Language Acquisition and Language Learners

LELA74012 Language Acquisition and Language Learners 15 Semester 2 Postgraduate Taught Level 7 Sally Morris Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 English is commonly learned and taught as a second language all over the world, in both General English (GE) and English for Academic Purposes (EAP, i.e. university) settings. Much of this practice is informed by linguistic theories and methods. Language Acquisition and Language Learners therefore aims to explore these links to shed light on the theoretical and methodological foundations of teaching and learning English as a second language.We explore these links through two analytical bridges. The first involves “observing” classroom practice as evidenced in teaching materials (such as lesson handouts, lesson plans and course syllabi). The second is more individual, and involves students describing and reflecting on experiences of language learning. The aim of both methods is to investigate plausible links between, on the one hand, language learning and classroom practice, and on the other, the underlying theories and methods in linguistics. English is commonly learned and taught as a second language all over the world, in both General English (GE) and English for Academic Purposes (EAP, i.e. university) settings. Much of this practice is informed by linguistic theories and methods. Language Acquisition and Language Learners therefore aims to explore these links to shed light on the theoretical and methodological foundations of teaching and learning English as a second language.We explore these links through two analytical bridges. The first involves “observing” classroom practice as evidenced in teaching materials (such as lesson handouts, lesson plans and course syllabi). The second is more individual, and involves students describing and reflecting on experiences of language learning. The aim of both methods is to investigate plausible links between, on the one hand, language learning and classroom practice, and on the other, the underlying theories and methods in linguistics. <ul> <li>To explore the linguistic underpinnings of classroom practice and language learning, in both General English (GE)/ESOL/EFL and English for Academic Purposes (EAP) learning settings.</li> <li>To explore and present these underpinnings through the bridging frames of classroom observation and personal reflection.</li></ul> By the end of this course, students who have successfully engaged with the course materials and activities will be able to:<ul> <li>show awareness of typical activities used in the GE/EAP classroom and in independent language learning.</li></ul><ul> <li>demonstrate familiarity with key areas of linguistics, such as systemic functional linguistics, corpus linguistics and pragmatics.</li> <li>identify and examine the main links between classroom activities and these key areas of linguistics.</li></ul> By the end of this course, students who have successfully engaged with the course materials and activities will be able to:<ul> <li>theorise their own or others’ second language learning experiences by recalling, exploring and reflecting on personal vignettes.</li> <li>present a critique theorising teaching materials which is accurate, plausible and relevant.</li> <li>display an understanding of typical GE/EAP classroom practice.</li> <li>critically evaluate literature in the field.</li></ul> By the end of this course, students who have successfully engaged with the course materials and activities will be able to:<ul> <li>observe classroom practice by reading and interpreting teaching materials and lesson plans.</li> <li>identify the practical realisations of linguistic theories in these materials.</li> <li>deliver a concise but clear oral presentation reflecting on language learning experiences</li></ul> By the end of this course, students who have successfully engaged with the course materials and activities will be able to:<ul> <li>justify practice in the field by referring to its theoretical and methodological underpinnings.</li> <li>reflect on their own language learning experiences and those of others.</li> <li>manage their time appropriately.</li></ul> Other Linking practice to theory will enhance students' critical and analytical skills, so they are better able to justify and critique field practice from a theoretical stance, which may be useful in a number of careers. Clear written and oral communication skills are valued on this course, and these are skills sought by many employers. <ul> <li>· The communicative approach to language teaching: pragmatics</li> <li>Genre and discourse analysis in EAP: systemic functional linguistics</li> <li> Phraseological and lexical approaches: corpus linguistics</li> <li>Selecting and grading language: comprehensible input, interlanguage</li> <li>Task-based language learning: output hypothesis</li> <li> Needs analysis and syllabus design: natural order hypothesis</li> <li> Group work/pair work: sociocultural theories</li> <li>Independent study: acquisition vs. learning</li> <li>Making mistakes and error correction: behaviourist/mentalist approaches</li></ul> <ul> <li>· Lecture input (1 hour per week).</li> <li>Practically-oriented seminars (1 hour per week).</li> <li>Two consultation hours per week. </li> <li>Further consultation on demand.</li> <li> Useful web links and revision materials made available on Blackboard.</li> <li>Please note: In case this course will be taught online, the lecture content may be delivered via pre-recorded sessions and materials, which students can access in their own time, while the seminars will be conducted as interactive video conference sessions.</li></ul> 0 Other 100% <figure class="table"><table><tbody><tr><td>Assessment Task</td><td>Formative or Summative</td><td>Weighting</td></tr><tr><td>Critique of teaching methods and/or lesson plan</td><td>Summative</td><td>70%</td></tr><tr><td>Reflective Oral Presentation</td><td>Summative</td><td>30%</td></tr><tr><td>Reflective Journal Extracts</td><td>Formative</td><td> </td></tr></tbody></table></figure> <table class="Table" style="width:496.15pt; margin-left:7px; border-collapse:collapse; border:solid windowtext 1.0pt" width="0"> <tbody> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Feedback method </td> <td style="border:solid windowtext 1.0pt; width:9.0cm; border-left:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Formative or Summative</td> </tr> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Critique of teaching materials and/or lesson plan – written feedback via Feedback Studio within usual time period</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Summative</td> </tr> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Reflective oral presentation – written feedback via Blackboard within usual time period</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Summative </td> </tr> <tr style="height:5.25pt"> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt; height:5.25pt" valign="top" width="321">Reflective journal extracts – written feedback via Blackboard as soon as possible</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt; height:5.25pt" valign="top" width="340">Formative</td> </tr> </tbody></table> N Lectures 11 Seminars 11 0 128