SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS. MA Applied Linguistics. Optional Modules Booklet

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1 1 SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS MA Applied Linguistics Optional Modules Booklet

2 2 Optional Modules Booklet: Introduction This booklet contains short descriptions of the optional modules that are typically on offer during the Spring Semester (Feb to May). Its purpose is to provide you with information to help you decide which four modules you would like to take. In addition it is possible to audit modules that you are not officially enrolled on. Auditing means you can sit in on a class and listen, though you should not expect to participate in tutorial discussion. There is no significance whatsoever to the sequence of module descriptions in this booklet. Important note: This booklet is for pre-enrolment guidance only. Please note that the range of option modules available varies from year to year. Please also note that some details relating to module content and/or assessment are also subject to change. You will be given detailed and up to date information about the available choices during the Autumn Semester.

3 3 MAAL Optional Modules ELL 6409 English for Specific Purposes ELL 6413 Theory and Practice of Language ELL 6416 Current Issues in Second Language Acquisition ELL 6411 Language Testing ELL 6419 Development and Evaluation of Language Materials EGH 6080 Using Corpora in Applied Linguistics ELL 6021 TESOL Practice ELL 6421 Discourse and Genre Analysis ELL 6721 Intercultural Communication ELL 624 Writing in TESOL ELL 626 Current Topics in ESP ELL 627 Management for Language Professionals Please note that not all modules are available every year due to staff availability.

4 4 ELL 6409 English for Specific Purposes Lecturer Valerie Hobbs This module reviews the origins and development of ESP and its place in contemporary language teaching. It also explores course design principles for ESP/EAP, the language and genres of ESP, and the methodological approaches and techniques characteristically employed in this branch of language teaching. Particular attention is paid to English for Academic Purposes (EAP), including the design of activities and tasks for the teaching of the language skills in EAP contexts. The topics covered during the course include: The history and development of ESP as a branch of language teaching The role of the ESP teacher Course design principles for EAP Genre analysis and its contribution to the teaching of writing in ESP Academic and professional writing Providing language support to ESP students /Outcomes: to familiarise students with the difference between ESP teaching and general language teaching to familiarise students with different types of ESP teaching in different contexts internationally to introduce students to the principal features of language variation by use that underlie ESP teaching: variation in grammar, vocabulary and discourse/genre to explore and illustrate methodological approaches to the teaching of the language skills in ESP contexts(listening, speaking, writing, listening to familiarise students with key principles of course design in ESP to introduce students to basic techniques in genre and register analysis By the end of the module students should be able to: Understand and explain the differences between ESP teaching and general language teaching Assess the value of methodological approaches and techniques for teaching in ESP contexts, with particular reference to the teaching of the language skills Demonstrate a sound understanding of the concepts of genre, register and language variation by use, and engage in the analysis of register and genre at a basic level Design activities and tasks for ESP learners from a range of specialisms Design and implement courses for ESP learners Workshop, Seminar, Discussion, Lectures Written Assignment of 3,000 words

5 5 ELL 6413 Theory and Practice of Language Lecturer Valerie Hobbs This is a topic and issues-based course exploring ideas that have animated debate, and sometimes controversy, in the applied linguistics and language teaching community. The overall course aim is to present a coherent portrait of contemporary concerns and developments in language teaching. This is not a course in teaching methodology, rather it examines issues underlying and shaping how language teaching is conceived and how language courses are delivered. It deals rather with ideas (e.g. appropriate methodology) that impact on how language teaching/learning is conceived, and ultimately, therefore, on how language courses are delivered. /outcomes: To familiarise students with: task based methodology: issues and limitations the use and abuse of corpora in language description and language teaching the debate over appropriate methodology the socio-cultural context of language education in a range of countries world wide critical pedagogy in language teaching By the end of module students should be able to: demonstrate a greater understanding of cutting edge issues in applied linguistics and language teaching demonstrate a greater understanding of the theoretical and historical background to recent developments in language teaching demonstrate a greater understanding of the socio-cultural context of language education in a range of countries re-assess their professional practice and previous experience in the light of input on current thinking on a range of applied linguistics issues Workshops/Seminars/Lectures, Practical Tasks Written assignment of 3,000 words

