TLM17
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Module Description
Title
Pedagogic Grammar
Code
TLM17
Level
M
Credit rating
20 CATS
Prerequisites
Successful study at Level 3
Aims
To offer participants opportunities to:
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Learning
outcome/objectives
By the end of the module, participants will be able to:
1.
2.
3.
Content
(for contact time and
non-contact time)
critically examine definitions of grammar and their empirical and
ideological bases
explore theoretical perspectives for analysing the structure of
language
develop understanding of rules as learning constructs and the role of
explicit knowledge in language learning
evaluate different approaches to teaching grammar in L2 pedagogy
evaluate the validity of various theoretical perspectives on grammar
and/or teaching grammar
investigate the adequacy of grammatical knowledge using a variety
of analytic approaches (linguistic analysis, corpus analysis, learner
error analysis)
based on a clear theoretical framework, evaluate pedagogic
approaches to grammar through investigation of e.g. reference
materials, classroom activities, teaching materials
Indicative content to include:
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Critical examination of different approaches to “grammar” and the
bases for their validity
The psychological validity of grammatical knowledge: implicit and
explicit knowledge in L2 development, and the role of metalinguistic
awareness
Investigation of the nature of “rules” as learning constructs and the
processes by which learners create their own rules
Critical investigation of current grammar teaching approaches
(consciousness raising, inductive v. deductive, approaches to error
correction) and their theoretical/empirical justification
TLM17
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Teaching and
learning strategies
The weekly seminar will provide initial focus for subsequent
independent study, undertaken individually, in pairs and in larger
groups. This independent study will be guided by lists of questions,
bibliography and specified tasks, including some data analysis, also
supported by materials made available on the intranet. The weekly
seminar will then provide a forum for discussion of these tasks, with
clarification and extension provided by tutors. There will also be
opportunities for more practical focus, including a materials
analysis/evaluation workshop, an experiential language learning session
and a workshop on using language corpora and concordancers. Towards
the end of the module, individual and small group tutorials will support
work on specifying individual plans for enquiry, leading to the written
assignment.
Learning support
(include full details of
up to 8 titles)
Batstone, R. (1994) Grammar. Oxford: Oxford University Press
Biber, D. et al. (1999) Longman Grammar of Spoken and Written English.
London: Longman
Brazil, D. (1995). A Grammar of Speech. Oxford: Oxford University Press
Bygate, M., Tonkyn, A. & Williams, E. (eds.)(1994). Grammar and the
Language Teacher. Hemel Hempstead: Prentice Hall
Lewis, M. (1993). The Lexical Approach. Hove: LTP
McAndrew, R. (1991). English Observed: Language Awareness, the Shock of
Real English. Hove: LTP
Odlin, T. (ed.)(1994). Perspectives on Pedagogic Grammar. Cambridge:
Cambridge University Press
Rutherford, W. (1988). Second Language Grammar: Learning and Teaching.
London: Longman
Thornbury, S. (1999) About Language. Cambridge: Cambridge University
Press
Yule, G. (2002) Explaining English Grammar. Oxford: Oxford University
Press
Assessment task
A 3,000-4,000 word essay investigating an aspect of pedagogic grammar,
e.g. an analysis of an area of English grammar and critical assessment of
pedagogic presentations; an investigation of learner rules; an error
analysis leading to recommendations for teaching, a critical comparison
of different approaches to the same grammatical area.
100%
The essay should demonstrate
Assessment criteria
1.
2.
3.
An appropriate theoretical framework for critical investigation based
on wide ranging review of relevant literatures (LO1);
Accuracy and coherence in the implementation of analytical
approaches chosen (LO2);
Ability to draw sound conclusions from the analysis, in particular
for pedagogic implementation (LO3).
Brief description of
module content
and/or aims for
publicity
This module explores various definitions of grammar and approaches to
analysing linguistic structure. It also examines the psychological
pedagogical validity of linguistic rules for second language learners and
the processes by which second language learners construct and
internalise language rules. This leads to a critical examination of
approaches for teaching grammar and writing form-focused materials.
AEB
MA ELTS/MALT/TESOL
Module Team
Elspeth Broady, Raphael Salkie
TLM17
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Semester offered
Semester One
Timetable slot(s)
N/a
Site where delivered
Date of first
approval
Date of last revision
Falmer
June 2000
Date of approval of
this version
Version number
June 2002
Replacement for
previous module
Field for which
module is acceptable
and status in that
field
Course(s) which
module is acceptable
and status in course
Departmental home
N/a
External examiner(s)
Arlene Gilpin
N/a
Two
N/a
MA MALT (elective); MA TESOL (elective); MA ELTS (elective)
School of Languages