DADES IDENTIFICATIVES 2023_24
Assignatura (*) GRAMÀTICA I LÈXIC A LA CLASSE DE LLENGUA ANGLESA Codi 12865105
Ensenyament
Ensenyam. i Adquis. de l'Anglès com a Llengua estrang./segona Llengua
Cicle 2n
Descriptors Crèd. Tipus Curs Període
3 Obligatòria Primer 1Q
Llengua d'impartició
Anglès
Departament Estudis Anglesos i Alemanys
Coordinador/a
OLTRA MASSUET, MARIA ISABEL
Adreça electrònica isabel.oltra@urv.cat
Professors/es
OLTRA MASSUET, MARIA ISABEL
Web
Descripció general i informació rellevant <p> In this course we will strive to develop an understanding of grammar and vocabulary acquisition and its integration in the English language classroom. Students will apply their knowledge of grammar and vocabulary to design effective teaching activities within a communicative context. This is not an English grammar course; its focus is on effective classroom methods of teaching grammar in an EFL/ESL setting. More specific goals of the course are: - to understand the importance of grammar learning and teaching; - to examine and review a number of structures of the grammar of English; - to become informed about basic methodologies and approaches to the teaching and learning of grammar and vocabulary; - to present and practice a range of methodologies for teaching grammar and lexis to EFL/ESL learners; - to master effective strategies for teaching and creating materials for teaching grammar and vocabulary; - to develop techniques and strategies for corrective feedback; - to acquire teaching strategies for helping students develop their vocabulary; - to learn to design effective grammar / vocabulary teaching activities. </p><div><br /></div>

Competències
Tipus A Codi Competències Específiques
 A3 Posseir un coneixement avançat de la llengua anglesa oral i escrita a tots els nivells i del seu sistema lingüístic (lèxic, fonètic, gramatical, pragmàtic, discursiu) i donar-li un tractament didàctic adequat
 A5 Identificar, descriure, analitzar i avaluar recursos, estratègies, mètodes i procediments didàctics emprats en l'ensenyament de la llengua anglesa i aplicar-los adequadament en qualsevol entorns ILE / ISL i en funció de les necessitats de l'alumnat.
 A6 Planificar, estructurar i dissenyar unitats didàctiques, programar i pautar els continguts de la disciplina en entorns diversos amb sensibilitat als diferents ritmes d'aprenentatge de la llengua anglesa
Tipus B Codi Competències Transversals
 CT3 Resoldre problemes complexes de manera crítica, creativa i innovadora en contextos multidisciplinaris
 CT5 Comunicar idees complexes de manera efectiva a tot tipus d’audiències
Tipus C Codi Competències Nuclears

Resultats d'aprenentage
Tipus A Codi Resultats d'aprenentatge
 A3 Reflexiona críticament sobre l'ensenyament-aprenentatge dels diferents nivells lingüístics (gramàtica, lèxic, fonètica, pragmàtica) i analitza, elabora, compara i avalua propostes didàctiques al respecte
 A5 Analitza, compara, avalua i selecciona material adequat per presentar, practicar i corregir elements de la pronunciació, la gramàtica, el lèxic i la pragmàtica de la llengua anglesa
Argumenta i raona sobre com, quan, i de quina manera treballar la pronunciació, la gramàtica, el lèxic i la pragmàtica en la classe de llengua anglesa
 A6 Elabora propostes i activitats pràctiques per incorporar les diferents competències lingüístiques (pragmàtica, gramatical, lèxica, fonètica) en els programes docents
Tipus B Codi Resultats d'aprenentatge
 CT3 Reconèixer la situació plantejada com un problema en un entorn multidisciplinari, investigador o professional, i afrontar-lo de manera activa
Seguir un mètode sistemàtic amb un enfocament global per dividir un problema complex en parts i per identificar les causes aplicant el coneixement científic i professional
Dissenyar una solució nova utilitzant els recursos necessaris i disponibles per tal d’afrontar el problema
Elaborar un model realista que concreti tots els aspectes de la solució proposada
Avaluar el model proposat contrastant-lo amb el context real d’aplicació i ser capaç de trobar limitacions i proposar millores
 CT5 Produir un text de qualitat, sense errors gramaticals i ortogràfics, amb una presentació formal acurada i un ús adequat i coherent de les convencions formals i bibliogràfiques
Construir un text estructurat, clar, cohesionat, ric i d’extensió adequada, amb capacitat per transmetre idees complexes
Produir un text adequat a la situació comunicativa, consistent i persuasiu, amb capacitat per transmetre idees complexes
Usar els mecanismes de comunicació no verbal i els recursos expressius de la veu necessaris per fer una bona intervenció oral
Construir un discurs estructurat, clar, cohesionat, ric i d’extensió adequada, amb capacitat per transmetre idees complexes
Produir un discurs persuasiu, consistent i precís, amb capacitat per fer entenedores idees complexes i interactuar de manera efectiva amb l’auditori
Tipus C Codi Resultats d'aprenentatge

