Aperçu des sections

  • Généralités

    Tout replier Tout déplier

  • Contact Card

    Contact card of the module : Teaching English as a Foreign Language (TEFL)

    Faculty : Letters and Foreign Languages

    Department: English Department 

    Level of Students: Master One : Linguistics 

    Academic Year: 2023-2024  

    Semester: First Semester 

    Coefficient :01 

    Teaching Hours:35 hours 

    Evaluation: Exam and Continuous Evaluation(TD)

    Teacher: Karima LADJEL 

    Professional Email: Karima.ladjel@univ-msila.dz


  • Objectives

    The TEFL (Teaching English as a Foreign Language) module within the Master One program at the university offers an in-depth exploration of pedagogical approaches and methods tailored for English language instruction. The primary objective of this module is to equip students with a comprehensive understanding of diverse teaching methodologies, encompassing communicative language teaching, task-based learning, and content-based instruction. Students delve into various learning theories, gaining insights into cognitive, constructivist, and sociocultural perspectives, and learning how these theories can be effectively applied in EFL (English as a Foreign Language) classrooms. The module further emphasizes the practical aspects of teaching, focusing on lesson planning strategies that cater to diverse learner needs and abilities. Additionally, students learn to assess student outcomes through varied evaluation techniques, ensuring they can gauge language proficiency and adapt their teaching strategies accordingly. Overall, the TEFL module empowers students with the knowledge and skills necessary to create dynamic, learner-centered EFL environments, fostering effective English language acquisition.

  • Evaluation and Background

    Before attending the TEFL course in the Master One program, students are expected to have a solid foundation in English language proficiency and a comprehensive understanding of the fundamental principles of language teaching. This includes a grasp of essential grammatical structures, proficiency in language skills such as listening, speaking, reading, and writing, and an awareness of diverse English language varieties. Additionally, a basic knowledge of language acquisition theories and an understanding of the cultural aspects influencing language learning would be beneficial. Familiarity with educational concepts and a general awareness of global issues in language education can further enhance the student's readiness for the course. Overall, a strong background in English language studies, coupled with an enthusiasm for effective language instruction, forms a valuable precursor to engaging with the complexities of the TEFL course at the Master One level.

  • Units of the Module in the Second Semester

    1.      Lesson Plan
    1.1.  Samples of Lesson Plan
    1.2.  Components of a lesson Plan
    1.3.  The importance of lesson planning process
    1.4.  Teaching Materials
    1.5.  Teaching activities
    2.      Roles of Teachers
    3.      Characteristics of Effective Teachers
    4.      Teaching Language Skills
    4.1.  Teaching Receptive skills
    4.2.  Teaching productive skills
    5.      Evaluation, assessment, and measurement
    5.1.  Types of Assessments
    5.2.  Definition and types of tests
    5.3.  Criteria considered when formulating a test
    6.      Error Vs Mistake Correction
    6.1.  Sources of Errors
    6.2.  Strategies to Correct Errors
    7.      Curriculum Vs syllabus
    8.      Learning Styles
    Classroom Management

  • Type of Evaluation

    Exams and Tests 

    Discussions


  • Lesson 01: Teaching Methods

  • Lesson 02: Lesson Plan

  • Lesson 03: Assessment and Evaluation

  • LESSON 04: TEST AND ERROR CORRECTION

  • REFERENCES

    Bricker, D. (1993). AEPS (Assessment, evaluation and Programming System for infants and children) measurement for birth to three years. Brookes. 

     2. Adeshola, I., & Abubakar, A., (2020). Assessment of higher order thinking skills: Digital assessment techniques In E, Railean (Ed,). Assessment, testing, and measurement strategies in Global Higher Education. (pp.153-168) IGI Global. 

     3. Boyle, B., & Christie, T. (1996). Issues in setting standards establishing comparabilities. Washington, D.C. 

    4. Smith, K., (1996). Humanistic education requires humanistic assessment In Boyle, B., & Christie, T. (Eds,). Issues in setting standards establishing comparabilities. (pp.31- 40) Washington, D.C.

     5. Llewellyn, D. (2013). Teaching high school science through inquiry and Argumentation. Corwin. 

     6. Utley, R. A. (2011). Theory and research for academic nurse educators: Application to practice. Jones and Bartlett Publishers. 

    7. Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage. 

     8. Derbel, F. (2017). Evaluation of ICT use in language Education: why evaluate, where to look and with what means? In Hidri, S. (Ed,). Evaluation in foreign language education in the Middle East and North Africa. (pp. 221-236) Springer. 

     9. REA-DICKINS, P., & GERMAINE, K. P. (1998). Managing evaluation and innovation in Language teaching: Building bridges. Longman. 

     10. Berry, R. (2008). Assessment for learning. Hong Kong University Press. 

     11. Wragg, E. C. (2004). Assessment and learning in the Primary School. RoutledgeFalmer. 

     12. Rani, T. S., Priyadarsaini, J. R., & Rao, B. D. (2004). Educational measurement and evaluation. Discovery Pub. House. 

     13. Petrosko. J. M. (2005). Measurment. In Mathison (Ed.), Encyclopedia of evaluation (pp.247). Thousand Oaks. CA: Sage. 

    14. Brown, S., & Knight, P. (2005). Assessing learners in higher education. RoutledgeFalmer. 

     15. Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Routledge.

     16. Brown, G., Bull, J., & Pendlebury, M. (2005). Assessing student learning in higher education. Routledge.