LCN614 Assignment One: Write an essay analysing and critiquing the teaching of grammar in a selected ESL/EFL textbook. (The textbook is PathWays listening, speaking and Critical Thinking)
Length: 2,500 words
This essay requires you to provide a contextualised analysis and critique of how appropriately a chosen item of grammar is presented for second language teaching/learning in an English language textbook of your choice. This assignment offers you the opportunity to apply the insights you have gained through the references in the list below. The assignment is in 3 parts, as follows:
Section One: Background and focus on the selected grammar item
From the list below, select one grammar item that you are interested in teaching to a particular group of ESL or EFL learners. In a short paragraph describe the teaching/learning context and give a brief profile of your language learners (this may relate to your actual or intended teaching context). Give an explanation of why you have selected this particular grammar item and identify some of the key issues these second language learners face in trying to master this grammar item.
Section Two: Textbook analysis
Choose one English language textbook (PathWays listening, speaking and Critical Thinking has been chosen) and analyse how it approaches the teaching/learning of your selected grammar item. You can refer to any current ESL or EFL textbook, but it is preferable to use one that directly relates to your particular English language teaching context. Your analysis will discuss how the textbook covers the form, meaning and use of the selected grammar item, and identify the grammar pedagogy that is evidenced in these pages. Support your analysis with reference in the list below and in the research literature. (Photocopy the textbook pages that address your selected grammar item and place these in the Appendix of your submitted assignment for your lecturer’s reference).
Section Three: Critique of the textbook grammar pedagogy
In this final section you will provide a detailed critique of the textbook treatment of your selected grammar item, noting the strengths and weaknesses of this pedagogic approach and its relevance to your second language learners. You will support your critique with references to both the research literature and your teaching context. Your critique should also incorporate your suggestions for further extending or enhancing the language learning activities so as to maximise their value for your particular language learners.
List of Grammar Items
Instruction: Select ONE of the following
Simple Present Tense v present continuous tense
Present perfect tense
Simple past tense v Present perfect tense
Simple past v past continuous tense
Past perfect tense
Present and past participles
Ways of expressing the future
Countable and non-countable nouns
Use these articles as references and others new references 2000 onwards
Ellis, R. (2006) Current Issues in the teaching of grammar: An SLA Perspective. TESOL quarterly, 40, (1), 83-107.
Petraki, E & Hill, D (2011). effective grammar teaching: Lessons from confident grammar teachers., TESOL in Context 21 (2) pp.34 – 51.
Lee, J.F. and Van Patten, B. (2003). Issues in learning and teaching grammar. In Making communicative language teaching happen (2nd ed.), Boston: McGraw-Hill. Chapter 6, pp 116-134.
Swan, M. (1995) Practical English usage. Oxford: OUP. pp 457-466.
Hartmann, P., Zarian, A. And Esparza, P. (1998) Tense situations: tenses in contrast and context (2nd ed.). Boston: Thomson Heinle. pp 2-13.
Larsen-Freeman, D. (2003) The three dimensions. In Teaching English: From grammar to grammaring. Chapter 4, pp 34-48.
Celce-Murcia, M. & D. Larsen-Freeman (1999) Grammatical Metalanguage. In The Grammar Book: AN ESL/EFL Teacher’s Course. Boston: Heinle & Heinle. Chapter 2, pp 13-27.
Celce-Murcia, M. & E. Olshtain (2000) Discourse and context in Language Teaching. Cambridge: Cambridge University Press. pp 50-72.
Cullen, R. (2012). Chaper 27: Grammar Instruction. In Burns, A and Richards, J (eds), The Cambridge guide to pedagogy and practice in second language teaching, (pp.258-266) New York: Cambridge University Press
Ellis, R. (2012). A lifetime of grammar teaching. Teaching English in the Two Year College 40 (1): 7-19.
Nassaji, H and Fotos, S. (2004). Current developments in research on the teaching of grammar. In Annual Review of Applied Linguistics, 24: 126-145.
Cullen, R. (2008). Teaching grammar as a liberating force. ELT Journal 62 (3): 221-230.
Loewen, S. (2011). Focus on Form. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (Vol. 2, pp. 576-591). Hoboken: Routledge.
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