Module overview
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Prepare explanations and tasks for areas of learner difficulty
- Use suitable terminology for describing grammar
- Anticipate and analyse the nature of learner difficulties with aspects of the grammatical system
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the interaction between grammar and other language systems
- form-meaning relationships (speech functions and notions, grammatical concepts, etc) in a variety of contexts
- principles for grammatical explanation and classroom teaching activities
- differing perspectives on grammar and their relevance to teaching practice
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Notice and investigate features of grammar in context
- Explore an inductive approach to teaching and learning grammar
- Critically compare different approaches to grammatical analysis
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Identify, select and use critically in professional communication a range of reference resources, printed and electronic
- Communicate effectively in a variety of written formats
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Lecture | 12 |
| Workshops | 12 |
| Independent Study | 126 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English: A Comprehensive Guide. Cambridge: Cambridge University Press.
Thornbury, S. (2017). About Language: Tasks for teachers of English. Cambridge: Cambridge University Press.
Parrott, M. (2010). Grammar for English Language Teachers. Cambridge: Cambridge University Press.
Yule, G. (1998). Explaining English Grammar: A guide to explaining grammar for teachers of English as a second or foreign language. Oxford: Oxford University Press.
Bolitho, R. and Tomlinson, B. (2005). Discover English: Language Awareness for Teachers. Macmillan Education.
Swan, M. (2016). Practical English Usage. Oxford: Oxford University Press.
Larsen-Freeman, D. (2003). Teaching Languages: From Grammar to Grammaring. Heinle & Heinle.
Bygate, M., Tonkyn, A. and Williams , E. (1994). Grammar and the Language Teacher. Prentice Hall.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Class Exercise
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: Internal & External