Language Teaching and

Learning Styles 683

311984
School of Education

UNIT OUTLINE
Vietnam 2010
 Essential Administrative Information

Unit Title Language Teaching and Learning Styles 683

Unit Description Evaluation of methods and approaches in language teaching

and learning. Contrastive learning and teaching styles with
special reference to teacher-student roles in Asian and
Australian societies. State-of-the-art of language teaching and
learning styles.

Unit Study Package Number 12378

Teaching Area 091521 Linguistics

Credit Value 25.0

Co-, Pre- and Anti-requisites None

Additional requirements Some language teaching experience is recommended

Core Unit status

If you are taking this unit as a required (core) unit in your
course of study, you may be terminated from your course of
study if you fail this unit twice

Result Type Grade and Mark

Ancillary Fees and Charges All fee information can be obtained through the Fees Centre.
Visit http://www.fees.curtin.edu.au/index.cfm and/or by
contacting the relevant Faculty Office.

Unit Controller See RETRAC

Contact Details See RETRAC

Divisional Website http://www.humanities.curtin.edu.au

Student Rights and Responsibilities

It is the responsibility of every student to be aware of all relevant legislation and policies
and procedures relating to their rights and responsibilities as a student. These include:
◊ the Student Charter
◊ the University’s Guiding Ethical Principles
◊ the University’s policy and statements on plagiarism and academic integrity
◊ copyright principles and responsibilities
◊ the University’s policies on appropriate use of software and computer facilities
Information is available through the University’s “Student Rights and Responsibilities”
web page:
http://students.curtin.edu.au/administration/responsibilities.cfm.
Introduction
Welcome to Language Teaching and Learning Styles 683. I hope that you will enjoy
taking a closer look with me at the different ways in which languages have been
taught over the years and the theoretical foundations upon which these approaches are
based. We will also put the spotlight on the learner (including ourselves of course),
looking at the many different ways that we all learn (styles and strategies), the reasons
behind these variations and the implications for teaching methodologies. Together we
can probe beyond teaching and learning styles to the underlying assumptions that
underpin our different cultures and are reflected in our education systems.

Syllabus

Evaluation of methods and approaches in language teaching and learning. Contrastive

learning and teaching styles with special reference to teacher-student roles in Asian
and Australian societies. State-of-the-art of language teaching and learning styles.

Unit Learning Outcomes

On successful completion of this unit you will be able to:

• identify, compare and contrast characteristics and theoretical underpinnings of

methods and approaches used in language teaching.
• assess the appropriateness of different methods and approaches for different
learners.
• evaluate research pertaining to language learning styles and strategies
• identify trends in the field of language teaching and the implications for classroom
teaching.
• analyse different learning styles and strategies of the second language learner and
the effects of these styles on learning outcomes.

Content and Activities

The unit begins with an overview of the meaning of ESL and EFL from a political
perspective. It then goes on to outline language teaching methods and approaches
over the years. This is followed by a change of focus to the learner and an
examination of learning styles and strategies. The final section looks at the teaching of
English in the region, the status of the non-native speaker teacher and ideas for
professional development in language teaching.

Material is taught through a series of mini lectures, powerpoint presentations and

workshop activities.
Reading and Resources
Core texts
The Unit materials you will need for this unit are:
 683 Reader (can be purchased from the bookshop or accessed through e-
reserve in the library or found on the CD)
 Additional texts and journal articles (see list below)
 This Unit Outline
 Core texts:

*Richards, J.C., Rodgers, T. (1986) Approaches and Methods in Language

Teaching. Cambridge: CUP. Chapter 2 (See reader).

*Larsen-Freeman, D. (1986) Techniques and Principles in Language

Teaching. Oxford: OUP. Chapter 2

*Oxford, R. (1990) Oxford, R. (1990) Language Learning Strategies.

Boston, Mass: Heinle & Heinle. Chapters 1 & 2.

*Multiple copies are available in the RETRAC libray

* NOTE: All materials , outlines, powerpoints are available on Blackboard as well as

the CD.

Additional Texts and Journal articles

The following are highly recommended for this unit.

Anivan,S. (1990) Language Teaching Methodology for the Nineties. RELC.

Barasch,R., James,C. (1994) Beyond the Monitor Model. Heinle and Heinle.

