Module manager: Dr Yunfeng Wang
Email: y.wang5@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2025/26
| EDUC5991M | Approaches & Contexts in TESOL |
| EDUC5993M | Teaching Oral and Written Skills for TESOL |
| EDUC5994M | Language Testing |
This module is not approved as an Elective
This is the first module in a professional Master’s programme for practising teachers of English in the Chinese education system. It introduces you to the academic field of TESOL, expands your awareness of educational contexts, and encourages you to reflect systematically on your own past experience of English teaching so you can relate it to relevant research knowledge and theory and work out ways of responding to current pedagogic challenges.
Through a combination of short lectures, individual reading tasks, small group discussions, in-class problem-solving, whole class debate, group oral presentations and an individual written essay, we aim to:
• Expose students to high quality contemporary research into the mental processes involved in learning a second or foreign language
• Build students’ understanding of the main theories which have been proposed to explain second language learning/acquisition
• Raise students’ awareness of the conditions that are thought to support or hinder the second language learning process
• Help students apply ideas from the academic field of SLA to their own professional contexts
On successful completion of the module students will be able to:
1. analyse the main features of existing L2 learning theories;
2. analyse and be able to discuss critically current trends in the field of SLA research;
3. discuss the practical implications of theories and research for classroom English language teaching;
4. critically discuss the relevance of such implications to language learning in the Chinese context.
On successful completion of the module students will be able to:
5. Use digital resources to identify relevant academic literature, read it critically and efficiently and consider its relevance to their own professional contexts.
6. Work with colleagues to evaluate analytic frameworks and apply them to personal professional experience.
7. Write a coherent, extended argument, supported with varied kinds of evidence, proposing a plan of action.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 1 | 1 | 1 |
| Seminar | 6 | 3 | 18 |
| Seminar | 11 | 3 | 33 |
| Independent online learning hours | 98 | ||
| Private study hours | 150 | ||
| Total Contact hours | 52 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Guided reading tasks. Group tasks for class presentation. Small group tutorial
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | 4000 words | 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: 30/04/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team