2018/9, Trimester 1, Blended,
| Occurrence: | 001 |
| Primary mode of delivery: | Blended |
| Location of delivery: | CRAIGLOCKHAR |
| Partner: | |
| Member of staff responsible for delivering module: | Vivien Xiaowei Zhou |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
Language learning takes place in highly interactive tutorial groups and has a strong emphasis on communicative ability and the four language skills of speaking, listening, reading and writing. Language learning at all levels requires a strong commitment from the learner. All language modules foster and develop this by means of frequent formative assessments, portfolio assessments, the provision of student conversation partners and a bank of core and supplementary materials on Moodle together with supplementary materials made available electronically through the Languages ‘L’ drive (LO 1). Higher level postgraduate skills and autonomy will be evidenced by the ability to manage a demanding workload, and the use of language skills outwith the subject area of the module to research and develop a project on a topic related to your main programme of study (LOs 2, 3). Contact will be three to four hours per week of labs and tutorials, additional hours will also be necessary to undertake the project. The module leader will act as supervisor for the project, with input where necessary from languages colleagues with specific skills, knowledge or research interests (LOs 4, 5). The topic for the project must be agreed with the module leader and must relate to the Masters programme on which you are enrolled. The project will contribute to enhancing your intercultural understanding and understanding of the processes of second language learning. If you are on the MSc Intercultural Business Communication, for example, you may wish to develop the content studied in other modules in order to focus a project on the cultural or business environment of the country where the language is spoken. If you are on the ‘with TESOL’ programme you might wish to focus a similar topic or to undertake a project on the nature of second language acquisition. The language learning element will give access to deeper understanding of a specific cultural context and to sources of literature or learni
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Formative feedback will be provided in tutorials for both the language acquisition and the project.
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There are three parts to the assessment for the module. A portfolio relating to the language acquisition (50%), an outline project proposal (5%) and the project (45%). The project will analyse a business, cultural or linguistic topic relating to a country where the language studied is spoken, or to the theory of language learning itself. The language learning will support and inform the project by developing cultural insights and enabling access to resources in the language and to literature which would not otherwise be available.
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Tutorial | 40 |
| Independent Learning | Guided independent study | 160 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Portfolio | 50 | 1 | 13 | HOURS= 0, WORDS= 3000 |
| Project - Written | 5 | 2 & 4 | 5 | HOURS= 0, WORDS= 400 |
| Project - Written | 45 | 2 - 4 | 13 | HOURS= 0, WORDS= 2000 |
| Component 1 subtotal: | 50 | |
| Component 2 subtotal: | 50 | | | |
| Module subtotal: | 100 | | | |
2018/9, Trimester 2, Face-to-Face, Edinburgh Napier University
| Occurrence: | 002 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | CRAIGLOCKHAR |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Vivien Xiaowei Zhou |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
Language learning takes place in highly interactive tutorial groups and has a strong emphasis on communicative ability and the four language skills of speaking, listening, reading and writing. Language learning at all levels requires a strong commitment from the learner. All language modules foster and develop this by means of frequent formative assessments, portfolio assessments, the provision of student conversation partners and a bank of core and supplementary materials on WebCT together with supplementary materials made available electronically through the Languages ‘L’ drive (LO 1). Higher level postgraduate skills and autonomy will be evidenced by the ability to manage a demanding workload, and the use of language skills outwith the subject area of the module to research and develop a project on a topic related to your main programme of study (LOs 2, 3). Contact will be three to four hours per week of labs and tutorials, additional hours will also be necessary to undertake the project. The module leader will act as supervisor for the project, with input where necessary from languages colleagues with specific skills, knowledge or research interests (LOs 4, 5). The topic for the project must be agreed with the module leader and must relate to the Masters programme on which you are enrolled. The project will contribute to enhancing your intercultural understanding and understanding of the processes of second language learning. If you are on the MSc Intercultural Business Communication, for example, you may wish to develop the content studied in other modules in order to focus a project on the cultural or business environment of the country where the language is spoken. If you are on the ‘with TESOL’ programme you might wish to focus a similar topic or to undertake a project on the nature of second language acquisition. The language learning element will give access to deeper understanding of a specific cultural context and to sources of literature or learnin
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
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The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Practical classes and workshops | 40 |
| Independent Learning | Guided independent study | 160 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Portfolio | 50 | 1 | 13 | HOURS= 0, WORDS= 3000 |
| Project - Written | 5 | 2 & 4 | 13 | HOURS= 0, WORDS= 400 |
| Project - Written | 45 | 2 - 4 | 13 | HOURS= 0, WORDS= 2000 |
| Component 1 subtotal: | 50 | |
| Component 2 subtotal: | 50 | | | |
| Module subtotal: | 100 | | | |