Module LANG41315: DISCOURSE, TEXTS AND TESOL

Department: English Language Centre

LANG41315: DISCOURSE, TEXTS AND TESOL

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Ability to apply knowledge of discourse phenomena to language teaching.
• Ability to synthesise concepts in discourse with issues of language acquisition.
• Ability to apply relevant methods of enquiry to investigate issues in language teaching within the broad framework of discourse analysis.

Content

• This module considers the potential impact on second language learning, teaching and materials design of a text-level, socially-embedded view of language. Drawing on insights and tools from (eg) genre theory and Systemic Functional Linguistics, the module will re-examine the traditional realms of language teaching (vocabulary, grammar, pronunciation and skills development) in terms of how they shape and are shaped by the larger linguistic, social and cultural contexts in which they occur. The module then examines the implications of such a view for the language classroom.

Learning Outcomes

• Understanding of key theoretical tenets from a range of approaches relating to a discourse-based view of language.
• Understanding of how discourse-based views of language relate to language acquisition.
• Understanding of the relationship between theory and practice in the application of discourse analysis to language teaching.
• Understanding of how a discourse-based view is/can be implemented within current approaches to language teaching and activity design.

• To be able to apply core concepts in Discourse Analysis to the examination and interpretation of authentic texts.
• To be able to critically assess the relevance of theoretical notions in Discourse Analysis to language learning and teaching practices.

• Ability to read and understand primary texts.
• Ability to connect theoretical issues to an applied context.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures will introduce students to a range of linguistic and analytical notions relating to the examination and interpretation of texts in their co-textual and greater social contextual environments, such that students will have a good command of relevant theoretical background and be able to apply this knowledge to actual or envisaged discourse-based materials selection, activity design and teaching practice.
• Seminars will provide a forum for discussion, structured around regular readings, in addition to providing a platform for the presentation of student-anlaysed texts/teaching materials.
• Tutorials will provide support for the course assessment so that the student adequately demonstrates an ability to research and organise complex material.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Discussion questions based on seminar readings. Presentation/discussion of student-analysed texts.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University