Candlin, C.N., Mercer, N. (eds) (2001) English Language Teaching in its Social
Context. London:Routledge

Celce-Muria,M. (1991) Teaching English as a Second or Foreign Language. Henle

and Heinle. Second Edition.

Hall, D.R., Hewings, A. (eds) (2001) Innovation in English Language Teaching.

London: Routledge.

Long,M. Richards,J. (1987) Methodology in TESOL. Newbury House.

O’Malley,J. Chamot,A. (1990) Learning Strategies in Second Language Acquisition.
Cambridge: CUP.

Pritchard, A. (2005) Ways of Learning. London: David Fulton Publishers.

Richards,J. Platt,J. Weber,H. (1985) Longman Dictionary of Applied Linguistics.

Harlow: Longman.

Savignon,S. (1983) Communicative Competence: Theory and Classroom Practice.

Addison-Wesley.

Suresh Canagarajah, A. (2000) Resisting Linguistic Imperialism in English Teaching.

Oxford: OUP.

Tickoo,M. (Ed.) (1987) Language Syllabuses: State of the Art. Singapore: SEAMEO
Regional Language Centre.

Tickoo,M. (Ed.) (1991) Languages and Standards: Issues, Attitudes, Case Studies.
Singapore: SEAMEO Regional Language Centre.

Tickoo,M. (Ed.) (1995) Language and Culture in Multilingual Societies. Singapore:

SEAMEO Regional Language Centre.

** Skimming the journals on Applied Linguistics and Language Teaching is a good

way to get a broad knowledge of the field.

Assessment
Assignments that are not deemed to be of a suitable standard by the tutor can be
revised and resubmitted by a date specified by the lecturer. The new mark will be no
more than a pass mark. Selected assignments will be cross-marked by at least one
other tutor. Students are required to pass all components of assessment.

Assessment 1 (30%)
A journal search and report on the State of the Art
in an area related to language teaching

Assessment 2 Part 1 (20%)

A mini literature review of learning styles and strategies to be done as a forerunner to
the pilot investigation in Ass 2 part 2.

Assessment 2 Part 2 (50%)

A learning styles and strategies pilot investigation

Assessment Summary

Assessment % Due
Assessment 1 30 Week 6
Assessment 2 part 1 20 Week 9
Assessment 2 part 2 50 Week 14

Total 100

See Teaching Plan for Assessment due dates (to be given out at the beginning of the
course).

Late Assignments
Assignments are expected to be submitted by the end of class on the DUE dates. The
mark on the papers may be reduced by 5% of the possible mark for each day the
assignment is overdue when extension has not been granted. After seven (7) days the
mark for the assignment may be zero (at the lecturer’s discretion).

Extensions
Extensions are at the discretion of your Unit Coordinator and arrangements must be
made via your tutor at least one week prior to due date.

Supplementary Examinations/Assessment
Supplementary examinations and other forms of further assessment may be granted in
any unit, at the discretion of the Board of Examiners.

Deferred Examinations/Assessment
Deferment of an examination is not automatic. Students may be permitted by the
relevant Board of Examiners to defer an examination or other assessment where
circumstances outside their control have arisen. Applications for deferment on health
grounds or as a result of extenuating circumstances must be submitted not later than
five (5) working days after the date at which the exam was scheduled or assignment
due. Where appropriate, medical certificates should be attached to the application.
The prescribed application form may be obtained from the Student Services Office.

Your Responsibilities in the Unit

Please note the following points carefully:

(i) Literacy standards appropriate for university study are required. All work
should be carefully checked for accuracy before it is submitted.
(ii) If any assignment is deemed not to be of a suitable standard by the lecturer, he
or she may require that it be revised and resubmitted by a specified date. In
this event, the mark will be not more than a minimum pass mark.
(iii) Participants are expected to attend all workshop sessions. Unless there are
exceptional circumstances, an attendance rate of less than 90% will be deemed
to be unsatisfactory.
(v) Due dates for all assignments are final.
(vi) It is your responsibility to remain in contact with your unit controller.
(vii) It is your responsibility to make sure that your work is not plagiarised
and that referencing is present at all times. See information on the
university website
http://students.curtin.edu.au/administration/responsibilities.cfm.
Plagiarism

Definition of Plagiarism

Academic honesty is crucial to a student's credibility and self esteem, and ultimately
reflects the values and morals of the University as a whole. A student may work
together with one or a group of students discussing assignment content, identifying
relevant references, and debating issues relevant to the subject. Academic
investigation is not limited to the views and opinions of one individual, but is built by
forming opinion based on past and present work in the field. It is legitimate and
appropriate to synthesise the work of others, provided that such work is clearly and
accurately referenced.

