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Teaching English as a Foreign Language I - LAN00002I

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  • Department: Language and Linguistic Science
  • Module co-ordinator: Information currently unavailable
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2018-19

Module will run

Occurrence Teaching cycle
A Spring Term 2018-19 to Summer Term 2018-19

Module aims

The aim of the module is to introduce students to teaching English as a Foreign Language, covering:

  • language learning methods used in TEFL, including theories of second language acquisition and psychological approaches
  • controversial topics such as the spread of World Englishes, the development of a Lingua Franca Core and the appropriate model of English to be used in the classroom
  • learner profiles and the aspects of English that pose difficulties

Module learning outcomes

At the end of this module, students will typically have a sound knowledge of

  • TEFL methods and approaches throughout the 20th century to the present day
  • the political controversies arising from English as a world language, including language death and linguistic imperialism
  • World Englishes - which model(s) of English are / should be taught.
  • models of language learning
  • theories of language acquisition as relevant to the language classroom, including sociocultural and psychological considerations
  • the language system, i.e. be able to describe features of English and so explain mistakes
  • the typical linguistic problems that learners experience


Task Length % of module mark
N/A 30
University - closed examination
Teaching English as a Foreign Language I
2.5 hours 70

Special assessment rules



Task Length % of module mark
N/A 30
University - closed examination
Teaching English as a Foreign Language I
2.5 hours 70

Module feedback

Feedback on formative work

  • Formative exercises to be assigned during the teaching period.
  • Feedback will be provided within two weeks of submission.

Summative assessment and feedback

  • Essay (learner profile) worth 30% of module mark, due at noon on Thursday of Summer Term week 1.
  • Two-hour closed examination worth 70% of module mark, in Summer Term weeks 5-7.
  • Feedback on essay to be provided within four weeks of submission date. Overall module mark on University scale available by the end of the summer term. Sight of examination scripts by appointment by the end of the summer term.

Indicative reading

The following is a sample reading list:

  • Brown, H. D. (2006). Principles of Language Learning and Teaching. 5th ed. New York: Longman.
  • Crystal, D. (2003). English as a Global Language. 2nd ed. Cambridge: CUP.
  • D¶rnyei, Z. (2002). Motivational Strategies in the Language Classroom. Cambridge: CUP.
  • Harmer, J. (2007). The Practice of English Language Teaching. 4th ed. Harlow: Pearson Longman.
  • Jenkins, J. (2003). World Englishes: a resource book for students. London: Routledge.
  • Phillipson, R. (1992). Linguistic Imperialism. Oxford: OUP.
  • Richards, J. C. & T. S. Rodgers (2001) Approaches and Methods in Language Teaching. 2nd ed. Cambridge: CUP.
  • Scrivener, J. (2005) Learning Teaching. Oxford: Macmillan Heinemann.
  • Schneider, E.W. (2011) English Around The World - An Introduction. Cambridge: CUP.
  • Wardhaugh, R. (2006) An Introduction to Sociolinguistics. 5th ed. Malden, MA; London: Blackwell

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

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