Continguts
Tema Subtema
- Teaching grammar - What is grammar
- Why teach grammar
- What grammar to teach
- Knowledge of grammar
- Developmental aspects of grammar acquisition
- Implicit and explicit grammar
- Grammar transfer
- How to teach grammar - Approaches and methodologies
- Techniques and resources
- Raising grammar awareness
- Designing grammar-based lessons and activities
- Organizing feedback - Corrective feedback
- Grammar assessment
- Error analysis
- Teaching vocabulary - Word meaning
- Vocabulary: typology and resources
- Approaches and methodologies
- Designing vocabulary-based lessons and activities
- Assessing vocabulary knowledge
- Research - Research on grammar teaching
- Research on vocabulary teaching
- Beliefs and attitudes - Beliefs about grammar instruction
- Beliefs about vocabulary instruction

Planificació
Metodologies  ::  Proves
  Competències (*) Hores a classe
Hores fora de classe
(**) Hores totals
Activitats Introductòries
1 0 1
Fòrums de debat
A6
CT5
1 3 4
Presentacions / exposicions
A3
A5
A6
CT3
CT5
1 3 4
Treballs
A3
A5
A6
CT3
1 29 30
Lectura de documentació escrita / gràfica elaborada
A5
1 27 28
Videoconferència
A5
CT5
2 5 7
Atenció personalitzada
1 0 1
 
 
(*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor.
(**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat

Metodologies
Metodologies
  Descripció
Activitats Introductòries Course presentation
Fòrums de debat Active participation to foster peer interaction with intellectually relevant and insightful contributions to online debates.
Presentacions / exposicions Recorded oral presentations with visual support.
Treballs Design of activities and projects in pairs or groups.
Lectura de documentació escrita / gràfica elaborada Critical reading and review of assigned material.
Videoconferència Online lectures on the different topics in the syllabus, as scheduled (4 2-hour sessions).
Atenció personalitzada Online tutoring via Moodle, email or videoconference.

Atenció personalitzada
Descripció

Students will be in touch with the instructor (individual appointments, or Moodle) for clarifications.


Avaluació
Metodologies Competències Descripció Pes        
Fòrums de debat
A6
CT5
Intellectually relevant contributions to forum 20%
Presentacions / exposicions
A3
A5
A6
CT3
CT5
Presentation + discussion 30%
Treballs
A3
A5
A6
CT3
Assignments 50%
Altres  
 
Altres comentaris i segona convocatòria

Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente.

Exact details on assessment and requirements will be provided on the first day of classes.


Fonts d'informació

Bàsica

BIBLIOGRAPHY (selection)

 

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Azar, B. S., & R. S. Koch. 2005. Understanding and Using English Grammar Interactive. Pearson Education.

Bardovi-Harlig, K., & Bofman, T. 1989. Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17–34.

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Celce-Murcia, M. & S. Hilles. 1988. Techniques and Resources in Teaching Grammar. Oxford University Press.

Celce-Murcia, M. & D. Larsen-Freeman. 1999. The Grammar Book: An ESL/EFL Teacher’s Course. Boston: Heinle & Heinle.

Christison, M., D. Christian, P. A. Duff, & N. Spada. (eds.). 2015. Teaching and Learning English Grammar: Research Findings and Future Directions. Routledge.

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Cowan, R. 2008. The Teacher’s Grammar of English. Cambridge University Press.

Eisenstein Ebsworth, M. & C.W. Schweers. 1997. What researchers say and practinioners do. Perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning 8.2: 237-260.

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Ellis, R. 2006. Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly 40.1: 83-107.

