LN7P08 - Teaching Languages Dissertation (2018/19)
|Module specification||Module approved to run in 2018/19|
|Module title||Teaching Languages Dissertation|
|Module level||Masters (07)|
|Credit rating for module||60|
|School||Guildhall School of Business and Law|
|Total study hours||600|
|Running in 2018/19||
This module is a supervised but independent research study leading to a 12,000-15,000 word dissertation. It offers students the chance to explore a disciplinary topic that is of particular interest or relevance to themselves. Students can conduct Classroom Research on aspects of English language teaching and learning, or they can choose other relevant themes such as sociolinguistics, linguistics, literacy and oracy, educational cultures, or intercultural communication. Students draw on different data collection methodologies and use relevant paradigms in analysing their data.
The module enables students to explore areas of interest and personal and/or professional relevance within a supported and supportive framework. It aims at stretching students’ own expectations of what they can achieve and develops their disciplinary knowledge and understanding as well as their confidence in working with disciplinary theory.
Specifically it aims to:
enable students to pursue an area of personal disciplinary interest in a way that demands rigorous analytical and critical thinking and which encourages them to push their own personal and professional boundaries
challenge students to formulate fresh and original questions, undertake research that addresses them and provide persuasive and academically sustainable arguments to support them
consolidate and develop students’ ability to critically review and make use of an extensive and appropriate bibliography in their own work
develop students’ own understanding of the relationship between research, theory, practice and ‘real world’ problems
develop students’ independence as self-directed and self-motivated professionals in problem posing and problem solving through the design, the undertaking and the writing about their research.
Prior learning requirements
Taught modules for DL MA ELT
N/A, as it varies from student to student and from research topic to research topic. ALL LO'S
Balance of independent study and scheduled teaching activity
Students will have access to a dedicated module site where they will find online forums. They will have access to the university library website and make use of electronic journals, ebooks, databases and full text journals. Support for developing and improving IT skills as well as information on other web based study support are available on the library website. Students will have a nominated tutor who will support and guide them through the module and who they can consult by email or telephone.
Research training is conducted during the Research Methods Module during which students formulate their ideas for their dissertation. They are allocated a supervisor at the beginning of the dissertation phase and can have an initial tutorial via WebLearn/email/phone to discuss their research proposal.
On successful completion of this module students will be able to:
1. suggest, design and undertake future research in the field
2. describe, analyse and evaluate theory in English language teaching, learning, linguistics and education and use this in professional and personal decision making
3. write extensively, critically and persuasively on debates and issues in the field of ELT demonstrating the interface between practice, research and theory
4. make useful contributions to national debates and practices in the English language and English language education related issues in their own country or elsewhere
5. continue to advance their knowledge and understanding and develop their research skills to match the demands of their professional life
Assessed by a written 12,000-15,000 word dissertation
Books and journal articles:
(students produce their own bibliographies in consultation with their supervisors)
Books and journal articles:
Alwright, D. (1993) Observation in the language classroom. London: Longman.
Bazeley, P. (2013) Qualitative data analysis: Practical strategies. London: Sage.
Blommaert, J. & Dong, J. (2010) Ethnographic fieldwork: A beginner’s guide. Bristol: Multilingual Matters.
Burns, A. (2005) State of the art article: Action research, an evolving paradigm? Language Teaching, vol. 38 (2), 57-74.
Cameron, D. (2001) Working with spoken discourse. London: Sage.
Cohen, L., Manion, L. & Morrison, K. (2011) Research methods in education. 7th edition. London: Routledge.
Cresswell, J. (2013) Research design: Qualitative, quantitative and mixed methods. 4th edition. London: Sage.
Cresswell, J. (2013) Qualitative inquiry and research design: Choosing among five approaches. London: Sage.
Dornyei, Z. (2010) Questionnaires in second language research. 2nd edition. New York: Routledge.
Dornyei, Z. (2007) Research methods in applied linguistics. Oxford: OUP.
Litosseliti, L. (2010) Research Methods in Linguistics. London: Continuum.
Riazi, M. (2017) Mixed Methods Research in Language Teaching and Learning. London: Equinox Publishing.
International Journal of Applied Linguistics
Journal of Applied Linguistics
Canadian Journal of Applied Linguistics
Modern Journal of Applied Linguistics
The Modern Language Journal
Journal of Language Teaching and Research
Language Learning Journal
The Linguistics Journal
Research in Education
Research in Language and Social Interaction
BERA (British Educational Research Association) http://www.bera.ac.uk/
HERA (Humanities in the European Research Area http://www.heranet.info/
BAAL (British Association for Applied Linguistics) http://www.baal.org.uk/