Course Outline - ELT MPHIL

GIFT UNIVERSITY 1
ENG-717 English Language Teaching (ELT)
MPhil (English), Spring 2019
Faculty: English
Credit hours: 3
Course level: Postgraduate
Campus/Location/Instruction GIFT University/On Campus
Mode:
Course Instructor: Dr Saqib Mahmood
Email: saqib.mahmood@gift.edu.pk
Consultation hours: Tuesday to Friday (9:00 – 4:00 except scheduled

classes)
Pre-requisite: None
Timing 4:10pm to 6: 45pm (F4)
This document was last March 2019

updated:
DEPARTMENT OF ENGLISH
GIFT UNIVERSITY 2
COURSE DESCRIPTION
Speaking our native language comes naturally. Acquiring a second language is a
much more complex undertaking that a skilled teacher can make easier. This
fascinating course will give you a deeper understanding of the field of English
language teaching in the Pakistani and global context. It addresses the language
systems of English, as well as reading, writing, speaking and listening skills. You will
also examine second-language acquisition theories and the impact that these have
on English language teaching pedagogy.
COURSE AIMS
The aims of this course are to:
 This course aims to provide a comprehensive survey of ELT theories and the
impact these can have ELT pedagogy.
 To introduce students to a variety of approaches to language teaching and the
principles of language lesson planning; materials design, adaptation and
evaluation; and self-evaluation of teaching.
 To provide a comprehensive overview of the subject matter of ELT, namely,
the language systems and the language skills.
 To enable students to understand the theory and practice of ELT with an
opportunity to examine and understand the problems of ELT in the context of
Pakistan.
LEARNING OUTCOMES
On successful completion of this course students will be able to learn:
 A historical perspective on the rise of second language acquisition (SLA)

theory in the second half of the twentieth century.
 Contrastive analysis, error analysis, and the rise of the input-interaction-output
model.
 Factors affecting second language learning: learning styles and learning
strategies, aptitude, attitude, and motivation.
 Syllabus Design and Needs analyses
 Approaches and methods in ELT; Teaching techniques and their theoretical
bases
 Teaching productive and receptive skills
GIFT UNIVERSITY 3
COURSE CONTENTS
Week Lecture Topics Task

1 1 Overview of the course
2 Key concepts and issues in ELT and SLA
2 3 Behaviourism; Innateness; Cognitivism; Interactionism;
Socio-cultural (i)
4 Behaviourism; Innateness; Cognitivism; Interactionism;
Socio-cultural (ii)
3 5 ELT Methods: Approach, Method and Technique
6 Grammar Translation, Direct Method; Audiolingual Method (i)
4 7 Grammar Translation, Direct Method; Audiolingual Method
(ii)
8 Task-based Learning; Communicative Language Teaching;
ELT Models in the Pakistani context (i)
5 9 Task-based Learning; Communicative Language Teaching;
ELT Models in the Pakistani context (ii)
ELT Models in the Pakistani context (iii)
6 11 Task-based Learning; Communicative Language Teaching; Quiz 1
ELT Models in the Pakistani context (iv)
ELT Models in the Pakistani context (v)
7 13 Theory and Practice of Teaching Reading
14 Theory and Practice of Teaching Reading
8 15 Mid Term Examination
9 16 Theory and Practice of Teaching Listening

17 Theory and Practice of Teaching Listening Quiz 2
10 18 Theory and Practice of Teaching Writing
19 Theory and Practice of Teaching Writing
11 20 Theory and Practice of Teaching speaking
21 Theory and Practice of Teaching speaking
12 22 Error analysis Quiz 3
23 Error analysis
13 24 Curriculum design
GIFT UNIVERSITY 4
25 Curriculum design
14 26 Materials development, lesson plans
27 Materials development, lesson plans
15 28 Review Presentations
29 Presentations Presentations
16 30 Presentations
ASSESSMENT
Item Assessment Number Weightage

Task
1 Quizzes 10%
2 Assignments 30%
3 Presentation 10%
4 Mid Term 20%
5 Final Examination 30%
All components of the above instruments are compulsory and must be completed in
order to obtain a passing grade.
GUIDELINES
 This course outline is tentative. Minor changes are expected based on the
interest / pace / understanding of the class.
 Additional to disciplinary policies of the institute / university, plagiarism will be
strictly dealt with. Events like copying of any assignments without reference,
cheating in quiz or exam may lead to strong penalty of grade.
 The students are highly encouraged to actively participate in class
discussions.
 Announcements, related materials, discussion points will be sent to the class
via email and shared server.
 Any changes in the course outline, test dates, marking or evaluation will be
discussed in class prior to being implemented.
TEXTS AND SUPPORTING MATERIALS
 Harmer, J. (2001). The practice of English language teaching. London/New

York.
 Myles, F., & Mitchell, R. (2014). Second language learning theories.

Routledge.
GIFT UNIVERSITY 5
 Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge.
 Nation, I. S., & Newton, J. (2008). Teaching ESL/EFL listening and speaking.
Routledge.
 Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language

teaching: An anthology of current practice. Cambridge university press.
 Richards, J. C. (1990). The language teaching matrix. Cambridge University

Press.
 Richards, J. C. (2001). Curriculum development in language teaching. Ernst

Klett Sprachen.

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GIFT UNIVERSITY 1

ENG-717 English Language Teaching (ELT)

MPhil (English), Spring 2019

Consultation hours: Tuesday to Friday (9:00 – 4:00 except scheduled

This document was last March 2019

 A historical perspective on the rise of second language acquisition (SLA)

Week Lecture Topics Task

9 16 Theory and Practice of Teaching Listening

Item Assessment Number Weightage

TEXTS AND SUPPORTING MATERIALS

 Harmer, J. (2001). The practice of English language teaching. London/New

 Myles, F., & Mitchell, R. (2014). Second language learning theories.

 Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge.

 Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language

 Richards, J. C. (1990). The language teaching matrix. Cambridge University

 Richards, J. C. (2001). Curriculum development in language teaching. Ernst

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