ENGLISH GRAMMAR FOR TEACHERS - 2018/9
Module code: ELAM007
The module provides an overview of grammatical theory within linguistics as it pertains to English. There is a particular focus on the practical application of theory to grammar teaching. It focuses on methods currently in use for assessment and teaching. Students will be supported in analysing their own samples of language, to critically engage with grammar as presented in teaching materials, and where appropriate to reflect on their own teaching practice.
School of Literature and Languages
LEITCH Amy (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X162
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
Introduction to Grammar in Applied Linguistics
What makes learning 2nd language grammar difficult?
Typical areas of difficulty
Grammar based lessons or Task-based learning?
Teaching grammar outside writing
Class based, one-to-one or self-study?
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||PRESENTATION WITH PERSONAL REFLECTION (15 MINS)||50|
|Coursework||ESSAY (2000 - 2500 WORDS)||50|
The assessment strategy is designed to provide students with the opportunity to critically evaluate a range of language teaching methods as they pertain to grammar, and demonstrate their ability to apply contemporary approaches and methods to a familiar learning and teaching environment.
Thus, the summative assessment for this module consists of:
A presentation on a chosen grammar point with a personal reflection.
An essay critically evaluating given materials with reference to the theories taught on the module.
Contribution to classroom discussion
Group feedback on formative tasks will be provided during the input sessions.
Individual summative feedback will be provided online via SurreyLearn.
- Provide an overview of grammar theory
- Encourage students to critically evaluate a range of grammar teaching methodologies and methods
- Enable students to evaluate own practice or methodological stance
- Equip students with the appropriate tools and knowledge for their future English grammar teaching practice.
|1||Critically evaluate a variety of grammar teaching materials, in the light of appropriate grammatical theories||KC|
|2||Demonstrate advanced knowledge and understanding of the grammatical and lexical structures of English||KC|
|3||Identify the advantages and disadvantages of specific approaches when applied to a range of English language teaching and learning contexts||KCP|
|4||Reflect on own practice/stance||P|
|5||Analyse materials for practice and justify the method(s) chosen||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to acquire in-depth knowledge of theoretical issues in second language teaching and learning through attendance at classes and an exploration of scholarly writing in the field.
Enable students to deepen explicit knowledge of the linguistic structures, grammar and stylistic registers of English through attending classes, engaging in extensive reading and completing exercises and assignments.
Encourage student participation and independent learning, through small group classes, reading outside contact hours and participating in seminars.
Enable students to engage in analytical and evaluative thinking, to analyse and evaluate concepts, theories and practices associated with English language learning and teaching through attending classes, and engaging in independent study.
Acquire in-depth knowledge of grammatical theory and its application to the ESOL classroom through attendance at classes and an exploration of scholarly writing in the field.
The learning and teaching methods include:
Two contact hours per week over the semester;
Classes will include lectures and seminars.
Students are expected to engage in extensive reading of scholarly writing outside classes in order to follow lectures and participate in seminars.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Programmes this module appears in
|Teaching English to Speakers of Other Languages (TESOL) MA||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.