126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2025W)
Grammar Teaching in Second Language (L2) Pedagogy
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 08.09.2025 00:00 bis Mo 22.09.2025 12:00
- Abmeldung bis Fr 31.10.2025 23:59
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Prüfungsimmanente" courses are interactive courses. They rely in large parts on flipped-classroom methodologies and therefore require students' regular attendance. Two absences (for whatever reason) are permitted.
- Dienstag 07.10. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Dienstag 21.10. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Dienstag 04.11. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Dienstag 18.11. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- N Dienstag 02.12. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Dienstag 16.12. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Dienstag 20.01. 16:00 - 19:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
This course focuses on expanding student teachers’ knowledge of effective grammar instruction in L2 learning contexts. As a central component of L2 education, grammar has long attracted considerable attention, with ongoing discussions about how it can be taught and learned most effectively. Adopting a contextualized and meaning-based approach to the teaching of grammar, this course aims to enable student teachers to make their instructional content and practice consistent with authentic language use and targeted to their students’ needs. Topics include discourse-based grammar teaching, meaning-focused and differentiated grammar instruction, pragmatics and grammar, corpus linguistics in teaching grammar, and technologies for teaching and learning grammar.Through readings, discussions, assignments, and targeted feedback, student teachers will gain a thorough understanding of the essential considerations in modern grammar teaching and apply this knowledge into practice. This course will therefore provide opportunities for teachers to reflect on their beliefs and experiences, encouraging them to critically evaluate the information gained about L2 grammar teaching in light of their own instructional contexts and practices.
Art der Leistungskontrolle und erlaubte Hilfsmittel
1) Regular attendance and in-class participation (15%)
2) Development and presentation of a grammar activity based on the approaches and principles discussed in the course (35%, in pairs)
3) Research task: Corpus-based grammar analysis (50%)
You will undertake a small-scale research task using corpus data to investigate a specific aspect of grammar and will compare your findings with descriptions from a standard descriptive grammar of English, the learner’s textbook used in your class, and a pedagogical grammar. Your report (3,000 words) should present your findings and discuss their implications for classroom pedagogy. You will have access to freely available corpora, corpus analysis software, and all necessary support materials and guides.
2) Development and presentation of a grammar activity based on the approaches and principles discussed in the course (35%, in pairs)
3) Research task: Corpus-based grammar analysis (50%)
You will undertake a small-scale research task using corpus data to investigate a specific aspect of grammar and will compare your findings with descriptions from a standard descriptive grammar of English, the learner’s textbook used in your class, and a pedagogical grammar. Your report (3,000 words) should present your findings and discuss their implications for classroom pedagogy. You will have access to freely available corpora, corpus analysis software, and all necessary support materials and guides.
Mindestanforderungen und Beurteilungsmaßstab
A maximum of 100 points can be achieved. All individual components have to be passed.
Grading scale:
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Grading scale:
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Prüfungsstoff
There is no exam. Materials and resources to prepare the assessment tasks will be available on Moodle or selected by students.
Literatur
Benati, A., Laval, C., & Arche, M.J. (Ed.). (2014). The grammar dimension in instructed second language learning: Advances in instructed second language acquisition research. Bloomsbury Academic. http://dx.doi.org/10.5040/9781472542113
Celaya, M., & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3(2), 181-203. https://doi.org/10.1515/eujal-2014-0027
Celce-Murcia, M. (2016). The importance of the discourse level in understanding and teaching English grammar. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 3-18). Routledge. https://doi.org/10.4324/9781315695273
Conrad, S. (2016). Using corpus linguistics to improve the teaching of grammar. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 38-62). Routledge. https://doi.org/10.4324/9781315695273
Sokolik, M. (2024). Using technology to teach difficult grammar. In E. Hinkel (Ed.) Practical grammar teaching for the second language classroom (pp. 211-241). Routledge. https://doi.org/10.4324/9781032650883
Yalçın, Ş., & Yıldız, S. (2025). Attention to form enhanced with AI: An exploratory study with pre-service EFL teachers. TESL Canada Journal, 42(1), 47–64. https://doi.org/10.18806/tesl.v42i1/1419
Celaya, M., & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3(2), 181-203. https://doi.org/10.1515/eujal-2014-0027
Celce-Murcia, M. (2016). The importance of the discourse level in understanding and teaching English grammar. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 3-18). Routledge. https://doi.org/10.4324/9781315695273
Conrad, S. (2016). Using corpus linguistics to improve the teaching of grammar. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 38-62). Routledge. https://doi.org/10.4324/9781315695273
Sokolik, M. (2024). Using technology to teach difficult grammar. In E. Hinkel (Ed.) Practical grammar teaching for the second language classroom (pp. 211-241). Routledge. https://doi.org/10.4324/9781032650883
Yalçın, Ş., & Yıldız, S. (2025). Attention to form enhanced with AI: An exploratory study with pre-service EFL teachers. TESL Canada Journal, 42(1), 47–64. https://doi.org/10.18806/tesl.v42i1/1419
Zuordnung im Vorlesungsverzeichnis
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Letzte Änderung: Fr 03.10.2025 13:06