This module will provide an understanding of the theories and practices involved in learning and teaching second and foreign languages, with a focus on English as a Foreign Language (TEFL). The module establishes the relationships between linguistic theories and approaches to teaching, and offers a basic grounding in the practical issues which are informative for understanding how learners learn and teachers can teach to support this learning.

The aims for this module are to investigate current theories and practical issues relating to language learning and teaching methodology. We will focus on a) particular areas within language acquisition which have implications for classroom practice, which will provide insight into psychological and social aspects at work in the teaching environment, and b) approaches, methods and techniques for language teaching. The practical coursework element of the module, together with seminar work, is designed to explore how the theories are put into practice. The module is research-focused, and would be good preparation, or complementary, for students thinking of taking a Certificate of English Language Teaching to Adults (CELTA) course outside university.

On completion of the module students should be able to:

Knowledge

• describe and define the core areas of knowledge related to language learning and teaching
• analyse and critically evaluate a range of theories of learning and teaching
• discuss the implications of alternative teaching approaches
• develop an awareness of factors which can make language learning more, or less, effective

 Understanding

• understand research on individual differences in language learners
• understand the processes underlying language acquisition
• understand the theories underlying different approaches to language learning and teaching
• determine effective methods and techniques to achieve specific goals in the classroom
• choose language teaching tasks and activities appropriate to learners
• understand the fundamentals of how to assess learners’ achievement and proficiency

 Skills

• evaluate learners’ needs 
• plan appropriate practical classroom tasks and activities
• justify decisions in the light of specific learner profiles
• reflect critically on experiences relevant to language learning, teaching, and testing.

Timetabled sessions include 2 lectures and 1 seminar per week. During seminars, you will be required to contribute actively to discussions. Lectures are usually supplemented with PowerPoint slides and handouts summarising content at a reasonable level of detail. These are usually made available on Learning Central at least 24 hours before the session. Video is used in this module. Transcripts are provided where the audio or visual texts are analysed in detail or are a core element of the lecture/seminar.  Students are encouraged to discuss any specific access needs with staff in advance of taking this module.                                                                                         

In addition to the skills above, students will:

• develop analytic observation skills which can be applied to learning and teaching contexts
• develop the ability to analyse language from a pedagogical perspective
• develop a basic ability to analyse and evaluate teaching and testing materials
• develop strategies for language learning
• further develop discussion skills
• the module is also relevant to all the employability pathways

The assessment is 50% coursework, and 50% by formal written exam.

The coursework will require students to participate in, and to observe, language learning activities and to reflect critically on the teaching and learning methods used, and the factors which enhance or impede the acquisition process.  Factors to be considered will include students’ individual profiles (including learning style, language aptitude, motivation, attitude), the influence of the L1, learning strategies and environmental factors.  The coursework will also require students to relate their observations and reflections to relevant theoretical models of language acquisition.

The exam consists of eight essay questions, from which students choose four to respond to. Please note that questions may be asked on any part of the module.  The exam will develop the ability to analyse and critically evaluate a range of theories of learning and teaching, understand research on individual differences in language learners, and plan appropriate practical classroom tasks and activities. The exam will also enable students to demonstrate their ability to describe and define the core areas of knowledge related to language learning and teaching, choose language teaching tasks and activities appropriate to learners, and understand the fundamentals of how to assess learners’ achievement and proficiency. Please attend the module lectures and seminars for exam preparation.

The module is assessed according to the Assessment Criteria set out in the English Language and Communication Course Guide. The requirements that students demonstrate an ability firstly to understand the language learning and teaching theories taught in the module, then apply these in evaluating data, and secondly, to demonstrate an understanding of the research into language learning theories and teaching theories will restrict the availability of alternative forms of assessment as an adjustment for disabled students. Otherwise there are no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

• an overview of theories of second language acquisition
• a historical overview of approaches to language teaching
• learner variables, including age, motivation and attitudes to language learning
• teaching pronunciation, vocabulary and grammar
• teaching the four skills (reading, writing, listening, speaking)
• task and syllabus design; materials analysis
• language testing and assessment of language proficiency

Seminars will focus on practical classroom issues such as learner beliefs and attitudes, coursebook

evaluation, task design for the four skills, language testing, and preparation for the coursework and the exam.

1)The set text for this module is:

Harmer, J. (2007)  (4^th ed) The Practice of English Language Teaching. London: Longman. 

2) Journal articles: Some of your core readings for this module will be journal articles, which will be available through the Cardiff University Portal (click on Library, then the relevant e-journals).

3) Videos: We will watch some video clips in class, and you will be directed to others as part of your background research for the module.

4) Recommended further reading: Each week, you will be provided with short reading lists related to the topic. You will be expected to read journal articles and books both in printed copy and online.

5) Your own research: If you want to do well in your assessment tasks, you will also need to find your own relevant readings not mentioned in the above sources.

6) Introductory readers: The following book may be useful as a general introduction to the topic:

Lightbown, P.M. and Spada, N. (2007) How Languages are Learned. Oxford: OUP.

Finally, the following book has excellent coverage of many different teaching approaches, in more depth than is required for the module:

Richards, J.C. and Rodgers, T.S. (2001) (2^nd ed). Approaches and Methods in Language Teaching: A description and analysis.  Cambridge: Cambridge University Press.