Course description
Course Description
The MA in Teaching English as a Foreign Language is aimed at those who intend to become professional teachers of English but have little or no prior teaching experience. It offers vocationally relevant training for the teacher through teaching practice and provides the opportunity for students to plan, execute and reflect on real teaching.
Modules and Options
The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.
Stage 1
ACQUISITION OF SECOND LANGUAGE PHONOLOGY
APPROACHES TO SECOND LANGUAGE ACQUISITION
BLACK ENGLISHES
CHILDREN'S ENGLISH
COMMUNICATIVE LANGUAGE TESTING
Compulsory: ASSIGNMENT WRITING AND DISSERTATION PREPARATION
Compulsory: LANGUAGE LEARNERS IN CLASSROOMS
Compulsory: MATERIALS AND METHODS I
Compulsory: MATERIALS AND METHODS II
Compulsory: TEACHING PRACTICE I
Compulsory: TEACHING PRACTICE II
COMPUTATIONAL LINGUISTICS I
COMPUTATIONAL LINGUISTICS II
COMPUTER ASSISTED LANGUAGE LEARNING: THEORY, RESEARCH AND PRACTICE
CONSTRAINT BASED PHONOLOGY
CONVERSATION AND SOCIAL INTERACTION
Core: DISSERTATION: MA
CORPORA IN ENGLISH LANGUAGE TEACHING
CULTURE IN SECOND LANGUAGE LEARNING AND TEACHING
DESCRIPTIVE SYNTAX
DESIGN OF LANGUAGE TEACHING PROGRAMMES AND MATERIALS FOR YOUNG LEARNERS
DEVELOPMENT OF LANGUAGE PROCESSING
DEVELOPMENTAL LANGUAGE DISORDERS
DEVELOPMENTAL SECOND LANGUAGE SYNTAX
DISCOURSE AND LANGUAGE TEACHING
ELT PROFESSIONAL CONCERNS
ENGLISH PHONOLOGY
ENGLISH SYNTAX
EXPERIMENTAL DESIGN AND ANALYSIS
FOUNDATIONS OF COMPUTER ASSISTED LANGUAGE LEARNING
FOUNDATIONS OF ENGLISH FOR SPECIFIC PURPOSES
FOUNDATIONS OF INTERCULTURAL AND PROFESSIONAL COMMUNICATION
FOUNDATIONS OF LANGUAGE FOR ENGLISH LANGUAGE TEACHERS
FOUNDATIONS OF LINGUISTICS
FURTHER QUANTITATIVE RESEARCH METHODS IN LANGUAGE STUDY
GRADUATE RESEARCH ASSIGNMENT
GRAMMATICAL DEVELOPMENT IN FIRST, SECOND AND THIRD LANGUAGE LEARNERS
INDIVIDUAL DIFFERENCES IN L2 LEARNING
INPUT IN LANGUAGE LEARNING AND TEACHING
INTERCULTURAL PRAGMATICS
INTRODUCTION TO HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
INTRODUCTION TO LEXICAL FUNCTIONAL GRAMMAR
INTRODUCTION TO TEACHING YOUNG LEARNERS
INVESTIGATION INTO THE YOUNG LEARNERS CLASSROOM
LANGUAGE ACQUISITION AND THE CRITICAL PERIOD
LANGUAGE AND GENDER
LANGUAGE DISORDERS IN ADULTS
LANGUAGE PROGRAMME EVALUATION
LANGUAGE TEACHER EDUCATION
LANGUAGE TEACHERS IN CLASSROOMS
LANGUAGE TEACHING
LANGUAGE TESTING
LEARNER AUTONOMY
LEARNER PERSPECTIVES ON VOCABULARY
LEARNER STRATEGIES AND METALINGUISTIC KNOWLEDGE: EXPLICIT ASPECTS OF L2 LEARNING
LEXICAL CHANGE IN THE HISTORY OF ENGLISH
LITERACY DEVELOPMENT AND TEACHING OF READING TO YOUNG LEARNERS
MATERIALS DESIGN AND DEVELOPMENT
MATERIALS EVALUATION
MINIMALISM SYNTAX II
MINIMALIST SYNTAX I
MORPHOLOGY
MULTILINGUALISM
NON-EXPERIMENTAL QUANTITATIVE RESEARCH METHODS FOR ENGLISH LANGUAGE TEACHING
PEDAGOGICAL GRAMMAR
PHILOSOPHY OF LINGUISTICS
PHONOLOGICAL DEVELOPMENT AND PHONOLOGICAL DISORDERS
PHONOLOGICAL THEORY AND SECOND LANGUAGE PHONOLOGY
PIDGIN AND CREOLE LANGUAGES
PRAGMATICS: DISCOURSE AND RHETORIC
PROLOG I
PROLOG II
QUALITATIVE METHODOLOGY IN ENGLISH LANGUAGE TEACHING/APPLIED LINGUISITICS RESEARCH
RELEVANCE THEORY
RESEARCH TOPICS IN ENGLISH FOR SPECIFIC PURPOSES
RESEARCHING WRITING IN EFL/ESL
SEMANTICS
SENTENCE PROCESSING
SOCIOLINGUISTIC METHODS I
SOCIOLINGUISTIC METHODS II
SOCIOLINGUISTICS I
SOCIOLINGUISTICS II
SOCIOPHONOLOGY
SOCIOPHONOLOGY RESEARCH
SYLLABUS DESIGN
TEACHING ENGLISH FOR ACADEMIC PURPOSES
TEACHING ENGLISH FOR SPECIFIC PURPOSES
TEACHING WRITING IN EFL/ESL
TEACHING, LISTENING AND SPEAKING
THE MENTAL LEXICON
THEORETICAL AND DESCRIPTIVE PHONOLOGY
