MODULE SPECIFICATION

Code: UPLQDU-15-M Title: Learner Strategies and Developing Learner Autonomy

Version: 1

Level: M UWE credit rating: 15 ECTS credit rating: 7.5

Module type: Project

Owning Faculty: Social Sciences and Humanities Field: Languages

Faculty Committee approval: QSC Date: 22/5/09

Approved for Delivery by: (indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:

MA in Language Teaching to Adults (MALTA)

Pre-requisites: None

Co-requisites: None

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations: None

Learning outcomes:

At the end of the module the successful student will be able to:

1. develop a theoretical and conceptual framework of a range of different language learning strategies (Component A);

2. demonstrate a critical awareness of the role of the teacher in facilitating language learning, motivation and autonomy (Component A);

3. understand critically the way in which research in the area of learner strategies and autonomy can impact on behaviour in the classroom (Component A);

4. show a critical understanding of a range of language learner styles; (Component A)

5. demonstrate a principled understanding of the role of teacher instruction in facilitating learning strategies development (Component A);

6. demonstrate a sound and critical awareness of a range of means of developing learner autonomy (Component A );

7. show a sound and critical knowledge of techniques of enhancing learner motivation (Component A ).

Syllabus outline:

• distinctive features of language learning strategies;

• issues determining strategy choice;

• learning strategies as cognitive skills, definitions and classifications;

• strategies used by different second language learners;

• issues concerning the development of learner autonomy, and the good language learner;

• learner motivation: definitions, principles and practices;

• language learner styles;

• pedagogical implications for the classroom

• ways in which learner strategies can be developed.

Teaching and learning methods:

This module is offered through distance learning. The delivery of course materials will be presented in the Blackboard virtual learning environment, in the form of reading matter and video-streamed (or archived) lectures. Group and class discussions will take place in seminar sessions on the Discussion Boards and in synchronous or asynchronous chat rooms. A detailed programme of study will provide tasks to be accomplished week-by-week, with regular opportunities for group discussion and the submission of practice exercises and essays. The tutor will provide feedback on these on a regular basis .

 

Throughout the module students will have a minimum of four e-tutorials for 30 credit modules  and two tutorials for 15 credit modules with the academic tutor.

 

In order to ensure the unique character of the students’ work – a unique essay content will be negotiated between student and module tutor in the context of the assessed online discussion. The student will also have at least one telephone call with their module tutor to verify their identity in spoken form. Further to this, each student will sign a contract verifying that all work submitted is their own. 

Reading Strategy

All students are encouraged to make full use of the print and electronic resources available through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

 

Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate by the module/programme leaders.

 

If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.

It is essential that students at M-level read one of the many texts on research methods available through the Library. Key chapters from several will be available electronically via the Library’s Digital Collections. Students are expected to identify all other reading relevant to their chosen topic for themselves. They will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. It will be expected that assignment bibliographies and reference lists will reflect the range of reading carried out.

 

The development of literature searching skills is supported by the Library seminar given during the induction session. Additional support is available through UWEonline. This includes interactive tutorials on search skills and on the use of specific electronic library resources. Sign up workshops are also offered by the Library for those who are able to attend. 

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Benson, P. (2001) Teaching and Researching Autonomy in Language Learning. Longman.

Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M. P. Breen (ed.) Learner Contributions to Language Learning: New Directions in Research. Harlow: Longman.

Little, D., Ridley, J. and Ushioda, E. (2003) Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment. Authentik Language Learning Resources Limited.

Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson and P. Voller (eds.). Autonomy and Independence in Language Learning. Harlow: Longman.

O’Malley J. M., Chamot A. U. (2000) Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. (1990) Language learning strategies: what every teacher should know. New York: Newbury House.

Robinson, P. (2001). 'Individual differences, cognitive abilities, aptitude complexes and learning conditions in second languaeg acquisition'. Second Language Research 17 (4), 368-392.

Schmeck, R.R. (1986). Learning Styles and Learning Strategies. New York: Plenum.

Wenden, A. (2002). Learner development in language learning. Applied Linguistics 23/1: 32-55.

Assessment

ATTEMPT 1

Weighting between components A and B (standard modules only) A: 100%

First Assessment Opportunity

Component A Element weighting

2500 word essay or log 100%

Topic to be discussed with and agreed by tutor

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A Element weighting

2500 word essay or log 100%

Topic to be discussed with and agreed by tutor

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is not required.

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)

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