MA International Education

This unit introduces a range of psychological theories to explain L2 language learning, and asks participants to use one theory to understand a real-world psychology of language learning issue. 

The unit aims to:

• provide an overview of currently relevant research and theory in psychology of language learning and to  examine its implications for language education.
• provide opportunities for the in-depth study of one specific issue/puzzle, and associated theory, in the psychology of language learning.

Upon completion of the unit, students should be able to:

• the contribution of psychology and psycholinguistics, and other parallel disciplines, to the development of recent thinking and practice in language education;
• individual differences in language learning, including: age, aptitude, intelligence, personality, cognitive and learning styles, learning strategies;
• motivation in language learning and teaching, including: instrumental and integrative motivation, intrinsic and extrinsic factors, general determinants of motivation in educational settings;
• how language is processed (including: issues of input and intake; the role of declarative, procedural and episodic knowledge in the comprehension and production of language; the role of working and long-term memory in language learning);
• second language acquisition (including: models of the language learning process, recent research developments such as the role of formulaic language in language learning and form-focused instruction); and
• social processes in language development (including: social construction of language; mediation; ZPD; interpersonal and affective factors in language learning; ecological perspectives on language development).

The onsite course is presented in two parts:

1. An introduction to a variety of historical and contemporary theories of language learning.
2. An enquiry-based learning stage, where students identify an issue/puzzle of concern in their own practice and/or past language learning experience and use one theory to develop new understanding of this issue/puzzle.

The enquiry-based learning stage is supported by a tutorial and culminates in a poster presentation session where each student presents on their issue/puzzle, the theory used, and their new understanding. This is assessed formatively by the course unit tutor(s). 

• demonstrate an in-depth knowledge of theory in a chosen area of psychology relevant to language learning
• assess how different contexts (e.g. institutional, societal, technological, methodological, physical versus virtual)  affect the relevance of theoretical insights  
   

• critically use theory and research in the field of language learning, and assess its relevance to language teaching and  learning
• problematise language learning situations in the light of research, theory, practice and current issues of debate.

• identify an issue/puzzle from their own practice/experience that may be  understood drawing on existing r theory in psychology and/or psycholinguistics;
• present new understanding through presentation; organise and carry out a presentation of their work.

• Use appropriate academic conventions in writing

Via Blackboard

Indicative reading list is as follows. More specific readings will be assigned each week of the semester.

Dornyei, Z. (2010). Teaching and Researching Motivation (2nd Edition). Harlow: Longman. [This is a significant update on the 2001 edition].

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

Hummel, K. M. (2020). Introducing Second Language Acquisition: Perspectives and Practices (2nd Edition). Hoboken, NJ: John Wiley & Sons.

Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned (5th Edition). Oxford University Press. [Earlier editions will be useful as well].

Lantolf, J.P. & Thorne, S.L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

Mitchell, R., Myles, F., & Marsden, E. (2019). Second Language Learning Theories (4th Edition). New York: Routledge.

Stelma, J., & Kostoulas, A. (2021). The Intentional Dynamics of TESOL. Boston/Berlin: De Gruyter Mouton.
 

This is an optional course unit for MA TESOL students and an elective course unit for other MA programmes.