Module Catalogue 2026/27

Pre Requisite Comment

N/A

Co Requisite Comment

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Aims

-       To equip students with the practical skills needed to analyse real-life pedagogical interaction using Discourse Analytic methods
-       To question the distinction between second language competence and second language performance
-       To explore how students can use discourse analysis-based findings to inform their second language teaching practices and language learning

This module is designed to help M-Level students gain a deep understanding of Conversation Analysis-based research on second language teaching and learning. It introduces key concepts and methods associated with Conversation Analysis to investigate spoken discourse during pedagogical activities. It will reveal a range of interactional practices that teachers and learners use to accomplish pedagogical goals. Students will develop their research skills by routinely analysing video-recordings of authentic interactions. Students will also learn how to use Conversation Analysis-based findings and methods to improve their own teaching practices.

Outline Of Syllabus

- Module Introduction

- Turn-taking and Second Language Teaching

- Question Design in Second Language Teaching Contexts

- Repair and Correction Practices in Second Language Teaching Contexts

- Transcribing L2 Data: Workshop

- Introduction to Sequence Organization

- Sequence Organization in Second Language Teaching Contexts: promoting participation

- Sequence Openings

- Sequence Closings

- Assignment Preparation

- Assignment Q&A Drop-in

Intended Knowledge Outcomes

By the end of the module students will gain knowledge of:

-       core theoretical principles of Conversation Analysis for investigating second language pedagogical activities
-       practical methods for transcribing and analysing authentic second language discourse during pedagogical activities
-       a variety of interactional practices that teachers and students use to accomplish pedagogical goals

Intended Skill Outcomes

By the end of this module, students will be able to:

-       identify and describe effective interactional practices used to facilitate second language learning
-       produce transcripts and make analytic observations of authentic pedagogical interaction following Conversation
Analysis principles
-       use findings from Conversation Analytic research to inform their own practices in a second language learning and teaching setting

Teaching Rationale And Relationship

Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.

During in-person lectures, students are given the opportunity to raise questions related to lecture videos and lecture contents.

In lectures, the lecturer provides more in-depth contents and creates several group activities. These activities include short data sessions and discussions. In these data sessions, students are shown short videos and transcriptions of authentic interactions (involving second language learning and teaching). Students are supported to (1) make analytic observations and (2) discuss the implications for learning and teaching. Guided data sessions help students to identify key interactional practices to facilitate second language learning.

Students are also given a transcription workshop in which they are guided through the theory and practical procedures for transcribing short clips of real-life interaction.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will include wider literature searches and reading, transcription practice, and assignment preparation.

Assessment Rationale And Relationship

The assessment is designed to integrate theoretical understanding with practical application, thereby achieving the module’s intended knowledge and skills outcomes. By requiring students to transcribe authentic second language classroom interactions using Conversation Analytic conventions, the task develops core methodological competence and attention to interactional detail. The subsequent analytic components ensure students can identify and describe key interactional phenomena, engage critically with relevant literature, and apply findings to pedagogical contexts, directly addressing outcomes related to using Conversation Analysis-based insights to inform teaching practice. The reflective component promotes metacognitive awareness of the transcription and analytic process, encouraging students to evaluate challenges, feedback implementation, and the role of AI tools, which supports the outcome of thoughtful professional reflection. Collectively, these elements provide a coherent, research-informed approach that equips students with both the theoretical principles and practical skills necessary for analysing and improving second language teaching and learning.

Note: students are provided with a link to each video clip. Students can view the clip online but cannot download, edit or share the clip.

During and between classes, students are given considerable theoretical and practical support to carry these assessment components out.

General Notes

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