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MGL1032_1

English Linguistics for Teachers for grades 1.-7.

This is the study programme for 2019/2020. It is subject to change.


This course will focus on English phonetics and phonology, English grammar and usage, and English pragmatics. The aim of this course is two-fold: firstly, it aims to give the students a good grounding in the structure of the English language within phonology, grammar, and pragmatics; secondly, it aims to provide the students with the principles and practical activities for working on elements of English pronunciation, grammar and pragmatics in the English classroom.

Learning outcome

Knowledge
At the end of the course, the student will have a basic knowledge of:
  • The English sound system, with a focus on similarities and differences between English and Norwegian consonants and vowels
  • The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
  • The main functions and uses of English intonation
  • The grammatical structure of the English language
  • The major points of difficulty in English grammar and usage for Norwegian learners of English
  • Cultural conventions for language use in various contexts, with a focus on English speech acts

Skills
At the end of the course the students should be able to:
  • Explain how English sounds are articulated and discuss the main functions of intonation in English
  • Distinguish between British and American English accents and describe the main differences between them (based on the model accents Received Pronunciation and General American)
  • Explain the major points of difficulty in English phonology for Norwegian learners of English
  • Describe and explain English grammar and usage for Norwegian learners of English
  • Explain the link between cultural conventions and language use in various contexts, with a focus on English and Norwegian speech acts
  • Apply their knowledge of English phonology, grammar and pragmatics to the English classroom and provide differentiated instruction, including using digital tools to foster pupils' learning
  • Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations.

General competencies
The student:
  • Can use oral and written English confidently and functionally
  • Can apply their knowledge of English phonology, grammar and pragmatics to further develop their own language competence
  • Can reflect on their own growth as language teachers by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers

Contents

English Linguistics for Teachers focuses on several broad topics within the field of English phonetics and phonology, grammar and pragmatics. In terms of phonology, the central course components include consonant and vowel production in the two model accents (Received Pronunciation and General American) and suprasegmental features: stress, rhythm and intonation. In addition, a significant aspect is work on phonemic transcription, which is used as an awareness raising and learning tool. When it comes to grammar, the course focuses on word classes and phrases, various clause/sentence types and sentence elements. Special attention will be devoted to the areas of English grammar and usage that may prove challenging for Norwegian learners of English. Finally, the course will explore some links between cultural conventions and language use in various contexts, specifically focusing on the realization and interpretation of speech acts in English. The main goals of the pragmatics component of the course will be to raise the students' awareness of the cultural differences in the perceptions of politeness, and the challenges involved in understanding, mastering and teaching pragmatics in a second/foreign language.
Due to the relevance of the concepts introduced during the course for the students' overall communicative competence, throughout the course attention will be given to the students' ability to apply the theoretical knowledge to improve their own language competence and their English teaching skills.

Required prerequisite knowledge

The students taking the course should have reached the CEFR B2 level in English speaking and listening, and C1 level in reading and writing.  

Exam

Take-home exam, mid-term exam and gruop assigment
Weight Duration Marks Aid
Take-home exam2/42 daysA - F1)
Mid-term exam1/43 hoursA - FNone permitted
Pair/group assignment1/43 hoursA - F1)
Mid-term exam (25% of the final grade)
Pair/Group assignment (25% of the final grade)
Take-home exam: 1500 words (+/- 10%) (50% of the final grade)
All parts must be passed to get a final grade.
1) Course materials, online resourses

Coursework requirements

70% attendance, Assignments
  1. Students must attend a minimum of 70% of all lectures and seminars. Students may be asked to cover any topics missed by completing additional course work.
  2. Course assignments for seminars need to be completed regularly.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.

Course teacher(s)

Course coordinator
Milica Savic
Programme coordinator
Hanne Elise Pollack , Kjersti Gjedrem
Placement coordinator
Kitty Marie Garborg

Method of work

This course will utilize a combination of lectures, seminars and workshops. Varied teaching methodologies will be employed, including, for example, experiential learning, cooperative learning and flipped classroom. Much of the course content is not age specific and for that reason most topics will be presented to both groups at the same time. However, some of these topics may be contextualized and discussed at a deeper level in separate MGL1-7 & MGL5-10 seminar groups. In addition, opportunities will be given for students to work on individual and group assignments in study groups.
Suggested division of work
Lectures & preparation for lectures: 44hrs + 88hrs = 132hrs
Seminar groups, preparation, (individual or group) assignments: 44hrs + 88hrs = 132hrs
Group meetings: 33hrs
Mid-term + pair/group assignment: 3hrs + 3hrs = 6hrs
Take-home exam: 12hrs
School practice: 15days: 30hrs
Self-study: 67hrs
Total: 412hr

Course assessment

Student evaluation of all courses plays a central role in the quality assurance system at UiS. At IGIS this takes place in two ways: through student evaluation at the beginning and at the end of the course. The Faculty of Arts and Education has responsibility for this and has designed evaluation tools for the purpose.

Literature

Changes may occur. The final list will be provided by June 1, 2019. Do not buy books before this date without first consulting the course instructor.
Obligatory
Dypedahl, M. & Hasselgård, H. (2018) Introducing English Grammar, Third Edition. Fagbokforlaget.
Ishihara, N. & A. D. Cohen. (2010). Teaching and Learning Pragmatics. Pearson Education Limited. (Selected chapters)
Nilsen, T. S. (2010). English Pronunciation and Intonation. Universitetsforlaget. (Selected chapters)
Additional material handed out in class or posted on Canvas
Obligatory reference books
Swan, M. (latest edition) Practical English Usage. Oxford University Press.
Wells, J.C. (latest edition) Longman Pronunciation Dictionary. Pearson Education Limited.
Recommended teaching resources
Gerngross, G., Puchta, H. & S. Thornbury. (2006/2010). Teaching Grammar Creatively. Helbling Languages.
Hancock, M. (2007). Pronunciation Games, Fifteenth edition. Cambridge University Press.
Howard Williams, D. & H-W. Deirdre. (2001). Grammar Games and Activities, Third Edition. Pearson Education Limited.
Nixon, C. & Tomlinson, M. (2005). Primary Pronunciation Box. Pronunciation Games and Activities for Young Learners. Cambridge University Press.
Watcyn-Jones, P. (2003). Vocabulary Games and Activities, Third Edition. Pearson Education Limited.


This is the study programme for 2019/2020. It is subject to change.

Sist oppdatert: 20.11.2019

History