The effectiveness of acquiring second language (English) vocabulary through task-based approach.

Department of English Language and Applied Linguistics

Assignment on the Module: Second Language Learning Principles Assignment

General Requirements:

In this assignment you are expected to show that:

a) you have done an appropriate amount of reading on a topic or range of topics.

This reading will normally comprise both secondary sources (eg textbooks and survey articles) and primary sources (eg key articles reporting research).

b) you have thought about what you have read, and can link up information from different sources and standpoints and relate this information to your topic.

c) you can evaluate what you have read and relate it to practical issues (ie, L2 teaching / learning approaches, methods and materials).

d) you can organise an essay into appropriate sections and paragraphs, and can construct a coherent discussion which is easy for the reader to follow.

e) you can use appropriate layout, quotation, referencing and bibliographical conventions, and can express yourself clearly and accurately.

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The general topic is as follows:

Discuss how theories or principles of second language learning (e.g. theories examining the role of age, interaction, declarative and procedural knowledge in language learning), could influence the way in which you teach - or might teach - an L2 (eg English) in a situation with which you are familiar.

In writing your paper, you will need to give a clear account of:

- the nature of, and support for, the theory / theories which you have selected;

- a definition of the terms you are referring to

- a description of the main concepts you are discussing should be given before an evaluation/analysis of them is provided

- a description of your teaching/learning situation you wish to focus on and of the learners involved (this should be relatively brief);

- how this theory / these theories is / are related to the particular teaching and/or learning approaches, methods or procedures which you have used, or envisage using;

Criteria for marking this assignment

1 Demonstration of a range of relevant reading and understanding of issues raised in the module

2 Ability to summarise and inter-relate sources critically, and to relate theoretical

consideration to practice in L2 learning/teaching

3 A reasonable balance between depth and breadth of discussion of the chosen topic

4 Coherence of assignment, especially overall organisation and division into sections and paragraphs

5 Presentation, especially correctness of referencing and bibliography, and quality of writing

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SLLP Assignment: Notes for guidance

The following checklist can help you know whether your assignment has the necessary

features we are looking at. You must have ticked it yes for all the items.

1.      Have you Done a good survey of relevant literature, coherently organised and

synthesised? Yes/No

2.      Provided evidence of ability to evaluate theories, research and conclusions / recommendations in the literature on the basis of your reading and experience?

3.      Provided evidence of your ability to apply what you have read to particular teaching / learning situations?

4.      Given an analysis of whether/how the theory/theories you are discussing can help you in your teaching practice?

5.      Adhered to normal academic conventions regarding presentation, referencing and bibliography

6.      Is your writing well organised and clearly signposted, e.g. by means of headings and sub-headings where appropriate?

7.      Is your work clear and readable English that is neither excessively informal nor clumsily stilted?

Marking criteria:

1. Demonstration of a range of relevant reading and understanding of issues raised in the module

2. Ability to both summarise and inter-relate sources critically and relate theoretical considerations to practice in the field of L2 learning/teaching

3. A reasonable balance between depth and breadth of discussions

4. Coherence of assignment, especially overall organisation and division into sections and paragraphs

5. Presentation, especially correctness of referencing and bibliography, and quality of writing

Please note that Criteria 1-3 are weighted more heavily than Criteria 4 and 5 in the marking. Each marking criterion below has been broken up into key elements. Feedback on your essay with regard to each of each of these is given as follows: Excellent: E Good: G Satisfactory: S Poor: P Very poor: VP

1. Demonstration of a range of relevant reading and understanding of issues raised in the module Ranking E G S P VP Refers to a range of sources closely relevant to the topic (these should include books and research articles) Refers to the literature to support points/claims made Defines key terms well Shows understanding of key terms and issues raised in the module Provides adequate discussion to clarify the points that are made in the essay 2.Ability to summarise and inter-relate sources critically, and to relate theoretical consideration to practice in L2 learning/teaching Ranking E G S P VP Summarises sources accurately and appropriately Evaluates claims made in the literature in relation to teaching issues, activities and materials Shows an ability to integrate and inter-relate material from different sources in relation to specific points in the discussion Provides a critical evaluation/analysis of the materials read Links theoretical discussions to practical points in L2 teaching/learning (e.g. by giving examples) Teaching/learning experiences are discussed/evaluated, not just reported or described

3. Depth and breadth of discussion Ranking E G S P VP The focus of the essay is well narrowed down Covers a suitable range of issues for an assignment of this length There are in-depth discussions of the issues at hand

4. Coherence of assignment, especially overall organisation and division into sections and paragraphs Ranking E G S P VP Clear division into sections There is a clear hierarchy of sections and sub-sections (usually numbered, and clearly labelled) Coherent at the paragraph level Coherent at the section level Coherent at the overall organisation level (eg no unnecessary repetition and backtracking) Introduction introduces the topic and the paper well Conclusion draws whole discussion together (theory and practice) Paragraphs are of reasonable size

5. Presentation, especially correctness of referencing and bibliography, and quality of writing. Ranking E G S P VP Follows Applied Linguistics Dept conventions re line spacing, page numbering etc. Follows a clear set of conventions for citing within the text (e.g. not many secondary citations) Follows a clear set of conventions for citing within the bibliography Appendices are numbered and titled. All necessary components are included in the paper (bibliography/appendices) Any tables in the text are numbered and titled Appropriate register (reads like academic English) Clear sentence structure throughout Appropriate word choice Good punctuation Accurate use of language Overall comment (Note also specific comments on your script)

You can start by looking at one or more of the theoretical approaches outlined on the course, and can then decide on the practical implications of those approaches for your teaching

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