DATOS IDENTIFICATIVOS 2023_24
Asignatura (*) GRAMÁTICA Y LÉXICO EN LA CLASE DE LENGUA INGLESA Código 12865105
Titulación
Enseñanza y Adquisi. de Inglés como Lengua Extranjera/Segunda Lengua
Ciclo
Descriptores Cr.totales Tipo Curso Periodo
3 Obligatoria Primer 1Q
Lengua de impartición
Anglès
Departamento Estudios Ingleses y Alemanes
Coordinador/a
OLTRA MASSUET, MARIA ISABEL
Correo-e isabel.oltra@urv.cat
Profesores/as
OLTRA MASSUET, MARIA ISABEL
Web
Descripción general e información relevante <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>

Competencias
Tipo A Código Competencias Específicas
 A3 Poseer un conocimiento avanzado de la lengua inglesa oral y escrita a todos los niveles y de su sistema lingüístico (léxico, fonético, gramatical, pragmático, discursivo) y darle un tratamiento didáctico adecuado
 A5 Identificar, describir, analizar y evaluar recursos, estrategias, métodos y procedimientos didácticos empleados en la enseñanza de la lengua inglesa y aplicarlos adecuadamente en cualquier entornos ILE/ISL y en función de las necesidades del alumnado
 A6 Planificar, estructurar y diseñar unidades didácticas; programar y pautar los contenidos de la disciplina en entornos diversos con sensibilidad a los distintos ritmos de aprendizaje de la lengua inglesa
Tipo B Código Competencias Transversales
 CT3 Resolver problemas complejos de manera crítica, creativa e innovadora en contextos multidisciplinares
 CT5 Comunicar ideas complejas de manera efectiva a todo tipo de audiencias
Tipo C Código Competencias Nucleares

Resultados de aprendizaje
Tipo A Código Resultados de aprendizaje
 A3 Reflexiona críticamente sobre la enseñanza-aprendizaje de los distintos niveles lingüísticos (gramática, léxico, fonética, pragmática) y analiza, elabora, compara y evalúa propuestas didácticas al respecto.
 A5 Analiza, compara, evalua y selecciona material adecuado para presentar, practicar y corregir elementos de la pronunciación, la gramática, el léxicoy la pragmática de la lengua inglesa.
Argumenta y razona acerca de cómo, cuándo, y de qué manera trabajar la pronunciación, la gramática, el léxico y la pragmática en la clase de lengua inglesa.
 A6 Elabora propuestas y actividades prácticas para incorporar las diferentes competencias lingüísticas (pragmática, gramatical, léxica, fonética) en los programas docentes.
Tipo B Código Resultados de aprendizaje
 CT3 Reconocer la situación planteada como un problema en un entorno multidisciplinar, investigador o profesional, y afrontarlo de manera activa
Seguir un método sistemático con un enfoque global para dividir un problema complejo en partes e identificar sus causas aplicando el conocimiento científico y profesional
Diseñar una solución innovadora utilizando los recursos disponibles necesarios para afrontar el problema
Elaborar un modelo realista que concrete todos los aspectos de la solución propuesta
Evaluar el modelo propuesto contrastándolo con el contexto real de aplicación y ser capaz de encontrar limitaciones y proponer mejoras
 CT5 Producir un texto de calidad, sin errores gramaticales ni ortográficos, con una presentación formal esmerada y un uso adecuado y coherente de las convenciones formales y bibliográficas
Construir un texto estructurado, claro, cohesionado, rico y de extensión adecuada, capaz de transmitir ideas complejas
Producir un texto adecuado a la situación comunicativa, consistente y persuasivo, capaz de transmitir ideas complejas
Usar los mecanismos de comunicación no verbal y los recursos expresivos de la voz necesarios para hacer una buena intervención oral
Construir un discurso estructurado, claro, cohesionado, rico y de extensión adecuada con capacidad para transmitir ideas complejas
Producir un discurso persuasivo, consistente y preciso, con capacidad para hacer comprensibles ideas complejas e interactuar de manera efectiva con el auditorio
Tipo C Código Resultados de aprendizaje

Contenidos
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

Planificación
Metodologías  ::  Pruebas
  Competencias (*) Horas en clase
Horas fuera de clase
(**) Horas totales
Actividades introductorias
1 0 1
Foros de discusión
A6
CT5
1 3 4
Presentaciones/exposiciones
A3
A5
A6
CT3
CT5
1 3 4
Trabajos
A3
A5
A6
CT3
1 29 30
Lectura de documentación escrita / gráfica elaborada
A5
1 27 28
Videoconferencia
A5
CT5
2 5 7
Atención personalizada
1 0 1
 
 
(*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor.
(**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos

Metodologías
Metodologías
  descripción
Actividades introductorias Course presentation
Foros de discusión Active participation to foster peer interaction with intellectually relevant and insightful contributions to online debates.
Presentaciones/exposiciones Oral presentation
Trabajos Design of activities and projects in pairs or groups.
Lectura de documentación escrita / gráfica elaborada Critical reading and review of assigned material.
Videoconferencia Online lectures on the different topics in the syllabus, as scheduled (4 2-hour sessions).
Atención personalizada Online tutoring via Moodle, email or videoconference.

Atención personalizada
descripción

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


Evaluación
Metodologías Competencias descripción Peso        
Foros de discusión
A6
CT5
Intellectually relevant contributions to forum 20%
Presentaciones/exposiciones
A3
A5
A6
CT3
CT5
Presentation + discussion 30%
Trabajos
A3
A5
A6
CT3
Assignments 50%
Otros  
 
Otros comentarios y segunda convocatoria

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.


Fuentes de información

Básica

BIBLIOGRAPHY (selection)

 

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

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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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Burton, G. 2020. Grammar. ELT Journal, Volume 74.2: 198–201, https://doi.org/10.1093/elt/ccaa004

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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.

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.

Corder, S.P. 1975. Error analysis, interlanguage and second language acquisition. Language Teaching, 8: 201–218.

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. 2002b. 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.

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.

Graves, M.F., August, D. and Mancilla-Martinez, J. 2013. Teaching vocabulary to English language learners. New York: Teachers College Press.

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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.

Larsen-Freeman, D. and Anderson, M. 2013. Techniques and Principles in Language Teaching 3rd edition. Oxford University Press.

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]

Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. and Chen, X. 2009. Second language learners' beliefs about grammar instruction and error correction. The Modern Language Journal, 93.1: 91-104.

Long, M. H., & Doughty, C. J. (Eds.). 2011. The Handbook of Language Teaching (Vol. 63). John Wiley & Sons.

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.

Lury, J. 2016. Understanding and Teaching Grammar in the Primary Classroom: Subject knowledge, ideas and activities. Taylor & Francis.

Malvern, D., Richards, B., Chipere, N., & Durán, P. 2004. Lexical diversity and language development: Quantification and assessment. Basingstoke: Palgrave Macmillan.

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

McCarthy, M. 1990. Vocabulary. Oxford University Press.

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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Nation, I. S. P., & S. Webb. 2011. Researching and analyzing vocabulary. Boston: Heinle, Cengage Learning.

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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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. 

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Purpura, J. E. 2013. Assessing grammar. Cambridge University Press.

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Richards, J. C., & Reppen, R. 2014. Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.

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

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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.

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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 Guía docente es el documento donde se visualiza la propuesta académica de la URV. Este documento es público y no es modificable, excepto en casos excepcionales revisados por el órgano competente o debidamente revisado de acuerdo la normativa vigente.