• Offered for Year: 2024/25

• Module Leader(s): Dr Christopher Leyland

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

-       To equip students with the practical skills needed to analyse real-life pedagogical interaction using Discourse Analytic methods
-       To question the distinction between second language competence and second language performance
-       To explore how students can use discourse analysis-based findings to inform their second language teaching practices and language learning

This module is designed to help M-Level students gain a deep understanding of Discourse Analysis-based research on second language teaching and learning. It introduces key concepts and methods associated with Conversation Analysis (a well-established variety of Discourse Analysis) to investigate spoken discourse during pedagogical activities. It will reveal a range of interactional practices that teachers and learners use to accomplish pedagogical goals. Students will develop their research skills by routinely analysing video-recordings of authentic interactions. Students will also learn how to use Conversation Analysis-based findings and methods to improve their own teaching practices.

Outline Of Syllabus

1: Module Introduction

2: Turn-taking and Second Language Teaching

3: Question Design in Second Language Teaching Contexts

4: Repair and Correction Practices in Second Language Teaching Contexts

5: Transcribing L2 Data: Workshop

6: Introduction to Sequence Organization

7: Sequence Organization in Second Language Teaching Contexts: promoting participation

8: Sequence Openings

9: Sequence Closings

10: Assignment Preparation

11: Assignment Q&A Drop-in

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.

During in-person lectures, students are given the opportunity to raise questions related to lecture videos and lecture contents.

In lectures, the lecturer provides more in-depth contents and creates several group activities. These activities include short data sessions and discussions. In these data sessions, students are shown short videos and transcriptions of authentic interactions (involving second language learning and teaching). Students are supported to (1) make analytic observations and (2) discuss the implications for learning and teaching. Data sessions help students to identify key interactional practices to facilitate second language learning.

Students are also given a transcription workshop in which they are guided through the theory and practical procedures for transcribing short clips of real-life interaction.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will include wider literature searches and reading, transcription practice, and assignment preparation.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The two assessments are designed to accomplish the intended knowledge and skills outcomes of the module, and the main aims of the course. In particular, assessments press students to use the practical skills of transcribing and analysing short video clips of pedagogical interaction using Discourse Analytic methods, discussing the relevant research literature and implications for second language teaching and learning.

In Assessment 1, students are given access to video data of pedagogical interaction and they are required to transcribe a short clip and identify/discuss an interactional phenomenon that occurs. Here, students engage in the initial practical steps of a Discourse Analytic research project and relate their initial thoughts to some relevant pedagogical research literature. Assessment 1 will evaluate the development of students’ skills in selecting an appropriate video clip – an important element in any research project – as well examine students’ abilities to transcribe data accurately according to established conventions. This is a formative assessment and the detailed feedback given is designed to inform students’ work in Assessment 2.

Assessment 2 is a summative assignment. Students provide a more detailed transcription of the video clip from Assessment 1, then they produce a detailed Discourse Analytic description of the interactional phenomenon mentioned in Assessment 1. Students then discuss the practical implications for second language teaching and learning practices in a setting familiar to them.

During and between classes, students are given considerable theoretical and practical support to carry these assessment activities out.

Reading Lists

• ALC8031's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ALC8031's Timetable