MA-Modules-

IIEL & School of Humanities, University of Greenwich

MA in Language Learning and Japanese Language Teaching

Module 1. Secound Language Acquisition

The theories of Second Language Acquisition in the last twenty years have enlightened practitioners on how a second language is actually learned. Languages teachers/lecturers need to understand the main principal issues addressed in Second Language Acquisition, the methods used to conduct research in Second Language Acquisition and to evaluate the findings. A sound knowledge of Second Language Acquisition theories will enable students to carry out their own research and to evaluate their own pedagogical practices.

Module 2. The Use of Information Technology in Language Learning

The PC is rapidly evolving to become a primary tool of communication and learning. Multimedia CALL (Computer Assisted Language Learning) software and the World Web provide the technological basis for new ways of human language learning and teaching. The use of information and communication technology in language learning and teaching widens the knowledge and skills the language teacher needs. These new skills are of particular importance within higher education where resource-based learning is playing an increasing role in all subject areas. The language lecturer must be able to define learners' needs within a resource-based framework and to adapt and integrate technology-based tasks into the language curriculum.

Module 3. Current Methodologies in Language Teaching and Testing

Language teaching and language testing apply the research in Second Language Acquisition into the teaching environment. Communicative language teaching is a type of instruction which has received considerable attention in recent years. Studying language testing provides a conceptual foundation for answering questions regarding the development and the use of language tests. This foundation includes three areas: the context that determines the use of language tests, the nature of the language abilities to be measured and the nature of the measurement.

Module 4. Research Methodology

The increasing importance of research in the language learning environment is reflected in the requirement for teachers and professionals to develop a research profile. Graduate students need a supported learning environment to develop an awareness of the role of research in academic development, and to design and carry out research projects.

Module 5. Japanese Language and Analysis

A sound knowledge of the target language is essential for language teachers. In addition to this, language teachers should carefully observe and be well informed about how the language is used and analyse it in order to develop their teaching. Based on the systematic knowledge the participants acquired on the Diploma course this module deals with some crucial issues in various related linguistic fields and analyse them in order to enhance participants' understanding of Japanese language. The emphasis is on developing competence in analysing linguistic issues. Throughout the course participants should acquire an awareness of topics in relevant linguistic fields such as methodologies used to conduct research in language analysis.

Module 6. Japanese Teaching Methodology

It is essential for Japanese language teachers to understand the principal issues addressed in Japanese Teaching Methodology (JTM), and to be able to apply the appropriate teaching method to each case of actual teaching. In this course, the students will develop and enhance their theoretical understanding of language teaching methodologies. They will be able to gain an insight into the application of the methodologies studied in the first semester, while analysing and criticising the JTM used in the actual classroom activities.

Module 7. Experiential Research in Japanese Language Teaching

Recently, the notion of the 'teacher as researcher' has received much attention in the second language teaching context. Experiential research will enable graduate students to conduct research based on experiential data gathered through classroom teaching in mainly public school. As a result, this course promotes a closer relationship between theory, research and practice. Theory and practice should be perceived as an integral part of a teacher's practical professional life. The 'teacher as researcher' or 'reflection in action' approach to teacher education can be a powerful route for professional development.