Pedagogical Grammar

Course Information
TitleΠαιδαγωγική Γραμματική / Pedagogical Grammar
CodeΕΔΞΓ 531
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600004035

Programme of Study: PROGRAMMA METAPTYCΗIAKŌN SPOUDŌN 2016-2017

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Ekmáthīsī kai Didaskalía Xénīs GlṓssasElective CoursesWinter/Spring-7.5

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Class ID
600072859
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
Required Courses
  • ΕΔΞΓ 593 Research Methods
  • ΕΔΞΓ 564 Educational Linguistics
Learning Outcomes
Students are expected to acquire knowledge related to task-based approach as well as the skills to organise classes aiming to teach grammar with the use of tasks in meaningful contexts.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The aim of the course is to revisit and re-examine traditional models of grammar teaching and learning in theory and in practice. More specifically, the tenets of traditional approaches will be challenged by exploring an alternative approach to grammar: a task-based approach. The main reason for this choice is that it readily fits in with other communicative approaches to foreign language teaching. A task-based approach focuses primarily on performing a communicative task. At the same time, a task-based approach also includes a focus on language structure, but this comes after having carried out a task. In this way, it serves to provide a meaningful context for a focus on grammatical form.
Keywords
task based learning and teaching, communicative approach, focus on form, grammatical form
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Class notes and lectures as well as all instructional material is uploaded on the elearning platform. Communication with students is carried out via emails.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.8
Reading Assigment128.14.7
Total206.17.5
Student Assessment
Description
Students are assessed on the basis of projects and presentations in class (60%) as well as on the basis of a final paper submitted at the end of the semester (40%).
Student Assessment methods
  • Written Assignment (Formative)
  • Performance / Staging (Summative)
  • Report (Summative)
Bibliography
Additional bibliography for study
Batstone, R. (1994) Grammar, Oxford: Oxford University Press Bolitho, R. and Tomlinson, B. (1995) Discover English, Oxford: Heinemann Bygate, M. et al (eds.) (1994) Grammar and the Language Teacher, Hemel Hempstead: Prentice Hall Chalker, S. (1992) ‘Pedagogical Grammar: Principles and Problems,’ in M. Bygate et al (eds.) Dirven, R. (1990) ‘Pedagogical Grammar: State of the Art Article,’ Language Teaching, Cambridge: The British Council/CILT/Cambridge University Press Johnson, K. (1994) 'Teaching Declarative and Procedural Knowledge. In M. Bygate et al (eds.) Grammar and the Language Teacher, Hemel Hempstead: Prentice Hall Krashen, S.D. (1981) Second Language Acquisition and Second Language Learning, Oxford: Pergamon Press Leech, G. and Svartvik, J. (1975) A Communicative Grammar of English, London: Longman Newby, D. (1989) Grammar for Communication, Vienna: Österreichischer Bundesverlag Newby, D. (1989a) 'Towards a Notional Grammar of English' in Kettemann, B, et al (eds) Englisch als Zweitsprache, Tübingen: Gunter Narr Verlag Odlin, T. (ed.) (1994) Perspectives on Pedagogical Grammar, Cambridge: Cambridge University Press Rutherford, W.E. (1987) Second Language Grammar: Learning and Teaching, London: Longman Rutherford, W.E. and Sharwood Smith, M. (1988) Grammar and Second Language Teaching, Boston: Heinle & Heinle Swan, M. (1994) 'Design Criteria for Pedagogical Grammars'. In M. Bygate et al (eds.) Ur, P. (1989) Grammar Practice Activities, Cambridge: Cambridge University Press van Lier, L. (1995) Introducing Language Awareness, Harmondsworth: Penguin Westney, P. (1994) ‘Rules and Pedagogical Grammar’, in T. Odlin (ed.) Widdowson, H.G. (1990) Aspects of Language Teaching, Oxford: Oxford University Press Woods, E. (1995) Introducing Grammar, Harmondsworth: Penguin Further reading Batstone, R. (1994) Grammar, Oxford: Oxford University Press Bygate, M. et al (eds.) (1994) Grammar and the Language Teacher, Hemel Hempstead: Prentice Hall Odlin, T. (ed.) (1994) Perspectives on Pedagogical Grammar, Cambridge: Cambridge University Press Rutherford, W.E. and Sharwood Smith, M. (1988) Grammar and Second Language Teaching, Boston: Heinle & Heinle Woods, E. (1995) Introducing Grammar, Harmondsworth: Penguin
Last Update
11-04-2016