6 6 ELL6411 Lecturer Language Testing Oksana Afitska This course introduces students to essential concepts in language testing and educational measurement. It reviews the test design and validation process and explores a variety of methods for the testing of grammar, vocabulary, reading, writing, listening and speaking. By the end of the course students should have the necessary knowledge and skills to critically evaluate test items, and to begin to design and validate their own language tests. The topics covered by the course include: Basic concepts in language testing and educational measurement Test types and testing purposes Concepts in test validation The test design process and validation procedures Test methods in testing grammar, vocabulary, reading, writing, listening, speaking Statistics for the analysis of test scores Current developments in language testing /Outcomes: Students will be familiarised with: Basic concepts in language testing and educational measurement Different types of language and the main purposes for testing The test design process and some basic validation procedures Test methods for the testing of grammar, vocabulary, listening, reading, writing, speaking By the end of the module students should be able to: Demonstrate an understanding of basic concepts in language testing and educational measurement Demonstrate an understanding of basic test design and test validation processes Demonstrate an awareness of current developments in language testing Critically evaluate published tests and test items Apply simple statistics for the analysis of test scores Design satisfactory classroom language tests and validate them Workshops/seminars, discussion, lectures Written assignment of 3,000 words

7 7 ELL6419 Lecturers Development and Evaluation of Language Materials Oksana Afitska This module introduces students to theoretical and practical approaches to materials design, evaluation and development. It familiarizes students with, and develops their practical understanding of, the principles and procedures involved in design, piloting, adaptation, implementation and evaluation of language teaching materials. This part of the module pays particular attention to issues of materials authenticity, role of students in materials design, cultural and linguistic appropriacy of materials. It also covers such core areas in the subject as: materials for target groups (age and L2 proficiency specific materials, materials for specific purposes, self-access materials, internet-based materials, materials for teaching and developing various language skills). During this part of the module, through individual and group work, students will be provided with ample opportunities for evaluating a range of published teaching materials, adapting them for a variety of specific contexts and creating materials for their specific needs. The processes and outcomes of these tasks will be discussed at each session and will serve as basis for students written assignments at the end of semester. /Outcomes: To develop students knowledge and understanding of core theoretical and practical approaches to materials design, evaluation and development. 2 hour seminars Written assignment of 3,000 words. A selection of assignment titles will be provided by the lecturer; if a student has a particular area of interest, the assignment may be negotiated between tutor and student

8 8 EGH6080 Lecturer Gabriel Ozon Using Corpora in Applied Linguistics This module introduces the theoretical and practical issues of using language corpora in linguistic studies and explores how the corpus-based approach and other methodologies can be combined in the study of language, including TESOL. The module builds on the knowledge students have acquired from other modules but focuses on the actual phenomena of English rather than on issues relevant primarily to descriptive models. In this light, the module attempts to provide a balance for other, more theory-based modules. Students will be introduced to the notion of the linguistic corpus and will be expected to become familiar with at least one of the major computerised corpora currently in the public domain. This will be instrumental for the study of different applications of corpus linguistics in, e.g. dictionaries and grammars, register variation, language education and research, and many others. While the methodology employed will be largely quantitative, provision is also made for discussion and implementation of qualitative research methods. This module aims to: 1. equip students with a critical understanding of what corpora are, and how they can be used as both a pedagogical tool in the TESOL classroom and to address a range of different applied linguistic research questions 2. enable students to organise and conduct data analysis, focusing on language at a variety of different levels and perspectives 3. train students to use corpus software programs and tools to discover patterns of language structure, use and meaning, 4. illustrate how to design appropriate investigations for corpus-based analyses, 5. develop in students an ability to evaluate and interpret qualitative/quantitative data 6. encourage students to think about applied linguistic research situations in which they may want to design their own corpora, and provide them with the necessary skills and knowledge in order to do so. 7. make students understand and be aware of theory development in different academic communities of enquiry You be asked to prepare and present to the group, one journal article from the list provided discussing research using Corpus Linguistics. 2 Seminars and Practical Laboratory Sessions Written assignment of 3,000 words

9 9 ELL 6021 TESOL Practice Lecturers Beth Davies and Will Nash Description This module aims to provide you with an opportunity to develop practical TESOL skills and to demonstrate your theoretical knowledge of English Language applied in the classroom. The module is delivered in collaboration the University's English Language Centre (ELTC) with its team of TESOL Teacher Trainers and will involve teaching practice of both peers and real learners. There is an expectation that you will reflect on your current practices in TESOL, develop your range of classroom procedures and techniques, apply existing knowledge of approaches and methods, in particular developing on from your semester one core modules. You will produce a professional teaching portfolio to evidence your skills in TESOL linked to Applied Linguistics theory. Students can gain an optional University of Cambridge English Language Knowledge Test (TKT) Practical Module provided its external criteria and entry costs are met. apply skills and knowledge in real classroom situations plan lessons effectively and with principles extend learning and teaching approaches and techniques experientially use classroom resources with underpinning justifications promote the use of reflective practice relate Applied Linguistics theory to TESOL practice Outcomes By the end of the unit, a candidate will be able to apply theories of teaching and learning in a real class situations 2. observe a TESOL lesson critically linking to previous knowledge 3. plan a TESOL lesson effectively, including staging, assessment and management 4. select, adapt or create relevant ELT materials appropriately 5. deliver ELT lessons effectively and coherently 6. reflect on own practice to improve and extend future learning and teaching skills Seminars, Workshops, Micro-, Lesson Observations and Practice Course Work Assignments (50%) - Written (1500 approx.) Practice Portfolio (50%) - Lesson planning and delivery (2

