Teaching English to Speakers of Other Languages (TESOL) MA

  • Programme duration: Full-time: 12 months  
  • Programme start: September 2020
  • Entry requirements: A good 2:1 Honours degree in English studies or a similar subject is required.
Tesol ma

Module details

All students take the core compulsory modules listed for semesters one and two, as well as completing the dissertation, normally on a subject related to the topics covered in their taught modules. Students choose three further taught modules from a selection on offer each year.

Compulsory modules

Classroom Observation (ENGL666)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

The module aims to allow students the opportunity to learn from the diverse teaching experience of professional teachers at the University of Liverpool. A second aim is to raise students' awareness of what is currently thought to be good practice. The third and final aim is to investigate how and why classroom approaches, (eg teachers' questions) interact with students' learning.

Learning Outcomes

(LO1) Students will become more conscious of the requirements of good teaching practices as well as potentially more able to provide an informed critical perspective on their own future performance

(LO2) Students will become more capable of relying on their own judgement and confident enough to discuss and criticize ideas that are put forward by others as viable alternatives to their own.

(LO3) Students will become more confident at assessing language-practice strategies, classroom-management techniques and other aspects of classroom behaviour.

(S1) Knowledge and understanding of effective aspects of teachers' classroom behaviour and its relation to language acquisition.

(S2) Effective academic writing and referencing.

(S3) Effective, targeted linguistic research.

(S4) Communication (oral, written and visual) - Negotiation skills

Practical Classroom Techniques (ENGL668)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

The module aims to consolidate and extend the student's awareness of learners' needs, to investigate how classroom approaches interact with learning factors, and to enable students to apply theoretical constructs to their own professional context. Classroom procedures will, consequently, be highlighted so that students can develop a critical grasp of the techniques and methodologies available to language teachers. Students will subsequently have a sound knowledge of the demands of diverse teaching situations and possible responses to them.

Learning Outcomes

(LO1) Students will: become more competent at evaluating various kinds of syllabus and materials; be in a stronger position to identify relevant and appropriate skills and learning strategies in real-context situations; be more capable of reflection on their own teaching practices with a view to developing more appropriate methodologies, materials and resources; and be more confident at structuring lesson plans in the light of student needs and better-focussed classroom management techniques.

Principles of Course and Materials Design (ENGL672)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to introduce students to the basic principles of course and materials design. Students will consider how teaching context and learner needs influence the appropriacy of language teaching materials. Building on the foundations laid by Semester 1 'Practical Classroom Techniques' and 'Classroom Observation', this module will develop the students' critical awareness of teaching materials and tasks within the framework of the overall ESP/EGP course. Students will consider the main stages of course design and, as an integral part of the module, will work on producing their own designs of a short course with sample materials.

Learning Outcomes

(LO1) Students will be able to: appreciate the relevance of ESP principles to general language contexts; recognise and evaluate EFL syllabus types and course materials; and design a short language course, together with sample teaching materials based on authentic texts, for a specific teaching context.

Research Skills (ENGL642)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

This module aims to help students develop essential learning skills, develop critical thinking skills, develop academic writing skills, understand the principles of research design in relation to TESOL and Applied Linguistics, become familiar with appropriate research methodology, understand the importance and procedures of ethical conduct of research projects, design research projects and write MA dissertations.

Learning Outcomes

(LO1) Students will demonstrate skills in managing learning resources

(LO2) Students will demonstrate skills in writing academic essays

(LO3) Students will demonstrate critical thinking skills in reviewing academic articles

(LO4) Students will reflect critically on existing research in relevant fields

(LO5) Students will demonstrate familiarity with and understanding of a range of relevant literature

(LO6) Students will choose appropriate research methods

(S1) Ethical awareness

(S2) Teamwork

(S3) Communicating research skills

(S4) Critical thinking skills

(S5) Search and management skills of internet resources

(S6) Quantitative data analysis skills

(S7) Research project design skills

Lexis and Vocabulary Teaching (ENGL670)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

The module aims first to provide you with an understanding of the role of Lexis in the organisation of language performance and structure, and second to help you examine critically the role of Vocabulary learning and teaching in the classroom.

Learning Outcomes

(LO1) Students will be able to demonstrate familiarity with and understanding of a range of relevant literature.

(LO2) Show awareness of the importance of Lexis in understanding how language operates.

(LO3) On the basis of the concepts introduced in the module and through their own reading, reflect critically on existing methods and materials for the teaching of vocabulary in Foreign Language Teaching, with special focus on English.

(LO4) Reflect critically on current professional practices and discuss appropriate ways of improving them where necessary.

(S1) Knowledge and understanding of effective aspects of lexis and its relation to language acquisition.

(S2) Effective academic writing and referencing.

(S3) Effective, targeted linguistic research.

(S4) Critical discussion skills.

