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MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY
Department of Language and Literature Education
COURSE OUTLINE
COURSE TITLE: SPECIAL METHODS IN ENGLISH LANGUAGE TEACHING
CORSE CODE: ENG 314
YEAR OF STUDY: III
SEMESTER: 1
ACADEMIC YEAR: 2024/2025
LECTURER: Dr. Mark Muvango
EMAIL: markmuvango@gmail.com
CONTACT: 0729582286
COURSE DESCRIPTION
This course presents an overview of the theories of language acquisition, learning and
language teaching in relation to the teaching of English as a second language; with
particular reference to the teaching of English in Kenyan secondary schools. It also
covers the various methods used in language teaching, preparation for instruction; issues
in language teaching with particular focus on the teaching of the four main language
skills and grammar, the language classroom activities, language testing and evaluation
and the current issues and trends in second language teaching.
COURSE AIMS
Participants will understand the concept of language teaching. They will develop skills
for effective pedagogical approaches in English language teaching in the Kenyan context.
It is expected that the course participants will have the knowledge and confidence to
mediate post training in English language field(s).
COURSE OBJECTIVES
By the end of the course, the learner should be able to:
i. Outline and interpret the aims and objectives of teaching English in Kenyan
secondary schools and come up with specific classroom instructional objectives
from the syllabus.
ii. Explain the approaches to English language teaching and the current problems
and issues in the teaching and learning of English in secondary schools, focusing
on the integrated approach to language teaching as put forward in the 8-4-4
system of education.
iii. Explain the theories of language teaching and learning by showing their relevance
and application to classroom practice.
iv. Outline and explain the various languages teaching methodology with regard to
their theoretical foundations showing their relevance and application to classroom
practice.
v. Define and identify the various principles underlying the preparation of the
instruction process; prepare all the instructional documents required of an English
language teacher and appropriately choose and use language teaching resources.
vi. Identify and explain the four main language skills and select the most appropriate
and effective methods of teaching these skills.
vii. Identify and analyze learners’ language errors and prepare remedial work.
viii. Identify and apply appropriate evaluation and testing techniques of all the
language skill areas.
COURSE CONTENT
1. English in the World today and in Kenya
2. Problems and issues in the teaching and learning of English language in Kenya.
Rationale for integration of English language and Literature
Problems in teaching and learning of English language in Kenya: Unprepared
teachers, negative attitude, poor teaching methodology, learner’s low levels of
speech, lack of resources and teaching material and heavy teaching load.
3. Theories of language acquisition and learning
Behaviourist theory
Cognitive theory
Innateness theory
Monitor model (Input hypothesis)
4. Howard Gardner’s Theory of Multiple Intelligence in Relation to Language Teaching
Types of Intelligences
Classroom Implications
A critique of Gardner’s theory
Advantages/Disadvantages of Gardner’s theory to language teaching
5. Methods of language teaching
Factors to consider in the choice of a language teaching method
Methods of language teaching
Grammar translation method, the direct method, Audio-lingual method, the oral
approach, Situational language teaching, structural method, the silent method, the
natural approach, Suggestopaedia, Communicative Language Teaching,
Integrated skills Approach, Segregated Skills Approach, Task-based approach,
Content Based approach.
6. Preparation and organization of instructional records and materials in English language
teaching:
The syllabus
Schemes of work
Lesson plans
Lesson notes
Record of work covered
Teaching resources
- Advantages of schemes of work and lesson plan
- Factors to consider when constructing specific instructional objectives: Time,
SMART objectives, Bloom’s taxonomy, entry behaviour analysis and teaching
strategy
- Factors to consider when choosing a teaching strategy: Time and space availability,
class size, available teaching aids and resources.
7. Teaching language skills.
Teaching listening skills
Types of listening
Process of listening
Factors influencing listening
Effective listening lesson
Teaching and learning techniques and activities in a listening lesson
Teaching Speaking skills
Speaking as a creative process
Components of speaking
Teaching pronunciation
Teaching and learning activities and techniques in a speech lesson
Teaching reading skills
The process of reading
Types of reading
Teaching and learning activities and techniques in a reading lesson
Teaching writing skills
The process writing
Types of writing
Teaching and learning techniques and activities in a writing lesson
Teaching grammar
Types of grammar
Teaching and learning techniques and activities in a grammar lesson
8. Error analysis and remedial teaching
9. Language testing and evaluation
Importance of testing
Types of assessment
Modes of assessment-oral tests, written tests, structured type, objective type and
essay type
Types of language tests
MODE OF DELIVERY
Lecture, discussions, class presentations and tutorials
COURSE ASSESSMENT
During the semester there shall be One Sit-in and One Take away assignment each of
which will contribute 15% of CAT mark totaling to 30%. There will be a final Two Hour
examination that will account for 70% of the total mark. The exam will have a
compulsory section and a section with a set of elective questions.
ACADEMIC CONDUCT
1. Regular class attendance. Also punctuality is required to pass the course.
Assignments will not be accepted after the due date without good reason.
2. APA referencing is preferred for the Take Away assignment.
3. Plagiarism is strictly forbidden. To avoid plagiarism, students are advised to read
and familiarize themselves with the MMUST handbook on Rules and Regulations
governing university assessment.
CORE READINGS
Aebersold, J., A & Field, M., L. (1997). From Reader to Reading Teaching: Issues and
strategies for Second Language Classrooms. Cambridge: Cambridge University
Press.
Brown, H., D. (1994). Teaching by Principles: An Integrative approach to Language
Pedagogy. Eaglewod Ciffs, NJ: Prentice-Hall Inc.
Cleassen, A. (1994). English Language Teaching Methods. Nairobi: Dixadis Resources
Curtis, A., & Park, M. (1994). A Guide to Teaching English. Nairobi: Jomo Kenyatta
Foundation
Gardner, H. (2011b). The Theory of Multiple Intelligences: As Psychological, as
Education,
as Social Science. Address delivered at Jose Cela University on October, 29 th,
2011.
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press
Lightbrown, P., E., & Spada, N. (1993). How Languages are Learned. Oxford. Oxford
University Press
Maybin, J. (2005). Teaching Writing: Process or Genre? In Mercer, N., & Swann, J.
Learning English: Development and Diversity. (PP. 187-194). Routledge: The Open
University
Parrot, M. (1993). Tasks for Language Teachers: A Resource Book for Training and
Development. Cambridge: Cambridge University Press
Richards, J., C., & Rodgers, T., S. (2001). Approaches and Methods in Language
Teaching
(2nd ed.). UK: Cambridge University Press
Ur, P. (1996). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge:
Cambridge University Press
Sign ………………………………………………Date 9/9/2024
Course Lecturer
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