1. Knowledge of instrumental concepts in the domains that constitute the subject.
2. Knowledge of specific aspects and problems of the linguistic levels of English, as well as its linguistic bases, in purview of teaching it as a second or foreign language.
3. Knowledge of key perspectives on the subject’s research.
4. Knowledge of materials, strategies, appraisal tools, as well as their linguistic foundations, with the aims of teaching phonetics, grammar and vocabulary of English as a second or foreign language.
5. Knowledge of information sources and specialized bibliography of reference in linguistics applied to the teaching of phonetics, grammar and the lexicon of English as a second or foreign language.
6. Application of the knowledge acquired in case study activities, problem solving, analysis of materials, techniques and strategies and to the design of activities.
7. Analytical and comprehensive use of the different sources of information and the reference bibliography.
8. Adequate use of terms and conceptual tools specific to the subject.
9. Application of the knowledge acquired to the accomplishment of academic works.
10. Responsibility in individual tasks.
11. Collaboration in collective tasks.
12. Development of a flexible and critical attitude towards the diversity of methods, theories, perspectives.
13. Development of the ability for autonomous work.

4.1. Formative goals.

1. Understanding the relationship between lexis and other language components in the teaching-learning process.

2. Being aware of the lexical varieties of English and the social, cultural and situational factors related to them.

3. Being aware of the various theories explainingg the process of vocabulary learning and those related to vocabulary teaching. 

4. Being aware of the different methodological approaches for EFL/ESL vocabulary teaching and learning.

5. Becoming familiar and assessing materials, resources and types of activities for EFL/ESL vocabulary teaching. 

6. Being aware of the instruments for ESL/EFL vocabulary learning depending on students' levels.

7. Becoming familiar with specialized bibliography EFL/ESL vocabulary teaching.

8. Being familiar with the main research areas in EFL/ESL vocabulary.

4.2. Procedural goals

9. Using the terminology corresponding to the concepts related to English lexis.

10. Being able to ground teaching decisions by applying the various theories on EFL/ESL vocabulary teaching and learning

11. Being able to select, on a justified basis, methods and techniques for EFL/ESL vocabulary teaching.

12. Being able to select contents for EFL/ESL vocabulary teaching depending on the learners' needs.

13. Being able to select and use assessment tools suitable to each student's level.

14. Being able to use certain resources, such as dictionaries, in order to promote autonomous learning. 

15. Being able to develop activities and materials for EFL/ESL vocabulary teaching and learning.

16. Using bibliography in an critical and comprehensive manner. 

17. Being able to summarize and analyze content related to the module and presenting ideas in an orderly, clear and consistent manner. 

18. Being able to design and implement a paper on some issue related to English lexis from the point of view of EFL/ESL vocabulary teaching and learning

4.3. Attitudinal goals

19. Developing a critical, but also flexible, attitude towards language teaching as regards methods and approaches to EFL/ESL vocabulary teaching.

20. Developing an ability for self-criticism allowing autonomous and constant development.

21. Being able to autonomously update and develop the knowledge related to EFL/ESL vocabulary teaching.

22. Developing an ability for cooperation, commitment and responsibility in collaborative tasks.

23. Adopting a responsible attitude in individual and collaborative tasks.

24. Developing an ability for autonomous work.

25. Accepting and showing, while doing tasks, the social and cultural values in agreement with present Europe and with the promotion of sustainable development.

26. Being aware of the lexical component related to gender when formulating learning aims and activities.