LN5064: Learning Theories and SLA in Language Teaching

LN5064: LEARNING THEORIES AND SLA IN LANGUAGE TEACHING (2026-2027)

Last modified: 14 Aug 2026 11:46

Course Overview

This course will introduce key learning theories and Second Language Acquisition (SLA) perspectives relevant to TESOL (Teaching English to Speakers of Other Languages). Students will critically examine behaviourist, cognitive and sociocultural approaches and reflect on how these shape their teaching beliefs and practices. The course will also explore core processes in second language learning, including vocabulary, morphosyntax, collocations, formulaic language, language functions and phonology. Students will apply theory to practice by designing evidence-based EFL activities informed by learner needs and by using English language corpora to support classroom task design.

Course Details

Study Type	Postgraduate	Level	5
Term	First Term	Credit Points	30 credits (15 ECTS credits)
Campus	Aberdeen	Sustained Study	No
Co-ordinators	Dr Ishrat Rehman-Feltell

What courses & programmes must have been taken before this course?

Any Postgraduate Programme (Studied)

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

Course Description

This course introduces students to key concepts, hypotheses and models within learning theory and Second Language Acquisition (SLA), with a particular focus on their relevance to TESOL (Teaching English to Speakers of Other Languages). It examines behaviourist, cognitive and sociocultural perspectives, encouraging students to analyse their assumptions about language learning and reflect on how these perspectives inform their teaching beliefs and philosophy. Students will critically evaluate the strengths and limitations of major learning theories and consider their applicability to contemporary English language teaching contexts. The course also explores core processes involved in second language acquisition, including the learning of vocabulary, morphosyntax, collocations, formulaic language, language functions and phonology. Alongside theoretical and research-based inquiry, students will engage in designing pedagogically sound EFL learning activities that address areas of difficulty experienced by learners from diverse linguistic backgrounds. Students will also be introduced to English language corpora and will use corpus data to inform and design evidence-based EFL classroom tasks.

Contact Teaching Time

Information on contact teaching time is available from the course guide.

Teaching Breakdown

More Information about Week Numbers

Details, including assessments, may be subject to change until 21st September 2026 for Term 1 and Full Year courses and 8th January 2027 for Term 2 courses.

Summative Assessments

Class Test

Assessment Type	Summative	Weighting	40
Assessment Weeks		Feedback Weeks		Look up Week Numbers
Feedback	In-class data analysis test (SAQ) - 2 hours. On MyAberdeen – written feedback.

Learning Outcomes

Knowledge Level	Thinking Skill	Outcome
Conceptual	Analyse	Demonstrate a systematic understanding of processes involved in the acquisition of vocabulary, morphosyntax, collocations, formulaic language, language functions, and phonology.
Procedural	Create	Interpret and use English language corpus data to design EFL classroom activities
Procedural	Create	Design pedagogically sound EFL activities that address specific areas of difficulty experienced by learners from diverse linguistic backgrounds
Procedural	Evaluate	Synthesise existing research on learning theories and relate it to classroom practice
Reflection	Create	Reflect analytically on the potential applications of these theories within EFL (English as a Foreign Language) classroom contexts

Class Test - Multiple Choice Questions

Assessment Type	Summative	Weighting	30
Assessment Weeks	19	Feedback Weeks	20	Look up Week Numbers
Feedback	On MyAberdeen – along correct and incorrect answers.

Learning Outcomes

Knowledge Level	Thinking Skill	Outcome
Conceptual	Analyse	Demonstrate a systematic understanding of processes involved in the acquisition of vocabulary, morphosyntax, collocations, formulaic language, language functions, and phonology.
Conceptual	Evaluate	Critically evaluate a range of theories of language learning
Procedural	Create	Interpret and use English language corpus data to design EFL classroom activities
Procedural	Evaluate	Synthesise existing research on learning theories and relate it to classroom practice

Peer-teaching reflection 2

Assessment Type	Summative	Weighting	15
Assessment Weeks	19	Feedback Weeks	21	Look up Week Numbers
Feedback	On MyAberdeen – written feedback.

Learning Outcomes

Knowledge Level	Thinking Skill	Outcome
Reflection	Create	Reflect analytically on the potential applications of these theories within EFL (English as a Foreign Language) classroom contexts
Reflection	Evaluate	Analyse how language learning theories and principles align with or challenge their personal beliefs about EFL teaching

Peer-teaching reflection 1

Assessment Type	Summative	Weighting	15
Assessment Weeks	14	Feedback Weeks	16	Look up Week Numbers
Feedback	On MyAberdeen – written feedback.

Learning Outcomes

Knowledge Level	Thinking Skill	Outcome
Reflection	Create	Reflect analytically on the potential applications of these theories within EFL (English as a Foreign Language) classroom contexts
Reflection	Evaluate	Analyse how language learning theories and principles align with or challenge their personal beliefs about EFL teaching

Formative Assessment

There are no assessments for this course.

Resit Assessments

Essay

Assessment Type	Summative	Weighting	100
Assessment Weeks		Feedback Weeks		Look up Week Numbers
Feedback		Word Count	5000

Learning Outcomes

Sorry, we don't have this information available just now. Please check the course guide on or with the Course Coordinator
Knowledge Level	Thinking Skill	Outcome

Course Learning Outcomes

Knowledge Level	Thinking Skill	Outcome
Conceptual	Evaluate	Critically evaluate a range of theories of language learning
Reflection	Create	Reflect analytically on the potential applications of these theories within EFL (English as a Foreign Language) classroom contexts
Procedural	Evaluate	Synthesise existing research on learning theories and relate it to classroom practice
Reflection	Evaluate	Analyse how language learning theories and principles align with or challenge their personal beliefs about EFL teaching
Conceptual	Analyse	Demonstrate a systematic understanding of processes involved in the acquisition of vocabulary, morphosyntax, collocations, formulaic language, language functions, and phonology.
Procedural	Create	Interpret and use English language corpus data to design EFL classroom activities
Procedural	Create	Design pedagogically sound EFL activities that address specific areas of difficulty experienced by learners from diverse linguistic backgrounds

51cg