DADES IDENTIFICATIVES 2017_18
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(2015)
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 In this course we will 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. Exact details and requirements for this subject will be provided on the first day of classes.

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
 B1 Aprendre a aprendre.
 B6 Comunicar informació, idees, conclusions, problemes i solucions - i les raons que els sustenten - de manera clara i efectiva en públic o àmbit tècnic concret
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
 B1 Fa preguntes intel·ligents que qüestionen el que ha après i mostra iniciativa en la cerca d’ informació
 B6 Fa presentacions interessants i convincents
Analitza, valora i respon de manera adequada a les preguntes que se li formulen en una presentació oral
Tipus C Codi Resultats d'aprenentatge

Continguts
Tema Subtema
- What is grammar - Why teach grammar
- What grammar to teach
- How to teach grammar - Learner variables, teacher preparation, and resources
- Approaches and methodologies - An overview
- Attitudes towards grammar and grammar teaching
- Teaching grammar from rules: A deductive approach
- Teaching grammar from examples: An inductive approach
- Designing grammar-based lessons and activities
- Effective grammar teaching. An eclectic approach to grammar teaching
- Teaching grammar through authentic texts, stories, games, songs, etc.

- Organizing feedback - Corrective feedback
- Grammar assessment
- Teaching vocabulary - Knowing the meaning of a word
- Approaches to teaching vocabulary
- What vocabulary to teach?
- Analysis of sample lexis-based lessons and activities
- Techniques in teaching vocabulary
- Strategies for vocabulary learning
- Assessing vocabulary knowledge

Planificació
Metodologies  ::  Proves
  Competències (*) Hores a classe
Hores fora de classe
(**) Hores totals
Activitats Introductòries
B1
2 0 2
Sessió Magistral
A3
A6
8 8 16
Seminaris
A5
A6
14 8 22
Presentacions / exposicions
A3
A5
A6
B6
4 6 10
Treballs
A3
A5
A6
B1
B6
1 23 24
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
Sessió Magistral Theory, methodologies and approaches
Seminaris Hands-on work on theory, methodologies and approaches to grammar and vocabulary teaching
Presentacions / exposicions Oral presentations
Treballs Critical readings, review of assigned material, and design of activities.
Designing a grammar and vocabulary teaching project.
Atenció personalitzada Face-to-face or online tutorial to solve doubts

Atenció personalitzada
Descripció
Students will be in touch with the instructor (individual appointments, email or Moodle) for discussion and supervision of class activities and final projects.

Avaluació
Metodologies Competències Descripció Pes        
Presentacions / exposicions
A3
A5
A6
B6
Presentacions 30%
Treballs
A3
A5
A6
B1
B6
Treballs
Projecte final
30%
40%
Altres  
 
Altres comentaris i segona convocatòria

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


Fonts d'informació

Bàsica

 

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Brown, T. & F. Perry. 1991. A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly 25.4: 655-670

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Celce-Murcia, Marianne. 2015. An overview of teaching grammar in ELT. 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. 3-18.

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Ellis, R. 2002. The place of grammar instruction in the second/foreign language curriculum. New perspectives on grammar teaching in second language classrooms, 17-34.

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

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

Fotos, S. 2002. Structure-based interactive tasks for the EFL grammar learner. New perspectives on grammar teaching in second language classrooms, 135-154.

Hinkel, E. & S. Fotos (eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. Lawrence Erlbaum.

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.

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

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

McCarten, J. 2007. Teaching Vocabulary. Lessons from the Corpus. Lessons for the Classroom. CUP.

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 2011. Teaching Grammar in Second Language Classrooms. Integrating Form-Focused Instruction in Communicative Context. Routledge, ch.1, 1-16.

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. & T. Chung. 2009. Teaching and testing vocabulary. M. Long & C. Doughty (eds.) The Handbook of Language Teaching, 543-559.

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

Nation, P. 2001. Learning Vocabulary in Another Language. CUP, ch.1, 6-22.

Payne, T. E. 2010. Understanding English grammar: a linguistic introduction. Cambridge University Press.

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

Penston, T. A Concise Grammar for English Language Teachers. TP Publications.

Petraki, E. & D. Hill. 2010. Theories of grammar and their influence on teaching practice: Examining language teachers’ beliefs. University of Sidney Papers in TESOL 5: 65-99.  Phipps, S. & S. Borg. 2009. Exploring tension between teachers’ grammar teaching beliefs and practices. System 37: 380-390.

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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.

Swan, M. and B. Smith. 2001. Learner English: A Teacher’s Guide to Interference and Other Problems. CUP.

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Thornbury, S. 2002. How to Teach Vocabulary. Pearson Longman.

Thornbury, S. 2009. How to Teach Gramar. Pearson Longman.

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Woodward, S. 1997. Fun with Grammar. Communicative Activities for the Azar Grammar Series. Prentice-Hall.

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Complementària

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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