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The University of Southampton
Courses

LING6066 Analysing Language for ELT/TESOL

Module Overview

This module encourages you to reflect on the analysis of the structure of language and its relationships to language teaching. It will demonstrate the kinds of analytic processes employed in linguistic analysis and identify the relationships between grammar and other levels of linguistic description, such as phonology, lexis and discourse. It will explore the use of pedagogic grammars of English and your own skills in linguistic analysis with respect to classroom practice.

Aims and Objectives

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
  • apply analytical procedures to English language data
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • apply analytical procedures to English language data, including a variety of grammatical forms and functions in a range of texts
  • Use suitable terminology for describing grammar
  • Anticipate and analyse the nature of learner difficulties with aspects of the grammatical system
  • Prepare explanations and tasks for areas of learner difficulty
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Communicate effectively in a variety of written formats
  • 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

Syllabus

The module explores: - approaches to grammatical analysis and teaching and the skills and competences involved in teaching grammar. - analytic processes with selected grammatical areas. - the relationship between grammar and other levels of analysis – phonology, lexis and discourse. - 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: - Lectures - Student-led workshops Learning activities include: - Group discussions - Interactive tasks in topic learning objects - Formative assignments, e.g. analysis of language data - Essay writing - Summative analytical tasks Each week there will be one lecture and one activity-based workshop session.

TypeHours
Independent Study126
Workshops12
Lecture12
Total study time150

Resources & Reading list

Larsen-Freeman, D. (2003). Teaching Languages: From Grammar to Grammaring. 

Parrott, M. (2010). Grammar for English Language Teachers. 

Thornbury, S. (2017). About Language: Tasks for teachers of English . 

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

Yule, G.  (1998). Explaining English Grammar: A guide to explaining grammar for teachers of English as a second or foreign language. 

Bolitho, R. and Tomlinson, B.  (2005). Discover English: Language Awareness for Teachers. 

Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English: A Comprehensive Guide. 

Swan, M. (2016). Practical English Usage. 

Assessment

Summative

MethodPercentage contribution
Essay  (2500 words) 50%
Text analysis  (2300 words) 50%

Repeat

MethodPercentage contribution
Essay  (2500 words) 50%
Text analysis  (2300 words) 50%

Referral

MethodPercentage contribution
Essay  (2500 words) 50%
Text analysis  (2300 words) 50%

Repeat Information

Repeat type: Internal & External

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