|
|
MD667 Approaches, Methods and
Techniques in Language Teaching
(20 credit points)
Tutors: Mike Beaumont
and Justin Mellersh
Pre-requisites:
None.
Aims:
- to provide a concise survey, both historical and contemporary,
of differing approaches, methods and techniques in second language teaching,
with a particular focus on the skills of listening, speaking, reading
and writing
- to assist participants in developing appropriate frameworks
for the integrated teaching of the four skills in particular educational
contexts
- to develop participants’ skills in analysing,
evaluating, adapting and creating appropriate language learning materials
for particular educational contexts
Learning Outcomes:
On completion of this unit successful students will
have acquired:
- A knowledge and understanding of how approaches, methods
and techniques in second language learning relate to broader views about
the nature of learning and teaching
- A knowledge and understanding of current research and
theory on the learning and teaching of the four language skills in L2
- An ability to relate current theory and research appropriately
to the learning and teaching of the four skills in particular contexts
- An ability to plan for the integrated teaching of the
four skills, addressing issues related to pronunciation, spelling, vocabulary,
grammar and discourse as appropriate
- An ability to identify appropriate principles for the
teaching of the four skills in L2 in a particular context
- An ability to analyse, evaluate, adapt and create appropriate
materials for the teaching of the four skills in L2 in a particular
context
Key transferable skills:
- Critical evaluation of personal practice
- Application of advanced analytical skills
- Persuasion through rational argument in writing
- Appropriate study skills, especially relating to the
use of academic and professional literature
- Appropriate language use
- Appropriate academic presentation
Curriculum content:
Methodology is central to the discussion of classroom
practices in language teaching. With particular reference to the teaching
and learning of English, this course unit will begin by examining the
theoretical origins and pedagogic influence of various approaches to language
teaching (e.g. structural, communicative, humanistic, task-based), the
development of defined methods that relate to these approaches, and finally
the wide range of techniques, traditional and more contemporary, that
are currently at the disposal of informed language teachers. It will define,
and consider, how the concept of “appropriate methodology”
might help teachers develop approaches to teaching that are context-sensitive,
but at the same time consistent with current research and thinking. The
second, and principal, part of the course unit will explore how these
approaches, methods and techniques contribute to current views on the
teaching of the four language skills (listening, speaking, reading and
writing) and on what it might mean to take an integrated approach to the
teaching of a language. This “integrated” approach will incorporate
discussion of the teaching of pronunciation, spelling, vocabulary, grammar
and discourse, as appropriate. It will also involve the demonstration
of various pedagogic techniques and the examination, evaluation and design
of language learning materials, both country-specific and those developed
for an international market. The course unit will close with a consideration
of recent “post-method” arguments that the pursuit of more
and more effective methods for teaching language is in danger of distracting
teachers from the deeper principles that lie at the heart of effective
teaching and learning.
Teaching and learning methods:
Lectures, interactive tasks, demonstrations, seminars
based on guided reading, discussions, and student-lead presentations
Core reading
Bygate M (1987) Speaking Oxford: Oxford University
Press
Hedge T (2000) Teaching and Learning in the Language
Classroom Oxford: Oxford University Press
Holliday A (1994) Appropriate Methodology and Social
Context Cambridge: Cambridge University Press
Howatt A (1984) A History of English Language Teaching
Oxford: Oxford University Press
Nuttall C (1996 2nd edition) Teaching Reading Skills
in a Foreign Language London: MacHELT
Richards J & T Rodgers (2nd edition 2001) Approaches
and Methods in Language Teaching Cambridge: Cambridge University Press
Rost M (1990) Listening in Language Learning London:
Longman
White R & V Arndt (1991) Process Writing London:
Longman
Willis J (1996) A Framework for Task-based Learning
London: Longman
Assessment
An assignment of 4,000 words on an assigned or approved
subject to be submitted on or before the approved date. Permission must
be sought in advance from the Faculty Office for an extension on these
deadlines.
Learning hours
| Activity |
Hours allocated |
| Staff/student contact |
30 |
| Guided individual work |
30 |
| Reading and independent study |
140 |
| Total hours |
200 |
Availability
On-site Programme: Semester 1 (September – January)
|