Ellis, R. 2015. Form-focused approaches to learning, teaching, and researching grammar. In MaryAnn Christison, Donna Christian, Patricia A. Duff, & Nina Spada (eds.), Teaching and Learning English Grammar: Research Findings and Future Directions (Global Research on Teaching and Learning English). New York and London: Routledge. 194-214.

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Fotos, S. & R. Ellis. 1991. Communicating about grammar: A task-based approach. Tesol Quarterly 25.4: 605-628.

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Gass, S. 1984. A review of interlanguage syntax: Language transfer and language universals. Language Learning, 34(2), 115-132.

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Hunt, A. & D. Beglar. 2002. Current research and practice in teaching vocabulary J.C. Richards & W.A. Renandya (eds.) Methodology in Language Teaching: An Anthology of Current Practice, 258-266.

Jarvis, S. 2000. Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning, 50: 245–309.

Larsen-Freeman, D. 1997. Grammar and its teaching: Challenging the myths (ERIC Digest). Washington, DC: ERIC Clearinghouse on languages and Linguistics, Center for Applied Linguistics. 

Larsen-Freeman, D. 2001a. Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, 251-266.

Larsen-Freeman, D. 2001b. Teaching language: From grammar to grammaring. Boston: Heinle & Heinle.

Larsen-Freeman, D. 2009. Teaching and Testing Grammar. In M. Long and C. Doughty (eds.) The Handbook of Language Teaching, 518-542. OUP.

Larsen-Freeman, D. 2015. Research into practice: Grammar learning and teaching. Language Teaching 48.2: 263-280.

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Laufer, B., & Nation, P. 1995. Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322.

Laufer, B., P. Meara, P. Nation. 2005. Ten best ideas for teaching vocabulary. The Language Teacher 29.07.

Liontas, John I. (ed.) 2018. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc. [Selected entries]

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López-Barrios, M., San Martín, M.G. and Villanueva de Debat, E. 2020. EFL vocabulary teaching beliefs and practices: The case of two teachers in Argentina. TESOL Journal, https://doi.org/10.1002/tesj.533.

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Meara, P., and Miralpeix, I. 2016. Tools for Researching Vocabulary. Bristol: Multilingual Matters.

Mishan, F. 2015. Materials development for TESOL. Edinburgh University Press.

Nam, J. 2010. Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal/Revue TESL du Canada 28.1: 127-135.

Nassaji, H. & S. Fotos. 2004. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics 24: 126-145.

Nassaji, H. & S. Fotos. 2011. Teaching Grammar in Second Language Classrooms. Integrating Form-Focused Instruction in Communicative Context. Routledge, Taylor & Francis.

Nation, P. 1994. New Ways in Teaching Vocabulary. New Ways in TESOL Series: Innovative Classroom Techniques. Alexandria, VA: TESOL.

Nation, P. 1995. Best practice in vocabulary teaching and learning. EA Journal 13.2: 7-15.

Nation, P. 2013. Learning Vocabulary in Another Language. CUP..

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Nunan, D. 1998. Teaching Grammar in Context. ELT Journal 52.2: 101-109.

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Pennington, M. C. 1995. New Ways in Teaching Grammar. New Ways in TESOL Series: Innovative Classroom Techniques.

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Schmitt, N. 2010. Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan.

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Scrivener, J. 2010. Teaching English Grammar. Macmillan Publishers Limited.

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Shaffer, C. 1989. A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73.4: 395-403.

Sheen, R. 2002. Focus on form and Focus on forms. ELT Journal, Volume 56.3: 303–305, https://doi.org/10.1093/elt/56.3.303

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Swan, M. 1985. A critical look at the communicative approach. ELT Journal 39.1: 2-12.

Swan, M. 2002. Seven bad reasons for teaching grammar - and two good ones. Methodology in Language Teaching: An Anthology of Current Practice, 148-154.

Swan, M. 2005. Legislation by hypothesis: The case of task-based instruction. Applied Linguistics 26.3: 376-401.

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Swan, M., & H. G. Widdowson. 2005. Grammar. Oxford University Press.

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Thornbury, S., & Pattison, D. 2005. Uncovering grammar. Oxford: Macmillan Education.

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(*)La Guia docent és el document on es visualitza la proposta acadèmica de la URV. Aquest document és públic i no es pot modificar, llevat de casos excepcionals revisats per l'òrgan competent/ o degudament revisats d'acord amb la normativa vigent