Students

LING725 – Advanced Topics in Second Language Teaching and Learning

2017 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit convenor
Loy Lising
iLearn convenor
Margaret Wood
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MRes
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit examines major issues in second language teaching and learning with particular reference to the Australian context. Authentic language data and teaching materials are used in order to present the second language learning experience from both the learner's and the teacher's perspective. Issues covered include theories of second language acquisition, theoretical issues in teaching the four skills, individual differences in second language learning; culture and language and principles of second language teaching, including course planning, methodology and materials design and assessment.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

General Assessment Information

  • All three assignments must be submitted in order to pass the unit.
  • Assignments 1, 2 & 3 must be submitted to Turnitin using the assignment link on iLearn in the folder marked Assessments
  • Submit your assignment in Word or RTF.
  • Type double-spaced
  • Late submissions may attract a penalty of 5% of total marks per day. To avoid a penalty, please email the unit co-ordinator,  Loy Lising (loy.lising@mq.edu.au) before the due date requesting an extension, explaining why you need one and indicating the amount of time you need.
  • Keep a copy of each assignment as proof that it was completed and submitted, in case the submitted assignment is misplaced or damaged.

Assessment Tasks

Name Weighting Hurdle Due
Literature Review 20% No Friday, August 25th, 5.00pm
Unit Analysis 40% No Friday, September 22nd, 5.00pm
Essay 40% No Friday, November 3rd, 5.00pm

Literature Review

Due: Friday, August 25th, 5.00pm
Weighting: 20%

A review of literature on the changes to the approaches to second language teaching and learning since the 1980s.


On successful completion you will be able to:
  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Discuss the major issues involved in developing second language courses and units of work

Unit Analysis

Due: Friday, September 22nd, 5.00pm
Weighting: 40%

Evaluation of a chapter or unit taken from a second language teaching textbook in the light of research on language learning. Full details on iLearn.


On successful completion you will be able to:
  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Essay

Due: Friday, November 3rd, 5.00pm
Weighting: 40%

An essay on one aspect of second language learning and/or teaching. Full list of available topics available on iLearn.


On successful completion you will be able to:
  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Delivery and Resources

Room and time:

  • Tuesday 10.00 - 1.00
  • Room W5C 335

iLearn:

  • The iLearn site for LING725 is available from:

          http://ilearn.mq.edu.au

  • Full details of reading lists and assessment tasks are available on the iLearn site. You MUST consult these before commencing any assessment tasks.
  • Power point presentations and worksheets will be posted on iLearn on a weekly basis before each seminar.

Echo:

Lectures will not be available on Echo because information presented via lectures will alternate with discussions and group and pair work.

Attendance:

You are expected to attend 80% of seminars. If you cannot do this, please discuss it with the Unit Convenor (Loy Lising). Attendance will be taken in seminars.

Prescribed text:

There is no prescribed textbook for this unit.

Prescribed Unit materials:

There are 2-3 set readings for each session, together with a range of recommended texts. You are expected to read at least one of them each week in order to take part in discussions. The recommended texts provide a starting point if you wish to investigate a specific topic in greater detail, particularly with regard to assignments.

The list of readings for each week is available on iLearn.

The following books are recommended and have been placed on 7 day loan.

·         Celce-Murcia, M. & Olshtain, E. (2000). Discourse and Context in Language Teaching. Cambridge: Cambridge University Press.

·         Cook, V. (3rd Ed) (2001). Second language learning and teaching. Arnold: London.

·         De Bot, K., Lowie, W. & Verspoor, M. (2005). Second language acquisition. A resource book. Routledge. Abingdon, Oxon.

·         Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow, England: Longman.

·         Hinkel, E. (ed) (2005). Handbook of Research in Second Language Teaching and Learning. Mahwah, New Jersey: Lawrence Erlbaum.

·         Hyland, K. (2002). Teaching and Researching Writing. Harlow, England: Longman.

·         Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press

·         Lightbown, P. & Spada, N. (2013). How Languages are Learned, (4th ed), Oxford: Oxford University Press.

·         Rost, M. (2002). Teaching and researching listening. Harlow, England: Longman.

·         Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge University Press: Cambridge.  

 

 

Unit Schedule

Week

beginning

Unit

Week 1

Aug 1st

Introducing second language learning

 

Week 2

Aug 8th

Guided independent work

Week 3

Aug 15th

Learning language in the classroom

Week 4

Aug 22nd

Communicative language teaching

 

Week 5

Aug 29th 

Teaching the skills: reading and listening

 

Week 6

Sept 5th 

Teaching the skills: writing and speaking

 

Week 7

Sept 12th 

Teaching grammar & vocabulary

 

Mid-Semester Break

18th Sept – 2nd Oct

 

Week 8

Oct 3rd

Individual factors and strategies in language learning

Week  9

Oct 10th

ICT, social media & language teaching

 

Week 10

Oct 17th

Culture and language teaching

Week 11

Oct 24th

Course design

Week 12

Oct 31st

Assessment in language teaching

 

Week 13

Nov 7th

Poster presentations

Learning and Teaching Activities

Discussions

Group and pair work

Assignment

Complete all 3 assignments

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of approaches, activities and techniques for developing learners’ use of appropriate grammar and vocabulary
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Describe a range of assessment types and select the appropriate type of assessment for a particular function
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Critically evaluate different theories regarding second language learning and teaching
  • Identify the assumptions regarding language learning which inform language teaching materials
  • Describe a range of language teaching approaches, activities and techniques for each of the four language skills (reading, writing, speaking and listening)
  • Critically evaluate language teaching materials with regard to their suitability for specific learner groups
  • Relate research findings to effective language teaching approaches and techniques
  • Describe and evaluate the effect of a range of individual and contextual factors on language learning
  • Discuss the major issues involved in developing second language courses and units of work

Assessment tasks

  • Literature Review
  • Unit Analysis
  • Essay

Changes since First Published

Date Description
27/07/2017 The order of topics in the Unit Schedule has been revised.