10 10 hours approx.) ELL6421 Discourse and Genre Analysis Lecturer Jane Mulderrig : The module aims to introduce you to the critical analysis of spoken and written discourse in contemporary social contexts. It provides a range of resources and techniques for analysing texts and dialogue, enabling you to apply them to real life data drawn from a wide variety of settings. You will be introduced to the key concepts and theoretical approaches both classical and contemporary in the field of discourse analysis. There is an emphasis throughout on the analysis of authentic data. of discourse analysis covered include functional grammar-derived models for analysing the representation of social actors and actions, conversational and pragmatic analysis of dialogue, politeness theory, and intertextual and interdiscursive analysis of both written and visual texts. The first half of the module will focus on spoken discourse; the second half on written discourse. Throughout, you will also be encouraged to reflect upon the role of language use in the (re)production of power relations. Throughout the module and in its assessment you will be encouraged to collect your own examples of data for analysis. TESOL applications: While discussion will occasionally point to the applications of discourse analysis in language teaching, this is not the primary focus of this module. Instead it takes a very broad view of the social, cultural and political applications and implications of (critical) discourse analysis. Those students with a particular interest in TESOL are recommended to pursue further self-study guided by those texts in the bibliography preceded by an asterisk (*). The whole group will meet for two hours each week involving a combination of lecture-style input in interactive mode and group discussions and practical tasks. Note that the analysis of data is a key component of this module. It is vital that you participate fully in these practical tasks (to be prepared in advance of each session). will be by one research project task of 3000 words.

11 11 ELL6721 Intercultural Communication Lecturer Jane Mulderrig This module introduces students to some of the key concepts and issues in intercultural communication, and critically evaluates the dominant schools of thought that have been most influential in the field. The module will also assess how academic theories of ICC have been and could be applied in society. To this end, we will discuss a range of different sociolinguistic variables and social practices, in which ICC is relevant (for example race, gender, age, as well as language acquisition and instruction, business communication). Students will be encouraged to critically engage with some of the key academic literature in this field in order to a) identify its distinctive theoretical perspective and the implications thereof, and b) explore the social/cultural/linguistic issues it raises from their own cultural and professional perspective. To facilitate this, each student will lead a group discussion on one of the readings set. Seminars (input and discussion) and Prepared Group Discussions 25% - Group Discussion (prepare discussion Qs based on 1 recommended reading and lead a 30 minute small group discussion) 75% word essay on one of a set of topics provided

12 12 ELL 624 Writing in TESOL Lecturers Nigel Harwood This module will familiarise students with the theory and practice of how to teach writing in TESOL contexts. What approaches are there to teaching second language writing? Does correcting writing work? What evidence do we have for or against this? How should writing be corrected? What kind of comments should teachers provide on students writing? How? Why? How should writing be assessed? What kinds of activities do TESOL textbooks use to teach writing? What approaches do they use? There will be practice in correcting, commenting on, and assessing writing. : This module aims to familiarise students with the theory and practice of teaching second language writing. It will familiarise students with a range of commercial materials which teach writing, past and present. It will focus on the approaches in the literature to teach second language writing; the debate about the efficacy of error correction and how writing is best corrected; the debate about the most effective styles of comment teachers can use when giving feedback on writing; how to assess writing; and how older and more recent TESOL textbooks teach writing. There will be practice in correcting, commenting on, and assessing writing. Outcomes: By the end of the module, students will be able to discuss their preferred approaches to the teaching of writing, and will be able to take a principled approach to adapting TESOL writing materials in textbooks to suit their purposes. They will have had extensive practice in correcting, commenting on, and assessing second language writing, and will exhibit a knowledge of the theory and practice surrounding all these areas. There will be lecture-seminars which will combine the lecture and seminar formats, providing input but also allowing time for comments, questions, and discussion. During discussion tasks students will have the opportunity to reflect upon theory and practice more fully, and participate in individual and group work relating to the teaching of writing. There will be consolidation and extension workshops, in which students are provided with the opportunity for more extended practice in the teaching practices focused on in the lecture-seminars. For instance, students will be asked to correct and comment on a piece of authentic writing; and to adapt a set of textbook materials which teach writing. There will be peer presentations, during which students will give talks about journal articles they have read independently which focus on issues related to the teaching of writing. For instance, a report on how to set up a writing centre; or a report on how the teacher could consider students individual differences when tailoring feedback strategies. Students will be assessed on the basis of two 1,500 word assignments. This is to ensure that all students reflect upon both the theoretical and practical aspects of the module, since one assignment will be of a theoretical nature, and the other will be more practical (i.e., providing practice in correcting or commenting on an authentic piece of student writing).

