment (inc essay) 80% 9 Set exercise 20% Via the VLE MA in TESOL MA in TESOL PGDT Taught Component Optional Y Indicative reading list is as follows. More specific readings will be assigned each week of the semester.Dornyei, Z. (2010). Teaching and Researching Motivation (2nd Edition). Harlow: Longman. [This is a significant update on the 2001 edition].Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.Hummel, K. M. (2020). Introducing Second Language Acquisition: Perspectives and Practices (2nd Edition). Hoboken, NJ: John Wiley & Sons.Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned (5th Edition). Oxford University Press. [Earlier editions will be useful as well].Lantolf, J.P. & Thorne, S.L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Mitchell, R., Myles, F., & Marsden, E. (2019). Second Language Learning Theories (4th Edition). New York: Routledge.Stelma, J., & Kostoulas, A. (2021). The Intentional Dynamics of TESOL. Boston/Berlin: De Gruyter Mouton.   Lectures 22 Tutorials 2 0 126 This is an optional course unit for MA TESOL students and an elective course unit for other MA programmes.