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Department: Master of Education
Module Description: The module examines the psychological and psycholinguistic processes underpinning different approaches to second language teaching. In particular, it examines the differences between first and second language acquisition/learning processes and the effects that these differences have had on instructional processes in second language classrooms. The language acquisition/learning process is examined from a range of perspectives: a) the language knowledge learners bring to the acquisition task, b) how learners process spoken and written language input, and c) the kinds of input which help maximize acquisition. This will involve an examination of pedagogic grammatical descriptions, including recent lexical approaches to language acquisition/learning. The role that Contrastive Analysis has played in learning of phonological skills will also be examined and will allow for the specific problems faced by first language Arabic learners of English to be highlighted and discussed. A range of approaches and methods to language teaching will be critically evaluated in terms of their underlying principles and their efficacy, including ‘the ‘Communicative Approach’ and task-based problem-solving approaches.
Key indicative readings
- Bicaku, R. Ç. (2011). CLIL and Teacher Training. Procedia Social and Behavioral Sciences, vol. 15, pp. 3821–3825.
- Cohen-Goldberg, A. M. (2012). Phonological competition within the word: Evidence from the phoneme similarity effect in spoken production. Journal of Memory and Language, vol. 67, pp. 184-198.
- Coombe, C., McCloskey, M. L., Stephenson, L. & Anderson, N.J. (eds). (2008). Leadership in English language teaching and learning. Ann Arbor, Michigan: University of Michigan Press.
- Doughty, C. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
- Ellis, R., Loewen, S., Erlam, R., Elder, C. Philp, J. & Reinders, H. (2009). Implicit and explicit knowledge in second language learning testing and teaching. Great Britain: Short Run Press.
- Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA Review, vol. 19, pp. 18-41. Request this item
- Hawkins, R. (2000). Persistent selective fossilisation in second language acquisition and the optimal design of the language faculty. Essex Research Reports in Linguistics, vol. 34.
- Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: an overview. Theory into Practice, vol. 41(4), pp. 212-219.
- Major, R. C. & Kim, E. (1999). The similarity differential rate hypothesis. Language Learning, vol. 49, pp. 151-183. Request this item
- Major, R. C. (1999). Chronological and stylistic aspects of second language acquisition of consonant clusters. Language Learning, vol. 49, pp. 123-150. Request this item
- Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol: Multilingual Matters.
- Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle and Heinle.
- Randall, M. (2007). Memory, psychology and second language learning. Amsterdam: John Benjamins Publishing Company.
- Ritchie, W. & Bhatia, T. (eds). (2009). The new handbook of second language acquisition. Bingley, UK: Emerald.
- Saville-Troike, M. (2017). Introducing second language acquisition. 3rd edn. Cambridge University Press.
- Singleton, D. (2006). The critical period hypothesis: some problems. Interlingüistica, vol. 17, pp. 48-56.
- VanPatten, B. & Benati, A.G. (2015). Key terms in second language acquisition. 2nd edn. New York: Continuum.
- VanPatten, B. & Cadierno, T. (1993). Input processing and second language acquisition: a role for instruction. The Modern Language Journal, vol. 77, pp. 45-57.
- Zuengler, J. & Miller, E. R. (2006). Cognitive and sociocultural perspectives: two parallel SLA Worlds? TESOL Quarterly, vol. 40 (1), pp. 35-58.
- Alderson, J. C. (2009). Politics of language education: individuals and institutions. Bristol, UK: Multilingual Matters.
- Bachman, L. F. & Cohen, A. D. (eds). (1998). Interfaces between second language acquisition and language testing research. Cambridge: Cambridge University Press.
- Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
- Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
- Day, R. R. & Bamford, J. (2004). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
- De Bot, K., Lowie, W. & Verspoor, M. (2005). Second language acquisition: an advanced resource book. London: Routledge.
- Edge, J. & Garton, S. (2009). From experience to knowledge in ELT. Oxford: Oxford University Press.
- Hamers, J. F. & Blanc, M. (2000). Bilinguality and bilingualism. 2nd edn. Cambridge: Cambridge University Press.
- Kroll, B. (ed.). (2003). Exploring the dynamics of second language writing. Cambridge: Cambridge University Press.
- McDonough, J. & Shaw, C. (2013). Materials and methods in ELT. 3rd edn. Maiden, MA: Blackwell Publishing.
- Nikolov, M. (2009). Early learning of modern foreign languages. Bristol: Multilingual Matters.
- Nunan, D. (ed.). (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
- O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
- Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
- Roach, P. (2009). English phonetics and phonology: a practical course. 4th edn. Cambridge: Cambridge University Press.
- Sampson, G. (2005). The ‘language instinct’ debate. London: Continuum.
- Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
- Steinberg, D. D. (2006). An introduction to psycholinguistics. 2nd edn. Harlow: Pearson.
- Thornbury, S. (1999). How to teach grammar. Essex: Longman.
- White, L. (2003). Second Language Acquisition and Universal Grammar. Cambridge University Press.
- Willis, J. (1996). A framework for task-based learning. Essex: Longman.
- Willis, J. & Willis, D. (eds). (1996). Challenge and change in language teaching. Oxford: Macmillan Heinemann English Language Teaching.