Module overview
Aims and Objectives
Learning Outcomes
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
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Use suitable terminology for describing grammar
- Prepare explanations and tasks for areas of learner difficulty
- 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:
- 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
- the interaction between grammar and other language systems
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
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Lecture | 12 |
Independent ÃÛÌÒTV | 126 |
Workshops | 12 |
Total study time | 150 |
Resources & Reading list
Textbooks
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.
Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English: A Comprehensive Guide. Cambridge: Cambridge University Press.
Bolitho, R. and Tomlinson, B. (2005). ÃÛÌÒTV 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.
Thornbury, S. (2017). ÃÛÌÒTV Language: Tasks for teachers of English. Cambridge: Cambridge University Press.
Bygate, M., Tonkyn, A. and Williams , E. (1994). Grammar and the Language Teacher. Prentice Hall.
Parrott, M. (2010). Grammar for English Language Teachers. Cambridge: Cambridge University Press.
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