Dissertation (tesol) (ENGL678)
LevelM
Credit level60
SemesterSummer (June-September)
Exam:Coursework weighting0:100
Aims

The aim of the dissertation is to enable you to carry out a research project of an appropriate scale, which is informed by relevant concepts from the literature and which demonstrates the ability to design a viable project, gather the data and with due concern for validity and reliability, interpret the findings with due caution and insight, and to write up a coherent account of the process and outcomes.

Learning Outcomes

(LO1) Students will be able to devise, carry out and write up a substantial piece of research in the form of a dissertation appropriate for the field of teaching English to speakers of other languages.

Optional modules

Testing and Assessment of Language Performance (ENGL652)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

The module aims to provide participants with an opportunity to review recent develpments in approaches to language testing, and to examine critically professional practices in the light of these developments. The module covers both standardized national/international tests and classroom tests. For standardized tests, we examine why they have been designed in the way they have; how they relate to teaching; what conclusions can be drawn from scores on the tests (this includes a simple introduction to statistics for testers); and what the advantages and disadvantages of the test types are. For classroom tests, we discuss in what ways they are (or should be) different from standardized tests; we look at factors which may influence their design and the choice of different test types; and we consider the relationship between testing and teaching. Throughout the module we examine what is involved in implementing the ideas by evaluating sample tests and test items of various kinds for specific types of learners. We also do some work on designing our own tests. The main focus is on identifying testing techniques which will complement communicative approaches to teaching.

Learning Outcomes

(LO1) Students will be able to demonstrate familiarity with and understanding of a range of relevant literature.

(LO2) To show awareness of key aspects of the practical implementation of a communicative approach to testing.

(LO3) On the basis of the concepts introduced in the module and through their reading, to reflect critically on existing materials for the testing of Foreign Languages, with special focus on English.

(LO4) To reflect critically on professional practices in language testing and design and discuss appropriate ways of improving them where necessary.

(S1) Knowledge and understanding of effective aspects of effective assessment and its relation to language acquisition and the ELT industry.

(S2) Effective academic writing and referencing.

(S3) Effective, targeted linguistic research.

(S4) Critical discussion skills.

Functional Grammar (ENGL647)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

To provide participants with a systematic overview of the ways in which grammatical choices function to communicate meaning.   To provide participants with a better understanding of how grammatical choices in clauses contribute to the meaning expressed by whole texts. To provide participants with understanding of the three main functions of language: to talk about the world and our experience of it, to interact with the people around us, and to create discourse that is recognizably coherent. To provide participants with sufficient knowledge to recognize and analyse these 3 main functions in texts.

Learning Outcomes

(LO1) Students will be able to demonstrate familiarity with and understanding of a range of relevant literature.

(LO2) To show, through detailed textual analysis, understanding of the key concepts of Functional Grammar.

(LO3) To relate grammatical choices to broader contextual factors and to show awareness of the central importance of variation in language.

(LO4)

(S1) Knowledge and understanding of core theories of functional grammar.

(S2) Ability to apply core theories of functional grammar to authentic texts.

(S3) Effective academic writing and referencing.

(S4) Effective, targeted linguistic research.

(S5) Communication (oral, written and visual) - Negotiation skills

Psychology and Language Learning (ENGL649)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

The module aims to provide participants with an understanding of some recent developments in Psychology in terms of language learning and language processing, and to examine critically professional practices in the light of these developments.

Learning Outcomes

(LO1) Students will be able to demonstrate familiarity with and understanding of a range of relevant literature.

Speaking and Listening (ENGL645)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

The main aim of this module is to develop participants' understanding of the theoretical bases for the teaching of listening and speaking skills in the EFL classroom through the investigation and analysis of spoken discourse and the processes whereby spoken discourse is produced and comprehended. The course begins by raising key issues in the teaching of listening and speaking skills, including the kinds of problems encountered by L2 learners and the types of skills and strategies involved in listening and speaking. The course then focuses on factors involved in L1 and L2 listening, involving key concepts such as top-down and bottom-up processes, and in particular focusing on listening micro-skills. The module next critically examines current approaches to teaching listening skills, and introduces some recent developments in syllabus and materials design. We then consider what is involved in L1 and L2 speaking in terms of knowledge, skills and processes, and in particular focus on pragmalinguistic features such as politeness and conversational management. The module moves on to consider the implications of these factors for the development of L2 speaking skills, and investigates recent methodological approaches.

Learning Outcomes

(LO1) Students will: demonstrate understanding of key concepts relating to spoken language, spoken discourse and discourse processing; be able to analyse samples of spoken interaction using the concepts and analytical approaches to which they have been introduced; be able to reflect critically on current approaches to teaching foreign language listening and speaking skills; be introduced to new trends in the teaching of EFL listening and speaking skills and to the reasoning behind them; and be able to adapt existing listening and speaking skills teaching materials in line with their own findings from spoken discourse analysis.

