Degree of Bachelor in education, social sciences or the humanities, including 15 credits from an independent project, and the equivalent of Swedish secondary school English 6.

Alternatively,

A professional qualification specializing in teaching that comprises 180 credits, of which 15 credits from an independent project, and the equivalent of Swedish secondary school English 6.

This course is part of the English and Education Master’s Programme.

Students will deepen their knowledge and awareness of the English phonological system, with a focus pronunciation teaching, as well as the structure and representation of English words, with a focus on strategies for vocabulary teaching, including the use of corpora.

The course covers the fundamentals of the English sound system (phonetics and phonology) and English morphology. Students will learn how to use an awareness of the English phonological system to help pupils improve their own reception and production of speech and strategies for stimulating learning and acquisition of vocabulary in the classroom, as well as how to use corpora to investigate word use in authentic contexts.

On completing of the course, the students will be able to:

• describe and analyse the English sound system with a focus on pronunciation training and its role in English language teaching,
• describe and analyse English word usage and word formation processes, with a focus on vocabulary learning and its role in English language teaching,
• use corpora for the construction of a classroom activity, with a focus on facilitating vocabulary learning.

The course includes various learning activities such as seminars, lectures, self-study and group work.

Assessment is conducted in two parts:

Exam 1: Written Exam, 3.5 credits, in which learning outcome 1 is assessed.
Exam 2: Oral Exam, 4 credits, in which learning outcomes 2 and 3 are assessed.

Grading criteria for the course are announced by the course coordinator at the start of the course.

The basis for all assessments must be such that individual performance can be distinguished.

Quigley, Alex. (2018). Closing the Vocabulary Gap. New York: Routledge. (204 s.)

Tritch Yoshida, Maria. (2016). Beyond Repeat After Me: Teaching Pronunciation to English Learners. Alexandria VA: Tesol International Association. (194 s.)

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.