TOPICS IN HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR
TOPICS IN LEXICAL FUNCITIONAL GRAMMAR
TOPICS IN PROFESSIONAL COMMUNICATION
VARIATION IN ARABIC 1
VARIATION IN ARABIC II
VARIATION IN ENGLISH I
VARIATION IN ENGLISH II
VERB MEANING AND SENTENCE STRUCTURE
Teaching and Assessment Methods
A: Knowledge and Understanding
Learning Outcomes
A1 : Familiarity with approaches to the contemporary study of the English language
A2 : Knowledge of the styles of argumentation, research methodologies and evaluation criteria used in contemporary research and discussion in English Language Teaching and related areas (e.g. education, language acquisition, psychology)
A3 : A broad acquaintance with current concepts, research findings and theories related to teaching and learning English as a foreign language, and learner behaviour and language use, in fields such as ELT, Applied Linguistics, SLA, Testing, Education, Socio- and Psycholinguistics
A4 : An in depth knowledge of the theories, issues and research findings and teacher implications thereof in at least four specialist areas within the domain of teaching English as a foreign language and language learning and use by non-native speakers, or relevant specialist areas of linguistics more generally (The exact range of options available varies from year to year but typically includes: syllabus design, materials evaluation, teaching ESP, EAP, teaching young learners, the teaching of specific skills and areas of language, learners in classrooms, language testing and evaluation)
A5 : An understanding of how the above may be applied to particular teaching situations, and the candidate's own teaching performance, in the context of accepted contemporary professional practice.
Teaching Methods
1-4 are taught initially through staff-led modules, using a variety of means of delivery (formal lecture, seminar, question-answer discussion session, group-work task-based session, computer lab session, student oral reports, workshop). Staff feedback to students on coursework is a connected important feature enhancing learning. Learning is expected to be deepened through directed and independent self-access library study and use of web material both put up by staff and generally available on the internet. 5 is delivered through the teaching practice module in which the student prepares, teaches and reflects on TEFL classes with real learners. Later, the dissertation research deepens understanding of 1-5 via a real integrated project supported by staff supervision and group tutorials. At any time support is available in the form of advice from staff in their consulting hours, and staff replies to student email queries.
Assessment Methods
Initially 1-4 are assessed through a 3000 word written assignment for each module, either of the essay type (e.g. literature review, or argumentative) or practical exercises. 5 is assessed through the assessment of performance in teaching practice (including the lesson plans, classroom delivery and diary record of experiences). 1-5 are also assessed later in an integrative way when the learner has to draw on this knowledge selectively for the dissertation.
B: Intellectual/Cognitive Skills
Learning Outcomes
B1 : Critical skills needed to evaluate disparate sources of information, both academic (e.g. lectures, books) and experiential, and collate, select, and apply the information to a specific teaching issue or situation
B2 : Ability to apply ideas and research from the TEFL field in evaluating and preparing teaching materials and delivering teaching to particular learners, and to reflect independently on own teaching experience in this light.
