2016/17 Taught Postgraduate Module Catalogue

EDUC5912M Grammar, Learning and Teaching

15 creditsClass Size: 20

Module manager: Dr Amanda Howard
Email: A.J.Howard@education.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

Pre-requisite qualifications

First degree (TESOL or related subject) and teaching experience (normally at least 3 years) in TESOL or a related subject.

This module is not approved as an Elective

Module summary

This module will be relevant to language teachers and teacher educators interested in reviewing and developing their understandings of key issues in the learning and teaching of second language grammar. It starts by considering different means of the term 'grammar' and providing an overview of key issues in the study of grammar teaching. Arguments in favour of and against formal grammar teaching are then presented and discussed with reference both to research on second language acquisition and to more recent work on teacher cognition. This research is also referred to in illustrating a range of pedagogical options which exist in teaching grammar and considering what is known about the relative effectiveness of these. The final part of the module examines the roles of practice and error correction in grammar learning and teaching.

Objectives

On completion of this module, students will have a systematic understanding and critical awareness of:
- different definitions of 'grammar';
- the role of grammatical knowledge in language proficiency;
- the role of grammar in different approaches to language teaching;
- the findings of current research on the development of second language grammatical knowledge;
- different pedagogical options for teaching grammar;
- the findings of research on teachers' beliefs and practices regarding grammar teaching;
- the implications of all the above for instructional practice.

Syllabus

This module provides an overview of key issues in the learning and teaching of second language grammar. It starts by considering different meanings of the term 'grammar' and providing an overview of the role grammar has played in different approaches to language teaching.

Arguments in favour of and against formal grammar teaching are then presented and discussed with reference to research on second language acquisition. This research is also referred to in illustrating a range of pedagogical options which exist in teaching grammar and considering what is known about the relative effectiveness of these.

The final part of the module examines a second body of research which focuses on how teachers teach grammar rather than how learners acquire it.

The discussion of this research on teaching highlights a range of factors, notably teachers' beliefs about language teaching and learning, which affect the way language teachers approach grammar in their classrooms.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	12	1.50	18.00
Tutorial	10	1.00	10.00
Private study hours			122.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			150.00

Private study

- 2 hours preparation per lecture = 24 hours
- 2 hours follow up per lecture = 24 hours
- 74 hours research and assignment preparation.

Opportunities for Formative Feedback

- Preparation and follow-up tasks for each lecture
- Tasks during lectures.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	3,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 24/04/2017

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