Language Centre Module Handbook: LANG1001 – Introduction to TEFL Foreword. 1. Module Outline 2. Module Specification (description) 3. Grading criteria 4. EFL Attendance Policy 5. Submissions and Class Test Arrangements 6. Moderation 7. Module Feedback
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This task in involves planning a lesson and giving a presentation in pairs. The oral
presentations will be recorded on camera, and the recordings will be uploaded onto
Blackboard for students to view back.
Sample Assignments
Reflective Journal: Based on the seminar held on dd/mm/yyyy reflect on the reading
strategies practised in the session and discuss how staged progression of reading
exercises/activities can aid comprehension in EFL learners.
Coursework Task:Select a piece of suitable material for use with a group of intermediate
learners and evaluate its effectiveness in providing appropriate practice of the target language.
Plagiarism
Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone
else’s work – whether that of a published author, an Internet site contributor, or a fellow
student – and passing it off as your own.
Since a fundamental purpose of a degree course is to develop your ability to think and
argue for yourself while organising and presenting research/secondary reading, plagiarism
is a very serious offence – but the plagiariser is likely to be the chief victim.
Remember, each piece of coursework is accompanied by a tracking sheet, on which you
will have ticked a box to affirm that the work is your own and all sources have been fully
acknowledged.
Plagiarism may arise through careless note-taking. Make sure that you keep a clear record
of the source of any notes, photocopies or down-loaded material. Make sure that your
notes distinguish between verbatim material and your own summaries of the point or
argument – but remember, whichever you use, you must still acknowledge the source
It is all too easy to copy and paste material from the Internet into an assignment – but it is
also very easy to track down that material using an ordinary search engine like Google or
the more specialised ones now available to UW staff. Remember, Internet sources must
be acknowledged in the same way as print material (see the appropriate section in your
Subject Handbook)
Recommended Reading: See Aspire reading list
2.
MODULE SPECIFICATION
Module Code and
Title
LANG1001- Introduction to Teaching English as a Foreign Language (TEFL)
Institute WBS
Location of
Teaching
University of Worcester
Subject: English Language Studies
Module Leader Penny Dinezos Golightly
Module Type BA/BSc
Module Level and
Credits
Level 4 – 15 credits
Mode of Delivery Weekly sessions across 12 weeks, or equivalent.
Module Status in
Relation to
Courses
Mandatory for:
Optional for:
BA/BSc (Hons) All Courses (Single/Major/Joint/Minor)
Pre-requisites None
Co-requisites None
Restrictions and
Excluded
Combinations
None
Short Module
Descriptor:
This module introduces students to three broad areas of study: the global
context of the English language and TEFL; awareness of the key features of
language; underlying concepts and principles of language teaching
methodology.
Taking this module does not lead to a recognised qualification in TEFL.
The module offers a broad overview of both theoretical and practical
perspectives in TEFL. It sets the foundation for further and deeper
exploration of TEFL by introducing students to key concepts, and theories
informing TEFL as an academic subject of study. Students taking the Teaching
English as a Foreign Language pathway will be encouraged to take advantage
of the opportunities to take a Modern Foreign Language as a 15-credit
elective, to enhance their understanding of the non-native learner of English.
Intended
Learning
Outcomes
On successful completion of the module, students should be able to:
1. evaluate the impact of English as the global language as it relates to TEFL;
2. recognise and differentiate between the range of learners and learning situations globally;
3. discuss the fundamental elements of the English language in terms of grammar, lexis and phonology;
4. identify, examine and understand the relevant concepts and the history of key theoretical perspectives in TEFL methodology;
5. develop insights into practical TEFL skills, including classroom management and the evaluation and selection of appropriate resources;
6. record and examine the application of key pedagogical concepts in learning situations.
Indicative
Content
Students will examine the role of TEFL in a global context. They will be
introduced to the historical development of a range of theoretical
approaches to TEFL. They will explore the different types of learner and
learning situations, including discussion of the terminology used to describe
these e.g. EAP, ESP etc. Students will explore the relationship between
learners’ linguistic and cultural backgrounds and the English learning process.
The essential features of the English language will be examined and students
will be required to discuss concepts such as meaning, form and function.
Through observation of qualified TEFL teachers and participation in practical
sessions, students will recognise and evaluate key aspects of TEFL
methodology. Students will gain skills in observation and critical reflection
that can be applied in any learning situation.
Summative
Assessment Summative
Assessment Items
Indicative
Word Limit or
equivalent
(e.g. time)
Weighting Learning
Outcomes
Assessed
Anonymous
Marking
Reflective journal 40 hours 40% 3, 4, 5, 6 No
2 coursework
tasks
60 hours 60% 1, 2, 3, 4,
5
No
Attendance at each seminar/workshop session is mandatory as active participation, observation and reflection form an integral aspect of this module and the assessments. Students who accrue more than 2 unauthorised
absences may not be able to pass the module.
Sample
Assignments for
summative
assessment
Reflective Journal:
Based on the seminar held on dd/mm/yyyy reflect on the reading strategies
practised in the session and discuss how staged progression of reading
exercises/activities can aid comprehension in EFL learners.
Coursework Task:
Select a piece of suitable material for use with a group of intermediate
learners and evaluate its effectiveness in providing appropriate practice of
the target language.
Formative
assessment
strategy and
examples of
formative
assessment
Formative assessment is provided through in-class activities, discussion and
feedback, and through review of the reflective journal submitted during the
course of the module.
Formative feedback is provided through in-text annotation of the journal, and
in-class commentary.
Learning and
Teaching Strategy
A wide variety of learner-centred task-based activities will be employed to
enable the active assimilation of TEFL teaching methodology. Students will be
expected to be active participants in pair, group and whole class
communicative activities. Throughout the module students will be required
to examine and reflect upon the pedagogical theories underlying the above
modes of delivery.
Various modes of directed but largely independent individual and group
study will be used, including the use of e-learning/VLE and online multimedia
content.
Learning and
Teaching
Methods
Activity type Number of weeks and hours/days Total
Class seminar 3 hours per week x 12 weeks 36
Independent study 8 hours per week x 12 weeks 6 hours per week x 3 weeks
114
TOTAL 150
Attendance Policy
/Requirement
Attendance at each seminar/workshop session is mandatory as active
participation, observation and reflection form an integral aspect of this
module and the assessments. Students who accrue more than 2 unauthorised
absences may not be able to pass the module.
Date Module
Specification
Approved
February 2009
Date and Record
of Revisions
February 2010: reformatted and typos corrected. March 2011: subject and
code changed, from ELAN1004 to LANG1001, and updated to latest template.
December 2011: Statement added regarding TEFL qualification. June 2012:
Assessment reduced. May 2016: updated to latest template.
Resource list
information
The resource list for this module can be accessed at: