Aims

•       To identify the dialogic skills (i.e., the interactional competencies) needed for participation in a group-based seminar task.
•       To distinguish between form (e.g., grammar, lexis, pronunciation) and function/practice.
•       To demonstrate active and effecitve participation in seminars and discussions on academic topics

Outline Of Syllabus

The module takes a practical, data-driven approach to developing academic seminar skills. A particular skill (what we call an ‘interactional competency’) is introduced in each lesson by asking students to watch video recordings of real-life seminar discussions and analyse their associated transcripts. After this, in each lesson, students will reflect on the ‘Lessons Learned’ from doing so. Each class will then end with students participating in a group speaking task based on problem-solving / reaching a consensus.

The interactional competencies we focus on, pertain to:

•       Listenership
•       Managing topics
•       Turn design
•       Turn-taking
•       Response to others
•       Repair

Teaching Rationale And Relationship

Seminars, where authentic video-recordings of seminar-based, group speaking tests and their related transcripts are analysed, will help students identify key features of interactional competence. Each seminar will also involve a reflection task, where students consolidate what they have learned about interaction in that session. This will be followed, each week, by a group discussion task based on problem-solving and consensus-building. These weekly tasks will mirror the final assessment.

Assessment Rationale And Relationship

The module is assessed by the leading a 30-minute Seminar Discussion(100% of formal assessment).

The speaking test is to lead a 30-minute seminar discussion. The student will (1) briefly introduce the topic of the discussion with a presentation, (2) manage a focused discussion of the topic and (3) collate feedback. There will be a single re-sit for any student that fails the speaking test. Students are considered to have failed if they score 39 or less. The re-sit will take the form of a 15-minute interactive assessment with two examiners. The procedure of this assessment will be clarified in advance. It is designed to assess your communicative competence in listening and speaking. It will take place during the re-sit period.

Additional Module requirements:

(1) Candidates are required to attend 75% of the scheduled classes. If the student falls below 75% attendance, the decision on the final mark for the module will be deferred until successful completion of a bespoke assignment. In the assignment, students will have to demonstrate that they have processed and understood the sessions missed. This will take the form of self-study tasks and reflective writing. If the bespoke assignment is of a satisfactory standard, the student will pass the module, but with their mark capped at 40. If the bespoke assignment is not completed to a satisfactory standard, the student will receive an overall mark of zero for the module.

(2) A student who attends less than 50% of the classes will be judged to have failed the module. In this instance, a re-sit will be required during the normal re-sit period. In addition to the re-sit, the student will still be required to satisfy 'module requirement (1)' outlined above.