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Home Postgraduate Programmes Course Units MD342

MD342 Psychology of Language Learning
(20 credit points)
Tutors: Gary Motteram

Aims

• To provide an overview of currently relevant research in the area and to examine its implications for the second language classroom
• To develop an awareness of contrasting research methods
• To raise awareness through experiential techniques of participants’ own learning preferences and styles
• To provide opportunities for the in-depth study of one specific issue in the field

• An improved awareness of how theory and research in a variety of disciplines related to psychology have contributed to current thinking in language learning
• An in-depth knowledge of theory and research in a chosen area of psychology relevant to language learning and teaching
• Familiarity with strategies for the critical evaluation of original research articles in the field of psychology
• An enhanced awareness of how psychological assumptions, both research and practice-based, inform classroom practice

• Enhanced skills in locating, understanding and synthesising in writing concepts from a range of sources
• Enhanced ability in engaging with concepts at a level of cognitive challenge appropriate for a Masters programme
• Enhanced ability in evaluating original research
• Enhanced ability in reflecting on the application of theory to practice

Curriculum Content

This course unit will normally include topics such as the following:

• The contribution of psychology and psycholinguistics, and other parallel disciplines, to the development of recent thinking in language teaching methodology
• Research methods in language teaching and learning: quantitative and qualitative
• Individual differences in language learning, including: age, aptitude, intelligence, personality, cognitive and learning styles, learning strategies
• Motivation in language learning and teaching, including: instrumental and integrative motivation, intrinsic and extrinsic factors, general determinants of motivation in educational settings
• 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
• Second language acquisition, including: models of the language learning process, case study of the acquisition of articles by second language learners, recent research developments such as the role of formulaic language in language learning and form-focussed instruction
• Social process in language development including: social construction of language; mediation; ZPD; interpersonal and affective factors in language learning, including: the recent influence of humanistic psychology on language teaching methodology, group dynamics, anxiety in language learning

Teaching method arrangemants

The first part of the course unit will consist of interactive lectures with integrated tasks, demonstrations, guided reading and discussion tasks. A particular feature of this first part of the course unit is the exposure of the participants to different modes of teaching, with an accompanying diary study to encourage individual reflection on preferred learning styles. The second part consists of a focused group enquiry into one particular aspect of the curriculum.

For onsite learners the teacher will consist of face-to-face lectures, seminars and tutorials. For distance learners, the lecture/seminars will be broadcast via the internet and archived and tasks and activities will take place via an electronic forum.

Core reading

Cook, V. (2nd 1996, or 3rd 2001 edition) Second Language Learning and Language Teaching, London: Arnold.

Ellis R (1997) Second Language Acquisition, Oxford: OUP.

Lightbown N & N Spada (1993) How Languages are Learned, Oxford: OUP.

Mitchell R & F Myles (1998) Second Language Learning Theories, London: Arnold.

Nunan D (1992) Research Methods in Language Teaching, Cambridge: CUP.

Skehan P (1998) Cognitive Approach to Language Learning, Oxford: OUP.

Williams M & R L Burden (1997) Psychology for Language Teachers, Cambridge: CUP.

Assessment

A presentation in PowerPoint, or Word of one aspect of the curriculum written up as a 2000 word assignment on an agreed subject with a further 1000 words discussing a particular teaching process in the light of the chosen curriculum area. This to be submitted on or before the approved date. Permission must be sought in advance from the Faculty Office for an extension on this deadline.

Learning hours

Availability:

Onsite or DL Semester 1 (September – January)