MSc Research Methods with Education / Course details

Provide a general overview of the course unit for the purpose of publishing a basic synopsis of the course unit, to applicants and prospective students.

Methodology is central to the discussion of classroom practices in language teaching. While reviewing key theoretical conceptualisations of language teaching methodology, and the techniques associated with these, this course units considers the concept of ‘appropriate methodology’ and how this might help teachers develop approaches to teaching that are context-sensitive, but at the same time consistent with current research and thinking. It achieves this through a reflective practitioner stance, encouraging teachers to draw on past teaching experiences and their own beliefs about teaching and learning to develop their praxis – aware, informed, committed action.

This unit has a pre-requisite of a minimum two years of language teaching experience

This unit aims to:

To explore the individual and societal complexities of teaching and learning languages as they relate to the making of informed and appropriate contributions to language teaching policy and practice in the educational contexts in which participants find themselves;

To facilitate critical reflection on language education experiences in the light of relevant research in the methodology of teaching languages, and thus encourage the theorisation of such experience;

To introduce past and current research into language teaching methodology and to relate such research appropriately to particular educational contexts;

To facilitate participants’ development of their own praxis via small-scale empirical research.

 The course unit takes a participatory approach combining seminar-type input, small group work in various formats, case studies, guided reading, participant-led discussions, reflective tasks, workshops, and a variety of demonstration processes.

• understand the state of the art in the literature of the teaching of English generally, more especially in a specific context with which they are familiar, and with particular reference to the pedagogic area on which they decide to focus;

• understand the undesirability of pursuing "the best method" of teaching languages;

• understand a more productive approach to pedagogy than one based only on 'applying' theory to practice;

• understand the importance of exploring their own beliefs and praxis through informal empirical research

To use what they have learned to produce improved analyses of language teaching practice in an educational context with which they are familiar;

To theorise previous and current language learning and teaching experience as the basis for future planning;

To use concepts learned from informing disciplines as the basis for future planning;

To engage critically with the literature of the field;

To represent their own ideas and positions, particularly with regard to their areas of declared interest;

To dispute the proposed separation of intellectual and practical skills in their work.

To dispute the proposed separation of intellectual and practical skills in their work;

To plan for pedagogic action;

To report on what they have learned;

To engage with their professional practice with enhanced technical expertise, socio-cultural sensitivity, and increased motivation.

Enhanced skills in academic literacies including academic presentation, information processing (on- and off-line);

Enhanced skills in interpersonal and intercultural communication;

An appreciation of the value of reflection in professional practice; and

Autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.

Two written pieces of coursework, sequenced so as to provide formative feedback not only for the course unit itself, but also for the teachers’ acculturation into the MA TESOL.

Assignment task 1, 1500 words, weighted 30% involves a reflective theorisation on an aspect of teaching practice

Assignment task 2, 2500 words, weighted 70% involves the analysis of and response to a teaching puzzle

Formative feedback is provided to students a) orally through assignment preparation tutorials; b) in written mode on each assessment submission and c) through purposeful post assessment tasks to establish forward looking goals.

Summative feedback is provided to students through the written commentary on final assignment submissions.

Background/ key reading:

Ellis, R. and Shintani, N. 2014. Exploring Language Pedagogy through Second Language Acquisition Research. London: Routledge

Hall, G. 2011. Exploring English Language Teaching.  London: Routledge

Larsen-Freeman, D. 2011. Techniques and Principles in Language Teaching Third Edition. Oxford: Oxford University Press.

Depending on the interests that participants have or develop, the following texts are also recommended:

Edge, J. & Garton, S. 2009. From Experience to Knowledge in ELT. Oxford: Oxford University Press.

Ellis, R.  2003. Task-based Language Learning and Teaching.  Oxford: Oxford University Press.

Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.

Hinkel, E. and Fotos, S. 2001. New Perspectives on Grammar Teaching in Second Language Classrooms. Routledge.

Holliday, A. 2005. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.

Hughes, R. 2011. Teaching and Researching Speaking 2nd Edition. Harlow: Longman.

Hyland, K. 2011. Teaching and Researching: Writing 2nd Edition. Harlow: Longman.

Lightbown, P. and Spada, N. 2013. How Languages are Learned (4thed.) Oxford: Oxford University Press.

Rost, M. 2011. Teaching and Researching: Listening 2nd Edition. Harlow: Longman.

Grabe, W. and Stoller, F. 2011. Teaching and Researching: Reading 2nd Edition. Harlow: Longman.

Willis, D. and Willis, J. 2007. Doing Task-Based Teaching. Oxford: Oxford University Press.

The major journals for this area are ELT Journal, TESOL Quarterly and Applied Linguistics. Articles are recommended on a unit-by-unit basis.

Whole group seminars and workshops 12 weeks x 2 hours = 24 hours

Directed independent and group activity 40 hours

Tutorial preparation and attendance  6 hours

Assessment activity and writing 30 hours