This module provides 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 grammar in the L2 classroom. We will explore some of the considerations which can help teachers make informed pedagogical decisions, e.g. when and how we should teach grammar, and the selection of grammar features to be taught. 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:
* the complex relationship between theory and practice as exemplified by research into L2 learning and the application of such research to L2 teaching;
* the concepts of explicit and implicit knowledge and learning, noticing, awareness, and metalinguistic knowledge;
* key research findings relating to explicit knowledge and learning, especially with regard to the learning of grammar;
* current issues in the teaching of grammar;
* aspects of task and syllabus design and their relationship to the teaching of grammar in the L2 classroom;
* the place of grammar in the classroom and selected approaches to grammar teaching;
* the concept of practice for L2 development in the context of grammar learning and teaching;
* the concept of feedback and awareness of current debates regarding its role in grammar learning and teaching;
* issues explored throughout the term which allow for the critical assessment of pedagogical tasks and materials for grammar teaching.
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 grammar in the L2 classroom. We will explore some of the considerations which can help teachers make informed pedagogical decisions, e.g. when and how we should teach grammar, and the selection of grammar features to be taught. 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:
* the complex relationship between theory and practice as exemplified by research into L2 learning and the application of such research to L2 teaching;
* the concepts of explicit and implicit knowledge and learning, noticing, awareness, and metalinguistic knowledge;
* key research findings relating to explicit knowledge and learning, especially with regard to the learning of grammar;
* current issues in the teaching of grammar;
* aspects of task and syllabus design and their relationship to the teaching of grammar in the L2 classroom;
* the place of grammar in the classroom and selected approaches to grammar teaching;
* the concept of practice for L2 development in the context of grammar learning and teaching;
* the concept of feedback and awareness of current debates regarding its role in grammar learning and teaching;
* issues explored throughout the term which allow for the critical assessment of pedagogical tasks and materials for grammar teaching.
- Module Supervisor: Karen Roehr-Brackin