Aims

This module introduces students to the fundamental theories and practices involved in learning and teaching second languages. It explores the relationship between key concepts in second language acquisition (SLA) and the dominant approaches and methods in English language teaching (ELT), situating them within their theoretical and historical contexts. By engaging with both learning and teaching perspectives, this module equips students with the knowledge and skills to critically evaluate SLA theories and teaching methodologies, preparing them for advanced academic and professional roles in language education.

Outline Of Syllabus

a) Theoretical perspectives on SLA
b) Empirical study of interlanguage and learner errors
c) Individual differences in second language learning
d) Acquisition of morpho-syntax and phonology
e) Instructed SLA
f) Dominant approaches and methods in language teaching
g) Practical applications of SLA theories to teaching

Teaching Rationale And Relationship

The lectures will present and explain theoretical frameworks, methodologies, and empirical discoveries, while the small group teaching will a) reinforce the lectures, b) provide students with opportunities to participate in classroom debates based on assigned readings, and c) support students in analysing (in smaller teams) a small dataset of second language acquisition data. Students will be expected to read assigned material in advance of the lectures and seminars. Private study time will be devoted to preparatory reading for both lectures and seminars.

Assessment Rationale And Relationship

The PROBLEM-SOLVING EXERCISE tests students’ skills in data analysis and interpretation that they will have acquired and practised during seminars.

The ESSAY tests students’ critical and writing skills. Students use the acquired critical skills to explore a topic in Second Language Acquisition and write up their argumentation as a critical essay.