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The University of Southampton

LING6018 Language Analysis for Teaching

Module Overview

The module has 4 blocks. The examples and main references in the module will be for English.

Aims and Objectives

Module Aims

• present and examine different approaches to grammatical description • enable you to explore the relationship between grammatical structures, meanings and use • encourage you to explore the relationships between grammar and other levels of language analysis • explore the application of analytical knowledge and skills to grammatical explanation and teaching practice • provide a context in which you can reflect on and develop your own awareness of grammar in use and application to the teaching and learning of grammar

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • differing perspectives on grammar and their relevance to teaching practice
  • form-meaning relationships (speech functions and notions, grammatical concepts, etc) in a variety of contexts
  • the interaction between grammar and other language systems
  • classifications of language competence relevant to syllabus and materials design
  • principles for grammatical explanation and classroom teaching activities
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Communicate through synchronous and asynchronous computer mediated communication
  • Communicate in a variety of written formats
  • Use ICT skills appropriately in e-communication
  • Use ICT skills appropriately in the presentation and discussion of work, and teaching/learning issues
  • Demonstrate online interpersonal and collaborative skills in the presentation of work, tutorials and workshop discussions
  • Use ICT skills appropriately in the planning and development of group projects, and peer support
  • Identify, select and use critically in professional communication a range of reference resources, printed and electronic
  • Monitor and evaluate professional activity including self-evaluation
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Critically compare different approaches to grammatical analysis
  • Notice and investigate features of grammar in context
  • Explore an inductive approach to teaching and learning grammar
  • Relate your prior teaching experience to current theories and debates on the teaching of grammar
  • Reflect on your own teaching practice and identify areas for change
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • Apply analytical systems to a variety of grammatical forms and functions in a range of texts
  • Use suitable terminology for describing grammar
  • Translate language awareness into material for student learning
  • Anticipate and analyse the nature of learner difficulties with aspects of the grammatical system
  • Prepare explanations and tasks for areas of learner difficulty
  • Use reference material relevant to learner needs


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.

Special Features

In a traditional module, contact time would typically be with materials, tutor, and fellow participants, all in a classroom setting. Online learning is self-instructional learning and there are no classes as such. A large degree of responsibility for and control over your learning rests with you. However, it is important to help you to structure your study time and we do this through two important online forms of contact or interaction. Tasks and feedback which help you to preview, focus, check on or explore issues related to your independent study reading are one form of possible contact time, taking up 3 hours a week. There will also be a 2 hour weekly asynchronous forum of discussion, presentation and interaction tasks, moderated by tutors and providing important opportunities for interaction with tutors and peers.

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

Independent Study75
Total study time150

Resources & Reading list

Thornbury S (1997). About Language. 

Yule G (1998). Analysing English Grammar. 

Carter R and M McCarthy (2006). The Cambridge Grammar of English. 

Bygate M, Tonkyn A, Williams E(eds) (1994). Grammar & the Language Teacher. 

Swan M (2005). Practical English Usage. 

Parrott M (2000). Grammar for English Language Teachers. 

Wright T (1994). Language Analysis for Teachers. 

Larsen-Freeman D (2001). Teaching Language: From Grammar to Grammaring. 



MethodPercentage contribution
Essay  (2500 words) 50%
Text analysis  (2000 words) 50%


MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

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