LIN8002 Methodology in Teaching a Second Language
|Semester 2, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Noah Mbano
Moderator: Jeong-Bae Son
Teachers need an understanding of theory about second language learning. They also need to know how principles have been translated successfully into practice in the classroom.
This course links theory with practice in teaching the four macroskills: listening, speaking, reading and writing with vocabulary and grammar incorporated. Language learning objectives and outcomes are based on a student learning orientation aimed at developing communicative competence in contexts that are socially and culturally relevant. Principles of second language teaching methodology are grounded in principles of second language learning that are addressed in the LIN8001 course and are assumed knowledge for this course. It is highly recommended that LIN8001 be studied prior to LIN8002.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- reflect on principles of second language teaching and teaching practice (Assignment 1)
- generate macroskills and functions in developing language proficiency (Assignment 2)
- illustrate inter-relationships that exist among the macroskills by analysing research evidence which demonstrates such relationships in teaching design (Assignment 2)
- construct tasks and techniques used in classrooms in each of the macroskills, showing how they are derived from theory, supported by research and expressed in learner based objectives and outcomes. Provide language use examples (Assignment 2)
- explain how vocabulary development takes place and recommend techniques that can be used to enhance such development in socio-cultural contexts that are relevant (Assignment 1 & 2)
- examine the place of grammar in second language teaching focus on form and communicative competence (Assignment 1 & 2)
|1.||Analysis of principles in SLT||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=LIN8002)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Richards, J. C., & Renandya, W. A. (eds) (2002), Methodology in language teaching, Cambridge University Press, Cambridge.
Brandl, K (2008), Communicative language teaching in action, Pearson Prentice-Hall, New Jersey.
Flowerdew, J., & Miller, L (2005), Second Language Listening: Theory and Practice, Cambridge University Press, Cambridge, NY.
Grabe, W (2009), Reading in a Second Language: Moving from Theory to Practice, Cambridge University Press, New York.
Hadley, A. O (2001), Teaching Language in Context, 3rd edn, Heinle & Heinle, Boston.
Hinkel, E (2005), Handbook of research in second language teaching & learning, Lawrence Erlbaum Associates, Inc, Mahurh, N.J.
Journal of Second Language Writing (2011). Elsevier.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||35||35||08 Aug 2012|
|REFLECTIVE JOURNAL||5||5||08 Aug 2012||(see note 1)|
|ASSIGNMENT 2||60||60||24 Oct 2012|
- Journal entries are to be submitted with Assignment 1.
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Reflective Journal (approx 500 words) sent in EASE at time of assignment one submission.