13 13 ELL 626 Current Topics in ESP Lecturers Nigel Harwood : This module aims to familiarise students with contemporary areas of English for Specific Purposes (ESP) attracting research and debate. It will do so by providing a combination of lectures which introduce students to the relevant areas of the field, and seminars, during which students will discuss and evaluate pre-assignment readings (research articles) focused on these areas. In sum, then, it aims to help students: 1. to develop their critical reading of empirical research articles and their critical thinking; 2. to apply academic knowledge and analysis to accounts of ESP research and to their own pedagogical approaches (given that some of the students attending the module will be practising teachers); and 3. to raise awareness of the potential pedagogical value of researching how ESP is conducted around the world. Outcomes: By the end of the unit, students: 1. will have enhanced and extended their knowledge of and understanding of contemporary ESP research; 2. will be able to appreciate the methodological strengths and weaknesses of the research read and discussed during the module; 3. will be able to critique and evaluate contemporary accounts of ESP research; and 4. will exhibit a knowledge of the theory and practice surrounding all these areas. There will be lectures which will provide input but also allow time for comments, questions, and discussion. During lecture discussion tasks, students will have the opportunity to reflect upon theory and practice more fully, and participate in individual and group work relating to ESP. There will also be seminars in which students will discuss, debate, and learn from their peers. Pre-assigned readings and reading tasks will be discussed during seminars. These readings will focus on the areas covered by the previous week s lecture. Students will be assessed on the basis of one 3,000 word assignment. The assignment will involve students writing about an issue attracting current researchers attention and debate in ESP. Alternatively, students will be given the opportunity to select a journal article focused on ESP and evaluate it. They will have been developing their abilities to do this in each seminar throughout the module.

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15 15 ELL 627 Management for Language Professionals Lecturer Chris Liassides This Unit aims to familiarise students who will become language professionals with the basic business concepts as well as the tools and techniques applicable in a workplace related to Foreign Language education. Working in this sector presupposes effective Management skills, such as planning, controlling, marketing as well as recruiting new staff and human resource management. As an owner of a foreign language school, gaining and sustaining a competitive advantage necessitates an awareness of strategic organisational issues aligned with employee performance systems. As a language professional, you will be given opportunities to proceed with new entrepreneurial ventures ranging from opening your own foreign language school, or a translation service center, to publishing language related books, etc. Students attending this Unit will be inspired to proceed with new entrepreneurial ventures and will be exposed to all aspects of Management, which is the spine of any entrepreneurial activity. : This unit aims to: A1: provide students with knowledge of the basic elements of Management theories and concepts; A2: provide students with an opportunity to develop skills towards identifying, analysing and solving business issues; A3: familiarize students with core principles of Performance Management and how these may lead to the alignment of human resource strategy and organisational strategy towards reaching organisational objectives; A4: improve their effectiveness in dealing with and managing people and teams; A5: develop a better understanding of entrepreneurship as this is exemplified in foreign language educational institutions. Outcomes: By the end of the unit, a student will be able to: LO1: articulate the key aspects of managerial work and decision-taking processes; LO2: discuss what social responsibility is, and how ethical standards can be maintained; LO3: identify the important parameters in the external environment and how these may affect an organization; LO4: discuss what the internal environment is, and the dynamics of organizational culture; LO5: differentiate between the nature of managerial work towards coaching and supporting, rather than directing and order-giving ; LO6: assess the performance management systems and methods; LO7: identify and discuss how differing management tools can be used to promote and measure performance; LO8: reflect on how entrepreneurship can be used to support and influence foreign language institutions; LO9: play an active role in seminar discussions and contribute to these constructively; LO10: demonstrate a critical understanding of the key issues both orally and in writing. Lectures: The module consists of a series of formal, yet interactive, lectures. In each lecture, students are provided with the necessary input on the principles and practices associated with contemporary Management. Group Discussions help students develop and demonstrate critical understanding and reasoning on the issues they are presented with during formal lectures. Case Studies: Entrepreneurial cases will be analysed and discussed in order to help students develop their critical thinking as well as a particular awareness and

16 16 understanding of specific issues related to the field of business. Students will be assessed on the basis of a 3,000-word Report on a Case Study.