Module manager: Dr Martin Lamb
Email: M.V.Lamb@education.leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
This module is not approved as an Elective
On completion of the module students should be able to:
- understand and analyse the main features of existing L2 learning theories;
- understand and be able to discuss critically current trends in the field of SLA research;
- discuss the practical implications of theories and research for classroom English language teaching;
- critically discuss the relevance of such implications to language learning in the Chinese context.
- critical reading and thinking
- working in groups
- working individually
- evaluating of analytical frameworks
- applying analytical frameworks
This modules looks at current evidence based research into the mental processes involved in learning a second or foreign language and the conditions that are thought support or hinder the second language learning process.
The content of this module includes:
- differences between child L1 and adult L2 acquisition (e.g. age, affect, cognitive development);
- theoretical models of SLA (e.g. UG and SLA, cognitive approaches, information processing);
- descriptions of interlanguage development (e.g. order of acquisition);
- the role of L1 in SLA (e.g. L1 interference, similarities and differences between L1 and L2);
- factors affecting second language learning (i.e. linguistic, cognitive, environmental, physiological);
- individual learner differences (e.g. motivation, aptitude, personality, learner strategies);
- relationships between SLA research and classroom teaching;
- critically evaluating experiences of teaching language skills.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Seminar | 11 | 3 | 33 |
| Private study hours | 267 | ||
| Total Contact hours | 33 | ||
| Total hours (100hr per 10 credits) | 300 | ||
180 hours of seminar preparation, being 15 hours per seminar
84 hours assignment preparation
Through monitoring of student participation and learning outcomes of in-class tasks; out-of-class tasks; and of class participation.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | 6,000 words or equivalent | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 29/04/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team