(1) to enable students to describe and analyse the forms, meanings and uses of key conventional and unconventional grammatical constructions in English;
(2) to enable students to describe, analyse and evaluate approaches to and methods of presenting and practising these key grammatical constructions.

(LO1) Students will demonstrate their knowledge of the generally accepted parts of speech in English and the language used to describe them (e.g. nouns, verbs).

(LO2) Students will demonstrate their knowledge of the generally accepted structures and functions of constituents of a clause and the language used to describe them (e.g. nominal groups functioning as Subjects or Objects).

(LO3) Students will demonstrate their knowledge of the overall structures and functions of clauses and the language used to describe them (e.g. declarative statements).

(LO4) Students will demonstrate their knowledge of the difference between independent and dependent clauses.

(LO5) Students will demonstrate their knowledge of grammar at different levels – word, group, clause and discourse.

(LO6) Students will demonstrate their knowledge of the relationship between vocabulary and grammar (so-called lexicogrammar).

(LO7) Students will demonstrate their critical awareness of the relationship between social context and conventional and less conventional grammatical configurations and their meanings and uses.

(LO8) Students will demonstrate an ability to critically evaluate the presentation of grammatical configurations in coursebooks.

(LO9) Students will demonstrate an ability to critically evaluate the practice of grammatical configurations in coursebooks.

(LO10) Students will demonstrate an ability to anticipate a notional learner's problems with the forms, meanings and/or uses of grammatical constructions.

(LO11) Students will demonstrate an ability to suggest solutions to a notional learner's problems with the forms, meanings and/or uses of grammatical constructions.

(S1) Linguistic analysis 1: students will be able to analyse a piece of language and identify its structure (parts of speech, noun phrases, predicating verb phrases, etc.) using tree diagrams or Reed-Kellogg sentence diagrams.

(S2) Linguistic analysis 2: students will be able to analyse a piece of language and identify its basic meanings (functions), e.g. subject complements, indirect objects, statements, questions, directives etc.

(S3) Linguistic analysis 3: students will be able to analyse a piece of language and identify its uses in context (pragmatic functions), e.g. promise, warning, threat, greeting, phatic communication.

(S4) Students will be able to critically analyse and evaluate grammar exercises in coursebooks.

(S5) Students will develop effective academic writing and referencing skills.

Topics covered will typically include:

• The forms, meanings and uses of English grammar at different levels and in different contexts, e.g.:
- Word classes (parts of speech)
- The grammar of words (morphology)
- The grammar of groups of words (rank structure)
- The grammar of clauses (how clause constituents function – e.g. subject, direct object; clause structures and functions – e.g. declarative statements)
- The relationship between vocabulary and grammar (lexicogrammatical patterns)
- Patterns of language at text level (discourse grammar)
- Different kinds of grammars (e.g. informal, spoken grammar versus formal, written grammar)

• Critical awareness of approaches to teaching and learning spoken and written English grammar to speakers of other languages, e.g.:
- The inductive presentation of grammatical rules
- The deductive presentation of grammatical rules- Options for practising grammatical patterns
- A critical analysis and evaluation of the presentation and practice of grammar in published materials

The module will complement other core and optional modules we offer on the MAs in TESOL and Applied Linguistics and TESOL. Most significantly, it has strong links with ENGL670 (Lexis and Vocabulary Teaching), where students are introduced to the concept of pattern grammar (so-called lexicogrammar). Pattern grammar highlights the fact that there is no absolute distinction between vocabulary and grammar. The module also connects to content on grammar offered in other core modules.

Library resources for this module will be accessible through the module reading list; other learning resources, including handouts, PowerPoints, recordings and also notes containing suggested answers to activities will accessible through Canvas. Critical, reflective reading will be key to a student’s success. Some of the readings will be core and discussed in class; others will be optional. Students will be expected to find supplementary resources through the library, but also to make use of the ESOL coursebooks in the library and the English Language Centre Language Lounge to consolidate learning.

Teaching Methods: 1 workshop and 1 seminar per week
Description: 2 hours per week contact
Attendance Recorded: Yes
Notes: Workshops are used to convey information both deductively and inductively using a mixture of mini-lecture, reflection, discussion and teacher-led feedback; seminars are typically oriented towards group discussion and analytical tasks as a basis for exploring the issues raised in the workshops.
Description of how self-directed learning hours may be used: reading and reflection; coursework preparation