B3 : Ability to identify a pedagogical research question or hypothesis, choose appropriate research methods, and interpret own and others' data and see the implications for a hypothesis or question
B4 : Ability to think like a linguist about language data (not at a high level of sophistication)
Teaching Methods
1-3 are fostered repeatedly by all the means of teaching/learning described in (A) above. 4 mainly by one taught module on Foundations of Language.
Assessment Methods
1-3 are assessed primarily via those modules whose 3000 word written assignment is of the literature review or argumentative type, the oral presentation, and finally collectively in the dissertation research project. 2 is also specially assessed by the Teaching Practice. 4 is assessed mainly through exercises.
C: Practical Skills
Learning Outcomes
C1 : Ability to seek and retrieve relevant information from a variety of sources (e.g. library, journals, WWW)
C2 : Ability to communicate lucidly in speech and writing about teaching and learning issues and own experience, in appropriate style
C3 : Basic practical skills in language analysis (e.g. syntactic, phonemic)
C4 : Basic skills in conducting and reporting empirical research (e.g. use of data gathering instruments like observation, tests or questionnaires, simple data analysis)
C5 : Ability to propose, plan, execute and write up an original, complete but limited ELT-related study with due treatment of appropriate prior research and theory, generation of research aims, application of relevant methods (e.g. empirical data gathering, or syllabus/materials design or evaluation) and management and presentation of the whole project with due attention to proper professional practice and ethics
C6 : Practical TEFL teaching skills, including planning classes, class management, delivery of teaching content, assessment of learners, and self-awareness
Teaching Methods
1 is promoted by library staff guidance and by the IT induction course, as well as being guided by staff teaching particular modules, and giving advice 2 is promoted by the oral and written tasks associated with the taught modules, and feedback on them, and by guidance in course booklet 3 and 4 have modules dedicated to them with practical tasks 5 is promoted by supervision of the obligatory dissertation 6 is promoted by the experience of the supervised Teaching Practice 1-6 are further supported by advice from staff in consultation hours or by email, and by web-based self-access material.
Assessment Methods
1 and 2 are assessed indirectly via the written or oral assessments for the taught modules generally 3 and 4 are assessed specifically in the modules dedicated to them, by exercises and essay 5 is assessed primarily via the dissertation, along with 1-4 again. 6 is assessed by the Teaching Practice performance.
D: Key Skills
Learning Outcomes
D1 : a. Oral class presentation b. Oral participation in group discussion c. Academic writing, both in the form of argumentative academic papers and research reports, in appropriate style d. Critical reading: researching and utilising information, including scanning, recognising opinion and bias, detecting relevant points, collating different sources.
D2 : Using advanced computational tools and software packages to obtain, store and process information stored in electronic form (e.g. from the Library, WWW or CD-rom), and (where appropriate) to analyse data and results
D3 : a. Use of simple descriptive and inferential statistics b. Making and interpreting graphs and tables
D4 : a. Analysis of tasks and identification of objectives b. Identification and use of relevant information sources c. Establishing main features of a complex problem d. Planning and selection of approach to reach a solution
D5 : Participation in pair/group class tasks (including organising and evaluating own and others' contributions)
D6 : a. Use of independent time management skills, initiative, and different approaches to working autonomously to meet assignment and dissertation targets b. Use of feedback and support from peers, lecturers and supervisor to meet targets and improve over the year
Teaching Methods
1 and 5 are promoted by many taught modules, and involves listening and notetaking in lectures. They are also faciliated by feedback. 2 is promoted mainly by the practical tasks of the IT induction course, and specific modules which introduce SPSS or other specialist software through practical tasks, as well as self access material on WWW. Students will be expected to become familiar with basic PC management and the word processing of academic documents. In their research for assignments and towards their dissertations students will gain familiarity with internet searching and electronic library and bibliographical databases. They may recquire skills in specific software packages (eg for Phonetic, corpus or qualitative analysis). 3 is promoted specifically by several modules dealing with research methods 4 and 6 are promoted via the teaching practice, assignments and dissertation which impose requirements for students to apply these skills 1-6 are all further practised for the dissertation, and aided when necessary by staff advice by email or consultation.
Assessment Methods
1-6 are assessed integratively with other skills/knowledge in the module assessed work and the dissertation, apart from 2e which has targeted hand-in tasks. LG558 speciifically assesses class presentations.
