LANG43015: Psychology of Language Learning and Teaching

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• To create a better understanding of the primary psychological variables that influence successful language learning and teaching.
• To inform future teaching practice both in longer-term strategic planning and moment-by-moment classroom decisions.
• To develop a firm grasp of the current state of knowledge in this vibrant area of applied linguistics research.

• This module explores key themes within the field, such as autonomy and agency; identity, attitudes, and beliefs; self-efficacy; foreign language classroom anxiety, and willingness to communicate; self-based approaches, and motivation. It is recognised that teachers have a significant impact on variables such as learner motivation. It is therefore, of great value that teachers develop their awareness of applied linguistics research into these core psychological constructs. Subsequent increased understanding of language learner psychology may then be employed to facilitate greater student engagement and increases in language acquisition.

Subject-specific Knowledge:

• Knowledge and understanding of key theories related to the psychology of language learning and teaching.
• Knowledge and understanding of the empirical research methodologies appropriate for identifying latent psychological variables.
• Knowledge and understanding of how a complexity perspective can be applied as an analytical lens in psychology research.
• Knowledge and understanding of how psychology of learning and teaching theories can be applied to the language classroom.

Subject-specific Skills:

• Ability to critically evaluate key theories, explanatory models within the field.
• Ability to connect theory with practice considering context-appropriate pedagogies.

Key Skills:

• Ability to communicate analysis and arguments clearly and in an appropriate style.
• Ability to draw on past experiences and apply theory to practice.
• Ability to reflect on personal learning and/or teaching experiences.

• Weekly interactive lectures will introduce the students to core concepts, theoretical frameworks, and models. Spaces in each lecture will be designed for active participation, discussion, and sharing of ideas. Weekly assigned reading texts extend this knowledge base and enable the students to prepare for the bi-weekly seminars. Seminars will evidence a range of approaches, from student led presentations, to small scale empirical work, and ongoing pair / group discussions which encourage deeper critical engagement with the themes of the module. For assessment, students will select one of a range of essay titles and engage in self-directed secondary research prior to demonstrating their depth of understanding of a key theme from the module. A formative submission point for a draft essay allows for tutor-directed feedback which can further facilitate student development.

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