Plagiarism occurs when the work of another person, or persons, is used and presented
as ones own, unless the source of each quotation or piece of borrowed material is
acknowledged with an appropriate citation.

Encouraging or assisting another person to commit plagiarism is a form of improper

collusion and may attract the same penalties.

Penalties

The University regards very seriously any acts of cheating, or dishonesty by way of
plagiarism. Penalties for such incidences have been defined within the University's
Acts and Statutes. There is a range of penalties which may be imposed on a student
for academic dishonesty, i.e. plagiarism. Depending upon the severity of the act of
plagiarism, or the number of other like offences which have previously occurred, a
student may have any one or a combination of the following penalties imposed
against her/him by the University:

• cancellation or deprivation of credit for any examination or other academic work,

which will entail an ANN* grade being assigned to a students academic record;
• suspension of all or any of a student's rights and privileges including, suspension
from attending lectures, seminars, tutorials or other classes;
• suspension from the use of or exclusion from laboratories or other facilities or any
part of such facilities;
• suspension from attendance at or exclusion from any examination;
• exclusion from the University or any part of the University for any specified
period, not exceeding the remainder of the calendar year;
• refusal for re-enrolment as a student;
• a fine, up to the maximum approved by Council;
• expulsion from the University.

[Curtin University of Technology Act, 1966 - Statute 10 Student Disciplinary Statute - Sections 2
and 4]
Day Topic Workshop Schedule Readings
Monday Overview of the course. Richards,J.C., Rodgers,T. (1986)
Defining ‘language Approaches and Methods in
teaching methodology’ Language Teaching. Cambridge:
and key terms. CUP. Chapter 2
Overview of language
teaching methodology Bhaskaran Nayar,P. (1997) ESL/EFL
over the years. Dichotomy Today: Language Politics
or Pragmatics? TESOL Quarterly 31
Audiolingualism versus (1): 9-37
Cognitivism. The
sociolinguists Lado,R.
and how(196 Lado,R. (1964Language
their ideas impacted on Teaching: A Scientific Approach.
styles of language McGraw-Hill. Chapter 5
teaching
Fries,C. (1945) Teaching and
Learning English as a Foreign
Language. Ann-Arbor: University of
Michigan Press. Chapter 1

Chomsky,N. (1966) Linguistic

Theory. Conference Paper Northeast
Conference.

Hymes,D. (1979) On communicative

competence. In C.Brumfit (Ed) The
Communicative Approach to
Language Teaching. Oxford: OUP.

Tuesday Acquisition versus Krashen,S. (1982) Principles and

learning and the Practice in Second Language
implications for Acquisition. Pergamon Press.
teaching language. Chapter 2
Implicit and explicit
second language Marton,W. (1994) The Anti-
knowledge; the role of Pedagogical Aspects of Krashen’s
consciousness. The Theory of SLA. In Barasch and James
Natural Approach. above.

The principles of Savignon,S.J. (1993) Communicative

Communicative Language Teaching: State of the
Language Teaching. Art. In Silberstein (Ed) State of the
Syllabus and materials Art TESOL Essays.
design.
Wednes Communicative Tarvin,W.L., Al-Arishi,A.Y. (1991) Rethinking
day Language Teaching Communicative Language Teaching:
and the process/ Reflection and the EFL Classroom.
product dichotomy. TESOL Quarterly 25 (1): 9-25.
Criticisms of CLT.
Celce-Murcia,M., Dornyei,Z.,
Constructivism – What Thurrell,S. (1997) Direct Approaches
is it? in L2 Instruction: A Turning Point in
Constructivist teaching Communicative Language Teaching?
and learning TESOL Quarterly 31 (1) pp 141-153.

Dobinson, T. (2001) Do learners

learn from classroom interaction and
does the teacher have a role to
play? Language Teaching Research
5 (3) pp189-211.

Gray,A. Con Constructivist Teaching and

Learning. [Online, available:
http://www.ssta.sk.ca/research/instr
uction/97-07.htm 20/10/04]