C-1
COURSE SYLLABUS
ELT 304 Teaching English Grammar
Full Course Title:
Teaching English Grammar/ Predavanje engleske gramatike
Course Code:
ELT 304
Course Level/BiH cycle:
1st Cycle (Bachelor of Art)
ECTS credit value:
6 ECTS
Student work-load:
For the whole semester:
Lectures
Tutorial /
Practical training
e.g. Project
40%
60%
20%
Length:
e.g. Internship
Individual
learning
TOTAL
30%
150
Spring semester 2012/2013.
Faculty/School/Department: Faculty of Arts and Social Sciences, English Language and Literature
Course leader:
Assist. Prof. Barbara Brown
Senior Assistant Almasa Mulaic
Contact details:
amulalic@ius.edu.ba telephone: 957 309, office F2.6.
Site:
Host SP:
English Language Teaching
Course status:
Area Elective
Pre-requisites:
No
Access restrictions:
No
Assessment:
assignments, written exams, quizzes, presentations
Date validated:
18th February 2013
Course aims:






The aims of this course are:
To equip students with understanding the most recent advances in theory and research on communicative grammar
instruction and various instructional options for implementing it effectively in second language classroom.
To equip students with the terminology used to describe and analyze the structure and system of English: e.g. noun, verb,
subject, clause, phrase etc.
To enable students to understand basic principles of how grammar can be brought back to L2 classroom without returning
to the traditional models of grammar teaching that have often be found to be ineffective.
To enable students to analyze how can a focus on grammar be combined with a focus on communication
To expose students to various grammatical structures and past and current instructional practices
To introduce students with grammatical topics with the reference to specific errors that EFL\ESL students make.
Learning outcomes:






On successful completion of this module students will be able:
Understand the structural characteristics of English language, word structure and phrase and sentence patterns.
Analyze the structure and system of English: e.g. noun, verb, subject, clause, phrase etc.
Evaluate and understand basic principles of how grammar can be brought back to L2 classroom.
Examine and analyze new English data in the context of language use
Compare and contrast various grammatical structures and past and current instructional practices
To use various grammatical topics with the reference to specific errors that EFL\ESL students make.
1
C-1
Indicative syllabus content:
In this course some application of linguistics to the teaching of English and the language art are suggested. This advanced grammar
course is primarily designed to allow students to gain a sufficient knowledge of explicit (conscious) English Grammar and to provide
students with the tools necessary for understanding language structure. The course also provides students with knowledge related
to second language learning and its implication for second language teaching. This course is particularly intended at teachers and
teacher trainers who wish to explore the different ways in which a focus on grammar can be integrated into communicative
lessons.
Learning delivery:
Weekly lectures, presentation and classroom discussions (3 hours per week).
Assessment Rationale: Assessment within this module is designed to have the students recognise properly the course content
which they will be learning during the semester. The assessment of the students’ overall success during the semester and at the
end of the semester includes assignments, classroom discussions, presentations, mid-term and final exams.
Assessment Weighting:
Weekly quiz: 25% (five short questions per week, usually based on the previous week's lecture content)
Essay assignment: 25% (the first draft, worth 10% during the semester; the final draft, worth 10% during the semester).
Examinations: Two Midterm exams at 30% and one Final exam at 20 % (this written examination will be held in the last week of
the semester. They will be designed to test the student's understanding of content delivered during the course, and mastery of the
skill objectives outlined in the syllabus.
Essential Reading:




Hossein Nassaji. 2011. Teaching Grammar in Second Langauge Classroom. Routledge.
Barbara Dykes. 2007. Grammar for Everyone.
Betty Schrampfer Azar, Stacy A. Hagen. 2010. Fundamentals of English Grammar.
Scott Thornbury. 2003. How to Teach Grammar. Longman.
Intranet web reference:
Important notes:
Course policy: Attendance is ABSOLUTELY REQUIRED in the class. Arrive at class promptly and with the required supplies for that
day’s session. Participation in class critiques is very important for the same reasons as attendance.
Absence from lectures and tutorials shall not exceed 30%. Students who exceed the limits without a medical or emergency excuse
acceptable to and approved by the Dean of the relevant faculty shall not be allowed to take the final examination and shall receive
a mark of zero for the course. If the excuse is not approved by the Dean, the student shall be considered to have withdrawn from
the course.
Quality assurance:
Course schedule:
Week
1.
Dates
15.03.2013.
Topic
The Changing View of Grammar
Instruction
Focus on Grammar Through
Processing Instruction
Focus on Grammar Through
Textual Enhancement
Focus on Grammar Through
Discourse
Relevant reading
Teaching Grammar in Second
Language Classroom (1-16).
Teaching Grammar in Second
Language Classroom (20-35).
Teaching Grammar in Second
Language Classroom (36-48)
Teaching Grammar in Second
Language Classroom (50-67).
22.03.2013.
Interaction and Output-based
Options in Focus on Grammar
Teaching Grammar in Second
Language Classroom (72-87).
Focus on Grammar through
Structured Grammar Focused
Tasks
Teaching Grammar in Second
Language Classroom (88-101).
22.02.2013.
2.
01.03.2013.
3.
4.
5.
6.
08.03.2013.
29.03.2013.
2
Assignments
assignment due
C-1
Week
Dates
7.
05.04.2013.
8.
12.04.2013.
9.
19.04.2013.
10.
26.04.2013.
11.
03.05.2013.
12.
10.05.2013.
13.
17.05.2013.
14.
24.05.2013.
15.
31.05.2013.
Topic
Focus on Grammar through
Collaborative Output Tasks
MIDTERM EXAM
The Role of Context in Focus on
Grammar
Teaching Strategies for the
Contemporary Classroom (Parts
of speech, nouns, pronouns)
How to Practice Grammar
How to Integrate Grammar
How to Test Grammar
Focus on Grammar in L2
Classroom
Students’ Presentations
Relevant reading
Teaching Grammar in Second
Language Classroom (104-118).
Teaching Grammar in Second
Language Classroom (122-134).
Grammar for Everyone. (8-25)
How to Teach Grammar
How to Teach Grammar
Teaching Grammar in Second
Language Classroom (136-141).
Teaching Grammar in Second
Language Classroom (136-141).
Teaching Grammar in Second
Language Classroom (136-141).
16.
3
Assignments