EGH432 Language Teaching Methodology

Aims/Description: This module is designed to provide you with a thorough grounding on the key theoretical and practical aspects of (second) language teaching methodology. It reviews the historical developments, methodological approaches and principles underlying contemporary language teaching practices. It also explores and assesses what we know about teaching vocabulary and grammar in a second or foreign language, the processes involved in language production and reception in a second language, and the implications for teaching and assessing the four language skills (i.e., reading, listening, writing and speaking). Finally, it discusses the central aspects of designing an effective language course, as well as how to ensure valid and reliable language assessments. The module aims to help you uncover your individual beliefs about language teaching and guide you to critically explore a variety of language teaching techniques. It also encourages you to critically reflect on the complex and diverse nature of language teaching, in order to develop language teaching programmes that are research-informed and appropriate for the specific learning context. Overall, this course has two main objectives: - Become familiar with the key theories, principles and methodologies underlying contemporary language teaching practices. - Provide you with the essential foundation on how to apply this knowledge to develop effective language teaching courses in real learning situations. On completion of this course, you should be able to understand, identify and evaluate the various teaching methodologies and techniques, and select and apply the most appropriate ones for different learning contexts, including the design of activities and tests to teach the various language features and skills.

Staff Contact: HOBBS VALERIE

Teaching Methods: Seminars, Independent Study

Assessment: Course work

Information on the department responsible for this unit (English):

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Teaching timetable

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Teaching methods and assessment displayed on this page are indicative for 2025-26.