Teaching English to Speakers of Other Languages (TESOL) MA (distance learning)

You will study four core modules and two optional modules before completing your dissertation.

You will study four core modules:

This course introduces the main concepts and some of the techniques used in research in and into second language classrooms. This involves looking at two kinds of research traditions:

• ‘Action’ research, which is usually qualitative, and involves examining specific classroom interactions in a single period of time, generally with the intent of modifying or improving teacher behaviour
• Experimental research, which is quantitative, and often involves looking at linguistic or other outcomes, often independently of classroom interaction, with the purpose of making general statements about, say, how language is acquired.

In addition, considerable space is dedicated to the kinds of instruments used to examine and measure factors which influence or are part of classroom events, such as the investigation of attitudes and beliefs and the observation of interactions in the classroom.

Finally, we discuss the different variables which influence classroom interaction: the roles, strategies, and behaviours of both teachers and students. Included in these sections is a review of some of the research carried out using the different observation systems.
Assessment: 4,000-word essay

This module gives an overview of the development of, and current approaches to, English Language Teaching (ELT) methodology, including the teaching of grammar, reading, writing, speaking and listening. The module also includes a practical introduction to classroom-based research.

The primary intention is to introduce you to a wide range of ideas, which will allow you to reflect on your own teaching experience. At the same time, in covering such a large area, the module also lays down the groundwork for a number of other modules which you will go onto study as part of this programme.
Assessment: 4,000-word essay

This module covers the main theoretical concepts and research findings underlying the description of the grammar of the English Language and the implication these have for the teaching of grammar in the classroom.

In this module, you will consider:

• Prescriptive and descriptive grammars
• Research into the benefits of teaching grammar explicitly
• How the methodologies we employ influence the way we teach grammar
• How grammar is represented in the language syllabus
• The debate relating to the use of authentic texts in language teaching
• The nature of spoken English and how its grammar differs of that of written English

Assessment: 4,000-word essay

This module considers the problem of reconciling syllabus and materials design with what is known about the process of language learning and examines the attempts that established approaches to syllabus design have made to solve this problem. The module goes on to propose a more radical solution involving the establishment of a pedagogic corpus, the use of task-based methodology, and the development of analytical exercises.

This is a very practical module designed for practising teachers. It demonstrates that a syllabus is a lot more than simply a list of items at the start of a handbook.

The module introduces you to a variety of different types of syllabus such as the traditional grammatical syllabus, the lexical syllabus, the functional-notional syllabus, and the task-based syllabus. You are encouraged to look at a range of teaching situations and consider how different type of syllabus can be used to meet the needs of different types of language learner. The later parts of the module look at materials development, evaluating material and how to adapt course books so the content is ‘lifted off the page’.
Assessment: 4,000-word essay

You will also choose two optional modules from a range which typically includes:

• Corpus Linguistics
• English Language Teaching Management
• Functional Grammar
• Language and New Media
• Language Testing
• Multimodal Communication
• Second Language Acquisition
• Teaching Language to Young Learners

For more information, see our distance learning module descriptions.

In addition to your taught modules, you will conduct a piece of independent research with the support of a supervisor, culminating in a 15,000-word dissertation.

Please note that the optional module information listed on the website for this programme is intended to be indicative, and the availability of optional modules may vary from year to year. Where a module is no longer available we will let you know as soon as we can and help you to make other choices.