Teaching English as a Foreign Language
Rhedir gan School of Languages, Literatures, Linguistics and Media
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Ms Claire Quinn
The module will review current teaching methodologies and approaches employed in teaching English as a foreign language (TEFL) with a focus on and the implementation of popular methodologies including Communicative Language Learning and Task-Based Learning. It offers a foundation in the practical issues of teaching EFL covering teacher role, lesson planning, assessment and teaching grammar and the four skills.
The lectures will provide the input on practical teaching issues and the key theories in the field of TEFL. The tutorial sessions will offer practical opportunities to explore the nature of TEFL through microteaching and peer observations including post-teaching/ post-observation reflection and analysis.
Students will also engage in teaching practice with and observation of real EFL learner groups. Teaching practice will take place with peers in seminars as well as with EFL learners in the ELT classroom. Observations of real English language teaching lessons will take place for a minimum of 4.5hrs total. EL teaching practice will have feedback on practical work from the module tutor. The seminar sessions will provide an opportunity to reflect on the observation sessions through discussion with the course convener and peers. To gain maximum benefit from the module, students will be expected to engage fully in all tutorial sessions through practice and analysis.
Please note that this module does not replace the professional development training courses in teaching English to other speakers, namely the Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) or the Trinity TESOL Certificate (certificate in Teaching English to Speakers of Other Languages). However, it will provide a firm foundation in English language teaching (ELT) and should provide you with the confidence to apply for a place on a CELTA or Trinity Certificate course, should you wish to do so.
This module provides an introduction to the teaching of EFL through practice and theory and by examining a range of contexts in which English language teaching and learning takes place.
Topics will include the following:
1. The nature of EFL teaching contexts.
2. Methodologies employed in the EFL classroom.
3. The role of the EFL teacher.
4. Strategies used teaching vocabulary, grammar, writing, speaking, reading & listening.
5. Factors affecting lesson planning and materials choice/design.
6. Reflective practice – evaluating teaching and lesson aims.
The answer must involve the critical analysis of existing research into TEFL and/or research from a Foreign language Learning perspective .
The answer must show evidence of some background study of primary sources going beyond material discussed in lectures.
The answer must be relevant to the research topic chosen.
Critical reflection and a review of literature must be presented, organized, and analysed with care and an appreciation must be shown of some of the problems involved with preparing a review of literature.
The answer must show a better-than-average standard of knowledge and understanding.
The answer must show evidence of background of primary sources.
Assertions must be supported by reference to a theory and/or empirical research.
The answer must show evidence of analytical thinking. The answer must have a coherent structure that is adhered to in the most part; relationships between successive parts must be generally easy to follow.
Critical reflection and a review of literature must be evaluated in a logical manner.
The answer must have an originality of exposition and understanding; the author’s own thinking should be readily apparent.
The answer must show clear evidence of extensive reading of primary sources.
The answer must show clear evidence of understanding TEFL methodology.
The answer must show a clear line structure in which each successive stage is explicitly linked and the reader is explicitly told why these parts are relevant to the study.
Students will be able to identify, critically evaluate and apply different methodologies and approaches adopted in teaching English as a foreign language (TEFL).
Students will be able to reflect critically on and consider in detail key factors underlying TEFL.
Students will be able to reflect on, evaluate and apply different teaching strategies used in teaching key language skills in EFL
Students will be able to reflect on and explain how the principles of a methodology can be applied to lesson planning.
Students will be able to critically evaluate the teacher role in TEFL.
Students will be able to reflect on the basic principles of effective practice in ELT.
Students will be able to apply and adapt a teaching methodology to a classroom situation.
Students will be able to apply the principle of the reflective model to teaching practice.
Students will understand and be able to discuss in detail key facts, theoretical issues and approaches underpinning the teaching of EFL.
|Essay (2000 words)||30.00|
|Report of Teaching Practice (3000 words)||50.00|
Strategaeth addysgu a dysgu
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.
Fortnightly two hour lectures over both semesters
Observations of EFL lessons – minimum of 5 hours teaching observations with feedback from teaching mentor and additional reflective feedback during bi-weekly tutorials.
Monthly one hour seminar (5 over both semesters). The tutorial sessions will provide an opportunity for in-depth reflection with both peers and the module convener on teaching practice and teaching observation sessions, offering a forum for discussion of teaching issues and related EFL teaching strategies. The basis of the discussion will be students’ in-depth reflection on teaching observation as well as peer led micro-teaching held in tutorial time.
In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.
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