Modiwl QXL-4420:
SLA and Language Teaching

Overview

This aim of the module is to introduce students to the various issues pertaining to the acquisition of a second language.

The lectures will provide students with an overview of theoretical models proposed concerning second language acquisition in EFL contexts.

Students will be expected to combine their own language learning experience (or the experience of observing other language learners) with the coursework questions in order to critically engage in discussions in tutorials.

At the end of the module, students are expected to gain an enhanced understanding of the linguistic and cognitive processes involved in acquiring a second language. In addition, they can engage critically with the research findings from second language acquisition research for teaching.

The module is assessed through a research article critique review and a summative essay.

This module provides an overview of theoretical models proposed concerning second language acquisition in EFL contexts and their implications in language teaching.

The topics covered in this module would be the following: 1. Background to SLA Research. 2. Individual differences in L2 users and L2 learners. 3. L1 transfer: Code-switching and Second Language Learning. 4. Theories of L2 acquisition. 5. The role of age in L2 acquisition. 6. The goals of language teaching and assessment. 7. The L2 user and the native speaker. 8. Embedding SLA research into Language teaching.

Assessment Strategy

Threshold –C (50%): The student can demonstrate a minimum level of understanding appropriate for postgraduate study of the area they have chosen to research and must involve critical analysis of existing research into Second Language Acquisition. The answer must show evidence of background study of primary sources and literature, going beyond material discussed in lectures. The answer must be relevant to the research topic chosen. Students will also display the minimum acceptable standard of understanding and/or knowledge of all Learning Outcomes.

Good –B: The student can demonstrate a clear and accurate understanding appropriate for postgraduate study of the area they have chosen to research; and display evidence of having consulted many relevant readings, making clear and accurate reference to those source materials, free from misunderstanding and errors of content, and is free from irrelevant material. Students will also display a better than average standard of understanding and/or knowledge of all Learning Outcomes.

Excellent –A: The student has revealed a thorough understanding of the area appropriate for postgraduate study that they have chosen to research, both in terms of content and theory; is able to apply complex concepts clearly and accurately; display evidence of detailed critical thought; clear, and logical extended argument; and display communicative competence, free from irrelevant material and errors of spelling and punctuation. Students will have achieved a thorough/excellent understanding and/or knowledge in all Learning Outcomes.

Learning Outcomes

• Argue the implications of related theories for effective learning and teaching of English as a foreign language.

• Evaluate the differences of native and non-native speaking English teachers’ position second language teaching industry.

• Explain and engage in detailed critical evaluation of key theories relating to second language acquisition research.

• Justify how Second Language Acquisition research and theories can be used to inform the teaching of English as a foreign language and evaluate its effectiveness for learning.