Teaching and Learning Grammar (LG 636)
The general aim of the module is to provide an overview of the teaching and learning of grammar in the context of second language (L2) learning. The first part of the module focuses on issues related to learning (of L2 grammar); the second part focuses on issues related to teaching (of L2 grammar).
In the first part of the module, the concept of explicit (conscious) knowledge and learning will be introduced and contrasted with implicit (non-conscious) knowledge and learning. Focusing on the learning of L2 grammar, we will look at factors that might influence a learner’s acquisition and use of explicit knowledge. We will examine the concept of metalinguistic knowledge (knowledge about language) and discuss research into explicit knowledge and learning. We will also consider Processing Instruction, an approach to teaching grammar which is directly based on insights about L2 learning.
In the second part of the module, we will focus on current issues in the
teaching of pedagogical grammar in the L2 classroom. We will explore some of the
considerations which could help teachers make informed pedagogical decisions
about L2 grammar, e.g. the selection of grammar features to be taught, and when
and how we should teach grammar. We will also discuss error correction and the
provision of feedback in the context of grammar teaching. A selective overview
of pedagogical approaches and techniques used for grammar teaching and
associated materials will be provided.
Having completed the module, students will have knowledge and understanding of:
One 2-hour class per week for 10 weeks, with a balance of lecture-type instruction and seminar-type activities, as required. Lectures will provide an overview of key concepts and research findings; seminar time will focus on student-centred tasks, follow-up exercises, and discussion of issues raised in the lectures and associated module readings. Discussion and questions from students are encouraged throughout.
Assessment consists of a 3,000-word assignment. There will be a choice of topics which will allow students to focus either on the teaching or the learning of grammar, depending on their interests.
There is no single set textbook, but students who wish to prepare for the course are advised to look at some or all of the following. Note that a full reading list is provided on the CMR.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The
DeKeyser, R. M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-348). Malden, MA: Blackwell.
Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.
Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227-275.
Ellis, R. (2006). Current issues in the teaching of
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Llearning. Bristol: Multilingual Matters.
Hinkel, E., & Fotos, S. (Eds.)
(2002). New Perspectives on Grammar Teaching in Second Language
Larsen-Freeman, D. (2003).
Larsen-Freeman, D. (2003).(2003). Teaching Language: From Grammar to Grammaring. Boston, MA: Heinle & Heinle.
Larsen-Freeman, D. (2009). Teaching and testing
grammar. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching
Nassaji, H., & Fotos, S. (2011). Teaching Grammar
in Second Language Classrooms: Integrating Form-Focused Instruction in
Pennington, M. (Ed.) (1995). New Ways in Teaching Grammar. TESOL.
25 January 2018
25 January 2018
Department of Language and Linguistics
Colchester CO4 3SQ