Module overview
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Enhance critical thinking and problem-solving abilities by evaluating tasks, adapting materials, and making informed decisions in language teaching and research.
- Develop effective communication skills to convey ideas, present tasks, and provide feedback clearly and persuasively.
- Foster abilities to recognise the value of diverse perspectives.
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Design and conduct empirical studies that investigate TBLT-related topics and produce project reports to professional disciplinary standards.
- Develop the skills to assess language performance using a wide range of assessment methods within the TBLT framework.
- Apply TBLT theories to the design and implementation of TBLT activities in classrooms across various educational settings.
- Demonstrate an ability to critically analyse fundamental principles in TBLT.
- Critically reflect on and improve professional practices with knowledge about TBLT theories and approaches.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Demonstrate comprehensive understandings of theoretical underpinnings of and key concepts in TBLT.
- Identify various types of pedagogical tasks used in TBLT.
- Explain the relationship between TBLT and L2 learning and development.
- Be familiar with current research trends and open questions in TBLT.
- Recognise strengths and potential challenges and limitations of implementing TBLT in different learning contexts.
- Understand principles and methods of language assessment within the TBLT framework.
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Teaching | 24 |
Independent Study | 126 |
Total study time | 150 |
Resources & Reading list
Textbooks
Wen, Z. & Ahmadian, M. J. (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam; Philadelphia: John Benjamins.
Thomas, M. & Reinders, H. (2012). Task-based language learning and teaching with technology. Bloomsbury Publishing Plc.
Ahmadian, M. J. & Long, M. (2021). The Cambridge handbook of task-based language teaching. Cambridge University Press.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
Robinson, P. (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance. Amsterdam; Philadelphia: John Benjamins.
Long, M. (2014). Second language acquisition and task-based language teaching. Newark: John Wiley & Sons.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Essay | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Essay | 100% |
Repeat Information
Repeat type: Internal & External