|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Learner Case Study Students will be required to work with a TESOL learner, identify their aims and motivations for learning English. They will also analyze the learner’s spoken and written output, identify their strengths and weaknesses, key errors and suggest areas for improvement. The learner case study is in the form of a report and 1500 words in length.||50%|
|Semester Assessment||Individual poster presentation Students will give 2 poster presentations of 5 minutes each over the course of the module. They are required to present the form, meaning and phonological aspects of a language point in TESOL. These language points can include the following: items of grammar, functional set, lexical set, tense/s. Each poster presentation carries 25% of the module mark.||50%|
|Supplementary Assessment||Two poster presentations Assignment structure will be the same but the student must present new language points.||50%|
|Supplementary Assessment||Learner Case Study Learner case study. Assignment structure will be the same. The student must conduct a case study on a different learner.||50%|
On successful completion of this module students should be able to:
1. Demonstrate a working knowledge and understanding of language systems and skills in TESOL including grammar, phonology, functions and lexis.
2. Build a profile of a learner including their skills level, motivations and styles.
3. Explain and analyze language items for teaching purposes.
4. Apply the Common European Framework of References to identify a learner’s level.
5. Identify and correct errors in learner language.
Language Awareness for TESOL is designed to provide students with a working knowledge and basic skills to analyze English for language teaching purposes and to become familiar with the English language (ESOL/EFL) learner and their needs. The module will explore systems of the English language: grammar, lexis, functions and phonology. Students will develop their understanding of these systems as well as current ideas surrounding effective teaching. Students will have the opportunity to work with an individual learner of TESOL and carry out a short case study. They will also explore language points further according to TESOL principles and present their findings to their tutors and peers in the form of a poster presentation. Successful completion of this module is a pre-requisite for the optional Teaching Practice summer course.
Introduction to English in TESOL. Overview of language systems. Tense and aspect.
Meaning, form and use. The narrative tenses. Present and past. Future forms.
Introduction to phonology. Phonemes, minimal pairs and the phonemic chart. Phonology in connected speech. Rhythm, intonation and jazz chants.
Poster presentation 1
Modality. Conditionals and hypothetical meaning. Anticipated learner problems and confusions. Effective concept checking.
Overview of language skills. Introduction to CEFR and review of learner levels. Learner output (writing).
Parts of speech. Identifying learner errors in writing. The noun phrase.
Language as functions. Introduction to communicative competence. Learning output (speaking). Identifying spoken errors
Correction and feedback. Overview of vocabulary and lexis. Lexical sets.
Word formation. Phrasal verbs. Learner strategies for vocabulary learning
Poster presentation 2
|Skills Type||Skills details|
|Application of Number|
|Communication||Students are required to present ideas and learning points orally in a clear and succinct form.|
|Improving own Learning and Performance||Students will be required to present learning objects to peers and field questions|
|Information Technology||Students will be shown how to and encouraged to use digital poster software.|
|Personal Development and Career planning||Students will be encouraged to reflect on their professional and academic performance through tutor feedback on their assessed work.|
|Problem solving||Much of the learning activities in the seminars are informed by a guided discovery approach. Students therefore will be involved in individual or collaborative problem solving.|
|Research skills||Students will be required to analyse language for presentation and for identification of learner errors.|
|Subject Specific Skills||English language analysis. Presentation of English language points. Identifying a learner’s needs.|
|Team work||Students are engaged in collaborative activities and team-based discussion. Students are also required to coordinate a short schedule with an international learner of English.|
This module is at CQFW Level 4