ENGL 599 Functional Grammar for English Language Teachers

ENGL 599 Functional Grammar for English Language Teachers

Status: Compulsory

Level of Study 5

Hours 42

Credits 3

Design Length 1 Semester

Mode of Assessment 100% Continuous Coursework

Role and Purpose

This subject introduces a functional view of grammar, considering the ways in which English is organised to build up our picture of reality, to enable us to interact in with others, and to make our contribution coherent and relevant. It is designed to provide English teachers with skills which will allow the teacher to analyse ideational, interpersonal and textual meaning in the clause, the nature of inter-clausal relations, and the structure of nominal, verbal and adverbial groups and prepositional phrases.

Learning Outcomes

At the end of this subject you should be able to:

· identify lexico-grammatical features of common classroom genres

· analyse linguistic data

· illustrate grammatical structure with a diagram

· critically interpret linguistic data

· apply functional grammar to English language teaching in the classroom

· understand and use the differences between spoken and written language both as a teaching and learning tool

· identify and articulate how to connectideas in a text and make those ideas flow clearly and effectively.

· contrast uses of language that are personal or impersonal, direct or indirect, and informal or formal.

· assess language explicitly and efficiently to support the learning of all students.

Indicative Content

Upon completion of this subject you will be able to:

· work with Functional Grammar: A meaning making model of language.

· view language as a stratified system, and understand the concepts of context, register, genre and text

· identify common educational genres

· analyse language as meaning making potential through the metafunctions: interpersonal, experiential, textual

· analyse how language is used to construct relationships and attitudes (interpersonal meaning)

· analyse how language is used to construct reality (experiential meaning)

· analyse the channel of communication used and how a message is organised to make meaning (textual meaning)

· select and develop teaching material in order to explicitly discuss grammar and support language learning in the classroom

Forms of Learning and Teaching

This subject focuses on the theory of Systemic Functional Grammar and its relationship to English language teaching. Teaching and learning will take the form of lecture input followed by interactive seminars.

Assessment

100% Coursework.

Assignment 1: The first assignment will be a short quiz which involves applying functional grammar to analyse educational genres.

Assignment 2: The second assignment involves a systemic functional analysis and commentary of a learner text. The goal of this assignment is to provide you with an opportunity to:

· analyse authentic learner texts

· demonstrate your knowledge of SFL and your ability to apply that knowledge to text analysis

· assess students' strengths and weaknesses as revealed in written texts by using tools of SFL

· reflect on the value of text analysis for your own professional practice

Links to other Subjects

This subject provides you with a solid foundation in using the tools of functional grammar and text analysis, and in reflecting critically on the pedagogical applications of these tools. Functional grammar is used in many subjects as a basis for understanding discourse and analyzing discourse.

Reading

Essential

Halliday, M. A. K. & Matthiessen, C.M.I.M. 2004, An Introduction to Functional Grammar. London: Arnold