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  2. Foundations in Language Teaching [LAN4212]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Foundations in Language Teaching

  • Unit Code

    LAN4212

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides an introduction to the teaching of English to speakers of other languages at all age levels. It examines the development of the Communicative Approach to Language Teaching and its different syllabus types as well as the various factors that affect language learning in bilingual students.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within their residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate what native speakers know about language and outline the elements of competence which are significant in developing language learners.
  2. Describe the main syllabus approaches to language teaching and the strengths and weaknesses of each.
  3. Explain how language teaching materials reflect different syllabuses and approaches and evaluate the appropriateness of these.
  4. Explain how the notion of proficiency is complex and varies with context, purpose, intention and knowledge of the target language.
  5. Explain language learning theories and language learning strategies and how these inform language teaching.
  6. Identify the principal characteristics of communicative language teaching and show understanding of the strengths and weaknesses of this approach.
  7. Outline the principal learning, language learning and language teaching theories and relate these to the practice of various methods and approaches to language teaching.
  8. Select appropriate techniques and strategies from different methods and approaches to suit a specified group of learners.
  9. Select, evaluate and adapt published teaching material.

Unit Content

  1. Characteristics of communicative competence of fluent language users.
  2. Comparisons between Communicative Approach to language teaching and other more traditional approaches.
  3. Components of communicative competence.
  4. Criteria for materials selection and utilisation.
  5. Factors that hinder/facilitate effective language learning/teaching.
  6. Individual differences in language learning.
  7. Language learning strategies.
  8. Principal language learning theories.
  9. Psychological processes in language learning.
  10. Teaching responses to language learning theories.
  11. Types of communicative language teaching syllabus.
  12. Types of language proficiency.

Additional Learning Experience Information

Lectures, Seminars, Workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ExerciseKnowledge about language40%
AssignmentMaterials40%
ExerciseTutorial Preps20%

Text References

  • ^ Harmer, J. The practice of English language teaching. 4th Harlow: Pearson Longman
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd ed.). New York: Pearson.
  • Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
  • Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Philadelphia: Newbury House.
  • Harmer, J. (2007). The practice of English language teaching. (4th ed.). Harlow: Pearson Longman.
  • Holliday, A. (1995). Appropriate methodology and social context. Cambridge, N.Y: Cambridge University Press.
  • Lightbown, P., & Spada, N. (2006). How languages are learned. (3rd ed.). Oxford: Oxford University Press.
  • Mitchell, R., & Myles, F. (2004). Second language learning theories. (2nd ed.). London: Hodder Arnold.
  • Brown, H. D. (2007). Principles of language learning and teaching. (5th ed.). New York: Pearson.
  • Ellis, R. (2008). The study of second language acquisition. (2nd ed.). Oxford: Oxford University Press.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4212|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Foundations in Language Teaching

  • Unit Code

    LAN4212

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit provides an introduction to the teaching of English to speakers of other languages at all age levels. It examines the development of the Communicative Approach to Language Teaching and its different syllabus types as well as the various factors that affect language learning in bilingual students.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within their residency schools as part of the residency mode.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate what native speakers know about language and outline the elements of competence which are significant in developing language learners.
  2. Describe the main syllabus approaches to language teaching and the strengths and weaknesses of each.
  3. Explain how language teaching materials reflect different syllabuses and approaches and evaluate the appropriateness of these.
  4. Explain how the notion of proficiency is complex and varies with context, purpose, intention and knowledge of the target language.
  5. Explain language learning theories and language learning strategies and how these inform language teaching.
  6. Identify the principal characteristics of communicative language teaching and show understanding of the strengths and weaknesses of this approach.
  7. Outline the principal learning, language learning and language teaching theories and relate these to the practice of various methods and approaches to language teaching.
  8. Select appropriate techniques and strategies from different methods and approaches to suit a specified group of learners.
  9. Select, evaluate and adapt published teaching material.

Unit Content

  1. Characteristics of communicative competence of fluent language users.
  2. Comparisons between Communicative Approach to language teaching and other more traditional approaches.
  3. Components of communicative competence.
  4. Criteria for materials selection and utilisation.
  5. Factors that hinder/facilitate effective language learning/teaching.
  6. Individual differences in language learning.
  7. Language learning strategies.
  8. Principal language learning theories.
  9. Psychological processes in language learning.
  10. Teaching responses to language learning theories.
  11. Types of communicative language teaching syllabus.
  12. Types of language proficiency.

Additional Learning Experience Information

Lectures, Seminars, Workshops.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ExerciseKnowledge about language40%
AssignmentMaterials40%
ExerciseTutorial Preps20%

Text References

  • ^ Harmer, J. The practice of English language teaching. 4th Harlow: Pearson Longman
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd ed.). New York: Pearson.
  • Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
  • Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Oxford, R. (1990). Language learning strategies: What every teacher should know. Philadelphia: Newbury House.
  • Harmer, J. (2007). The practice of English language teaching. (4th ed.). Harlow: Pearson Longman.
  • Holliday, A. (1995). Appropriate methodology and social context. Cambridge, N.Y: Cambridge University Press.
  • Lightbown, P., & Spada, N. (2006). How languages are learned. (3rd ed.). Oxford: Oxford University Press.
  • Mitchell, R., & Myles, F. (2004). Second language learning theories. (2nd ed.). London: Hodder Arnold.
  • Brown, H. D. (2007). Principles of language learning and teaching. (5th ed.). New York: Pearson.
  • Ellis, R. (2008). The study of second language acquisition. (2nd ed.). Oxford: Oxford University Press.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4212|1|2