Module overview
The module has 4 blocks. The examples and main references in the module will be for English.
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Monitor and evaluate professional activity including self-evaluation
- Demonstrate online interpersonal and collaborative skills in the presentation of work, tutorials and workshop discussions
- Communicate through synchronous and asynchronous computer mediated communication
- Use ICT skills appropriately in the planning and development of group projects, and peer support
- Use ICT skills appropriately in the presentation and discussion of work, and teaching/learning issues
- Use ICT skills appropriately in e-communication
- Identify, select and use critically in professional communication a range of reference resources, printed and electronic
- Communicate in a variety of written formats
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Use reference material relevant to learner needs
- Use suitable terminology for describing grammar
- Prepare explanations and tasks for areas of learner difficulty
- Translate language awareness into material for student learning
- Apply analytical systems to a variety of grammatical forms and functions in a range of texts
- 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:
- classifications of language competence relevant to syllabus and materials design
- principles for grammatical explanation and classroom teaching activities
- form-meaning relationships (speech functions and notions, grammatical concepts, etc) in a variety of contexts
- the interaction between grammar and other language systems
- 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
- Reflect on your own teaching practice and identify areas for change
- Relate your prior teaching experience to current theories and debates on the teaching of grammar
- Critically compare different approaches to grammatical analysis
- Explore an inductive approach to teaching and learning grammar
Syllabus
The module has 4 blocks. Block 1 looks at approaches to grammatical analysis and teaching and the skills and competences involved in teaching grammar. In block two the focus will be on analytic processes with selected grammatical areas. Block three examines the relationship between grammar and other levels of analysis – phonology, lexis and discourse. The final block of the module focuses on pedagogic grammar and the application of your analytical skills and awareness to classroom practice. The examples and main references in the module will be for English.
Learning and Teaching
Teaching and learning methods
Teaching methods include
- Online tutor led discussion forums
- Interactive tasks in topic learning objects
- Presentations and lectures via podcasts/audio/video files
- Synchronous chat/small group discussions
Learning activities include:
- Reading key texts
- Accessing online resources
- Participating in online forums
- Private study, research and reflection
- Action research and reporting/presentation in forums
Type | Hours |
---|---|
Teaching | 75 |
Independent Study | 75 |
Total study time | 150 |
Resources & Reading list
Textbooks
Swan M (2005). Practical English Usage. Oxford University Press.
Wright T (1994). Language Analysis for Teachers. Edward Arnold.
Bygate M, Tonkyn A, Williams E(eds) (1994). Grammar & the Language Teacher. Prentice Hall International.
Larsen-Freeman D (2001). Teaching Language: From Grammar to Grammaring. Heinle & Heinle.
Thornbury S (1997). About Language. Cambridge University Press.
Yule G (1998). Analysing English Grammar. Oxford University Press.
Carter R and M McCarthy (2006). The Cambridge Grammar of English. Cambridge University Press.
Parrott M (2000). Grammar for English Language Teachers. Cambridge University Press.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Text analysis | 50% |
Essay | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Coursework | 100% |
Repeat Information
Repeat type: Internal & External