This module will provide an understanding of the theories and practices involved in learning and teaching second and foreign languages. The module establishes the relationships between theories of language acquisition and approaches to teaching, and offers a basic grounding in the practical applications of these approaches in the classroom, and by the autonomous learner.

The aims for this module are to analyse current theories and practical issues relating to language learning and teaching methodology. We will focus on the real world problems and challenges of language learning and teaching, and evaluate the methods and interventions which might address these.  We then analyse the ways in which these can be related to theoretical models of language acquisition and language learning. The practical coursework element of the module, together with seminar work, is designed to explore how the theories are put into practice and vice versa. The module demonstrates how research into second language acquisition can inform, and be informed by, the experience of learners and teachers.  It would be good preparation for students interested in working in an educational context, and, for example those thinking of pursuing work experience, career opportunities, and/or further qualifications in language teaching after University.

On completion of the module students should be able to:

Knowledge

• describe and assess the core areas of knowledge related to language learning and teaching
• analyse and critically evaluate a range of theories of learning and teaching
• discuss the implications of alternative teaching approaches and methods
• establish factors which can make language learning more, or less, effective
• assess features of their own language learning aptitude

Understanding

• critically review research on individual differences in language learners
• summarize the key scholarly literature on some of the processes underlying language acquisition
• debate the theories underlying different approaches to language learning and teaching
• evaluate effective methods and techniques to achieve specific goals in the classroom

• choose language teaching tasks and activities appropriate to learners
• compare different methods of assessing learners’ achievement and proficiency

Skills

• develop personal strategies for language learning
• begin to learn a new language
• evaluate learners’ needs 
• plan appropriate practical classroom tasks and activities
• justify decisions in the light of specific learner profiles
• reflect critically on experiences relevant to language learning, teaching, and testing.

Timetabled sessions include 2 lectures and 1 seminar per week. During seminars, you will be required to contribute actively to discussions and activities. Lectures are usually supplemented with PowerPoint slides and handouts summarising content at a reasonable level of detail. These are made available on Learning Central. You are likely to be required to observe a language class during the module.  Video may be used in this module.  Students are encouraged to discuss any specific access needs with staff in advance of taking this module.

In addition to the skills above, students will:

• develop analytic observation skills which can be applied to learning and teaching contexts
• develop the ability to analyse language from a pedagogical perspective
• develop a basic ability to analyse and evaluate teaching and testing materials
• develop strategies for language learning
• further develop discussion skills
• the module is also relevant to all the employability pathways

The assessment is 50% coursework, and 50% by formal written exam.

The coursework will require students to participate in, and/or to observe, language learning activities and to reflect critically on the teaching and learning methods used, and the factors which enhance or impede the acquisition process.  Factors to be considered will include students’ individual profiles (including learning style, language aptitude, motivation, attitude), the influence of the L1, learning strategies, environmental factors, and the teaching method used.  The coursework will also require students to relate their observations and reflections to relevant theoretical models of language acquisition.

The exam consists of short answer questions and three essay questions, from which students choose one to respond to. Please note that questions may be asked on any part of the module. The exam will enable students to demonstrate their ability to analyse and critically evaluate a range of theories of and approaches to learning and teaching, understand research on individual differences in language learners, describe and define the core areas of knowledge related to language learning and teaching, choose language teaching tasks and activities appropriate to learners, and understand the fundamentals of how to assess learners’ achievement and proficiency. Exam preparation information and tasks will be included in module lectures and seminars.

The module is assessed according to the Assessment Criteria set out in the English Language Undergraduate Student Handbook. The requirements that students demonstrate an ability firstly to understand the language learning and teaching theories taught in the module, then apply these in evaluating data, and secondly, to demonstrate an understanding of the research into language learning theories and teaching theories will restrict the availability of alternative forms of assessment as an adjustment for disabled students. Otherwise there are no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

In accordance with University regulations, students are allowed two attempts at retrieval of any failed essay, for a maximum module mark of 40%.  Resit assessments are held over the summer.

• an overview of theories of second language acquisition
• a historical overview of approaches and methods used in language teaching
• learner variables, including age, motivation and attitudes to language learning
• teaching pronunciation, vocabulary and grammar
• teaching the four skills (reading, writing, listening, speaking)
• task design; materials analysis
• language testing and assessment of language proficiency

Hall, G. (2011) Exploring English language teaching: Language in action.  Abingdon: Routledge.
Harmer, J. (2007)  The practice of English language teaching. (4^th ed.)  Harlow: Longman.
Lightbrown, P. and Spada, N. (2007)  How languages are learned.  Oxford: OUP.
Mitchell, R. and Myles, F. (2004)  Second language learning theories.  London: Arnold.
Richards, J.C. and Rodgers, T.S. (2001)  Approaches and methods in language teaching: a description and analysis. (2^nd ed.)  Cambridge: CUP.

Journal articles: Some of your core readings for this module will be journal articles, which will be available through the Cardiff University Portal (click on Library, then the relevant e-journals).  A list of the most relevant journals will be given at the start of the module.

 If you want to do well in your assessment tasks, you will also need to find your own relevant readings not mentioned in the above sources.