Students
LING725 – Advanced Topics in Second Language Teaching and Learning
2018 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor
Loy Lising
Contact via Email
562 l 12SW
By appointment
iLearn convenor
Margaret Wood
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MRes
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| 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.
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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
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How to apply for a late submission of an assignment
All requests for special consideration, including extensions, must be submitted via ASK.mq.edu.au. Suitable supporting documentation may be required to process your request.
Late Assignment Submission
- Late submissions without approved extension will receive a penalty of 5% per day of the total mark available for the assignment.
- Work without approved extension that is submitted after other students have received feedback will not be marked.
- For more information on Special Consideration, see the university website
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Literature Review | 20% | No | Friday, August 24th, 5.00pm |
| Unit Analysis | 40% | No | Friday, September 14th, 5.00pm |
| Essay | 40% | No | Friday, November 2nd, 5.00pm |
Literature Review
Due: Friday, August 24th, 5.00pm
Weighting: 20%
Write a review of literature ( 1500) 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 14th, 5.00pm
Weighting: 40%
Evaluate a chapter or unit taken from a second language teaching textbook in the light of research on language learning (2000 words). 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 2nd, 5.00pm
Weighting: 40%
Write an essay (2500 words) 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
Seminar Time:
Thursdays 10.00 - 12.00
Room:
209 l 17 Wally's Walk
iLearn:
- The iLearn site for LING325 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.
- PowerPoint 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 the seminar-workshops. If you cannot do this, please discuss it with the unit convenor. 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
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Week beginning |
Unit |
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Week 1 |
Introducing second language learning |
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Week 2 |
Learning language in the classroom |
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Week 3 |
Communicative language teaching |
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Week 4 |
Teaching the skills: reading and listening |
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Week 5 |
Teaching the skills: writing and speaking |
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Week 6 |
Teaching grammar & vocabulary |
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Week 7 |
Individual factors and strategies in language learning |
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Week 8 |
ICT, social media & language teaching |
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Week 9 |
Culture and language teaching |
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Week 10 |
Course design |
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Week 11 |
Assessment in language teaching |
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Week 12 |
Poster presentations |
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Week 13 |
Poster presentations |
Learning and Teaching Activities
Discussions
Assignment
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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