Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer and Unit convenor
Dr Loy Lising
Contact via Email
By appointment
Administrator
Margaret Wood
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp at 100 level or above or 6cp at 200 level including (LING210 or LING211 or LING216 or LING217 or LING218 or LING219)
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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 is intended as a general introduction to major issues in second language teaching and learning. It deals with the theory and practice of learning and teaching second languages. 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: processes in second language acquisition; individual differences in second language learning; social and linguistic issues in second language acquisition; and principles of second language teaching, including course planning, methodology and materials design.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
How to apply for a late submission of an assignment
Late submissions without approved extension will receive a penalty of 3% of the total mark available for the assessment task per day including weekends.
Work without approved extension that is submitted after marked assessment tasks have been released will not be marked at all and will automatically be assigned a grade of 0.
Extensions will only be given in special circumstances, and can be requested by completing the Special Consideration request at ask.mq.edu.au and providing the requisite supporting documentation.
Extensions that will result in submissions after the assessment task has been returned to the class will require a separate assessment task to be completed at the unit convenor's discretion.
For more information on Special Consideration, see the university website https://students.mq.edu.au/study/my-study-program/special-consideration\
If a student fails the unit due to non-submission of an assignment or non-attendance at an exam, an FA grade will be applied in accordance with the University's Assessment Policy.
Name | Weighting | Hurdle | Due |
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Summary | 10% | No | Week 4 [In-class] |
Unit Analysis | 40% | No | Week 9 [Monday, October 7, 5.00pm] |
Poster Presentation | 10% | No | Weeks 11 & 12 [In-class] |
Argumentative essay | 40% | No | Week 13 [Sunday, November 10, 5.00pm] |
Due: Week 4 [In-class]
Weighting: 10%
Write a short summary (750 words) of the theories on second language learning based on the assigned reading and relate these theories to your own second language learning experiences. This is an in-class activity and a question which you will respond to will be provided in class. You will be asked to read the relevant reading beforehand and will be allowed to have this with you for this assessment.
More details are provided in iLearn and will be discussed in Week 1.
Due: Week 9 [Monday, October 7, 5.00pm]
Weighting: 40%
Evaluate a lesson/module taken from a second language teaching textbook in light of second language teaching theories and approaches discussed in class. If the lesson is in a language other than English, it is your responsibility to provide a section-by-section translation and description. This task is associated with an in-class activity, the output of which needs to be appended to the final submission. Submitted work missing this Appendix will be deemed incomplete, will not be marked and will attract a grade of 0.
More details are provided in iLearn and will be discussed in Week 1.
Due: Weeks 11 & 12 [In-class]
Weighting: 10%
Present your (changing) views regarding one issue in second language learning and teaching in class in either Week 11 or 12. Your presentation should reflect the theories and concepts learned in class which have underpinned the shift in your beliefs. No notes are allowed for this presentation.
More details are provided in iLearn and will be discussed in Week 1.
Due: Week 13 [Sunday, November 10, 5.00pm]
Weighting: 40%
Write an argumentative essay (2000 words) on one aspect of second language learning and/or teaching. In one of the seminars, you will be asked to respond to a particular issue in second language teaching and learning. This in-class activity will serve as your draft for this assessment and must be submitted together with your final essay. Without the in-class draft, your assessment will be deemed incomplete, will not be marked and will attract a grade of 0.
More details are provided in iLearn and will be discussed in Week 1.
The class is run as a seminar-workshop. This means that there will be class activities specifically designed to help you towards your assessment. You are expected to attend 80% of the seminar-workshops. If you are unable to comply with this, please do not enrol in the unit.
Schedule & location:
Tuesdays 3.00 - 5.00; 229 l 12 Second Way
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.
There is no prescribed textbook for this unit. Instead, there is 1 mandatory reading for each week and additional recommended texts. You will discuss the mandatory reading in your group in class.
The list of readings for each week is available in 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.
Weeks | Seminar Topic |
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1 | Introducing second language teaching and learning |
2 | Theories of second language teaching & learning |
3 | Communicative language teaching |
4 | Teaching the skills: reading and listening |
5 | Teaching the skills: writing and speaking |
6 | Teaching grammar & vocabulary |
7 | Individual factors & strategies in language learning |
8 | Culture & language teaching |
9 | Course design |
10 | Assessment in language teaching |
11 | Poster presentation |
12 | Poster presentation |
13 | Reading Week |
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:
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).
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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
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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.
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