Reading and Writing (ENGL644)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

This module aims to help participants recognise and investigate the different demands necessarily made on producers and readers of written texts. It will also offer students the chance to look at some of the hierarchically-arranged levels in the structure of written communication. Both of these strands will of necessity involve introducing participants to some of the templates of written discourse-signalling in order to facilitate the transition from description to practice Throughout, the implications of the insights to language teaching will be explore, and participants will be encouraged to design teaching activities which embody the insights into written text

Learning Outcomes

(LO1) Participants will be better able to:
Describe how written discourse reproduces and reconstructs social-discursive practices,
understand and evaluate carefully descriptive insights,
identify the dynamic and constructive features of written discourse in its structuring and presentation of ideas, and
apply these insights in the evaluation and design of teaching materials.

Literature and Second Language Teaching (ENGL663)
LevelM
Credit level15
SemesterFirst Semester
Exam:Coursework weighting0:100
Aims

This module aims to: Help students to develop the skills needed for the analysis of literary texts for use in EFL/ESL classes so that they aware of issues related to slection, adaptation and evaluation of texts. Develop an understanding of how the teaching of language through literature has developed historically and how this has been linked to different teaching methodologies including grammar translation, audiolingualism and communicative language teaching. Develop students’ awareness of pedagogical application of literature in the EFL/ESL classroom so that they can apply the theory to their own teaching context.

Learning Outcomes

(LO1) Students will be able to demonstrate their knowledge and understanding of literary language via language analysis.

(LO2) Students will have developed a critical awareness of pedagogical options in relation to using literature in EFL/ESL classes.

(LO3) Students will be able to demonstrate a critical understanding of the historical use of literature in EFL/ESL.

(LO4) Students will be able to apply the above knowledge to creating and developing and justifying materials which use literature to teach language.

(S1) Problem solving skills -this relates to outcomes 1-3 and will be asssessed when they apply this in the assignment

(S2) IT skills- this relates to outcome 4 and will be applied in the assignment

(S3) Organisational skills- students will need to apply outcomes 1-3 in prepraration for this assignment and in meeting outcome 4

(S4) Teamwork - this will be developed within classes and in groupwork in order to meet outcomes 1-3

Digital Technologies for Language Teaching (ENGL662)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

·          To develop an awareness of innovation in learning-centred practices in the use of digital technologies (DT) for Language Teaching (LT) ·          To develop knowledge and understanding of relationship between the use of DT, language teaching methodologies and the promotion of second language learning (SLL) in the light of relevant research and current debate. ·          To develop students’ skills in critical evaluation of specific applications of technology, research data and descriptions of DTLT in action with reference to contextual variance: learner profiles, methodological frames, technological and cultural setting. ·          To develop students’ skills in promoting the ‘normalised’ use of a range of technologies, with focus on mobile devices, for their future professional practice.

Learning Outcomes

(LO1) On completing the unit, students should be able to:Understand the relationship between second language teaching methodologies and digital technologies.

(LO2) Understand the relationship between technology use, the development of digital literacies and second language learning.

(LO3) Critically analyse the appropriacy of digital technologies to specific learning and teaching contexts.

(LO4) Critically analyse and discuss research into DT and language learning and teaching.

(LO5) Make informed choices about technology use, appropriate to context (classroom based, computer room based, distance learning, low-tech contexts, independent study).

(LO6) Deploy the practical skills necessary to use a range of DTs in their own teaching contexts.

(S1) skills in digital and literacies including information

(S2) skills in outcome oriented collaboration and teamwork

(S3) understanding the relationship between technology use, the development of digital literacies and second language learning

(S4) critically analysing and discussing research into DT and language learning and teaching

Corpus Linguistics for Language Research and Teaching (ENGL685)
LevelM
Credit level15
SemesterSecond Semester
Exam:Coursework weighting0:100
Aims

Students will:
• develop an understanding of how corpus-informed syllabuses and methodology have developed historically
• acquire skills needed for the analysis of data from written and spoken corpora
• develop an awareness of corpus-informed methods and materials for application to language teaching
• enhance their ability to critically analyse corpus-informed teaching materials

Learning Outcomes

(LO1) On successful completion of the course, students will be able to demonstrate their knowledge and understanding of the application of corpora in English language teaching materials, methodology and language analysis

(LO2) On successful completion of the course, students will be able to apply the above knowledge to the critical analysis of corpus-informed English language teaching materials

(LO3) On successful completion of the course, students will be able to evaluate and assess the grammatical/lexical differences between spoken and written discourse when comparing intuitive and corpus based analysis and the pedagogical implications of these

(S1) Using current corpus linguistic software applications and online resources

(S2) Applying the above analytical tools to corpus data in order to analyse it for teaching purposes

(S3) Identifying the relationship between teaching materials/methodology and corpus data and applying this to lesson plans and activities

(S4) Critical evaluation of corpus data in published teaching materials


Please note that optional modules are a representative list.