EDUC10240 Introduction to Language Learning, Pedagogy & Communication

Academic Year 2024/2025

This is an introductory module where key issues in language learning will be discussed. A particular attention will be paid to the link between theory, research, and language pedagogy. The module explores issues around the nature of language, the object of learning and the basic ingredients affecting language learning. A variety of topics, including the mechanisms in the mind responsible for language learning, the roles that input and output play in language learning, and how language develops in the learner’s mind over time will be discussed. Implications for language pedagogy will be highlighted.

The main purpose of this module is to ensure that students can become effective teachers and bring innovation to the language classroom. Throughout the module students will develop (i) an understanding of how humans learn a second language; (ii) an understanding of the nature and role of language and communication; (iii) an understanding of the relation between theory and research in second language learning and language teaching.
The modules is organised around ten topics/questions: What are the basic ingredients in language learning? How does the language system develop? What are the effects of instructional efforts in language learning? What is language? Is there a more dynamic way to organize the language classroom? How do we make language learning input-rich? How do we develop communication? How do we introduce a component of focus on form and corrective feedback in language learning and language pedagogy? Do language tasks constitute the backbone for language learning and language pedagogy?

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be able to develop:

(i) a clear understanding of second language learning processes.
(ii) a clear understanding of the nature and role of language.
(iii) a clear understanding of the nature and role of communication.
(iv) a clear understanding of the relationship between theory in second language learning and language pedagogy.
(v) a clear understanding of the implications of research and scientific evidence in language learning and language pedagogy.

Students will be able to identify:
(i) effective evidence-based learning strategies.
(ii) effective strategies for effective communication in the classroom.
(iii) Effective evidence-based approaches in language pedagogy.

Indicative Module Content:

- Introduction to Second Language Acquisition (SLA) - What is it?
- What are the basic ingredients in language learning? (input and innate knowledge)
- How does the language system develop? (the centrality of implicit knowledge)
- What is the role of output?
- What are the effects of instructional efforts in language learning?
- What is language and what is its relevance for the language classroom?
- What is the nature and role of communication in second language learning?
-Is there a more dynamic way to organise the language classroom?
- How do we make classroom input rich?
- How do we teach grammar and correct errors?
- How do we develop effective language tasks?
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Student Effort Hours: 
Student Effort Type Hours
Small Group

24
Practical

10
Specified Learning Activities

40
Autonomous Student Learning

51
Total

125
Approaches to Teaching and Learning:
Lectures
Seminars
In-class discussions
Active learning Group/Peer discussion

 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Portfolio: Portfolio of activities Week 12 Graded No

50

 Yes
Group Work Assignment: In-class group presentation Week 12 Graded Yes

50

 Yes

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment

How will my Feedback be Delivered?

Formative Assessment on Activities throughout the module - Weekly Summative Assessment - End of Module

Main Textbook
Benati, A. (2024). Second language teacher education: An evidence-based perspective. Bloomsbury.

Other readings

Benati, A. (2022). Key terms for language teachers: A pocket guide. Equinox.
Keating, G. (2018). Second language acquisition. The basics. Routledge
VanPatten, B. (2018). Communication and skills. Routledge.
VanPatten, B., Smith, M., Benati, A. (2019). Key questions in second language acquisition: An introduction. Cambridge University Press.
VanPatten, Benati, A. (2015). Key terms in second language acquisition. Bloomsbury.