This subject belongs to 4th course of Grado en Educación Primaria/Infantil, modulo MO2.

It expands the knowledge and competences acquired throughout the 3rd course subjects Didactica de la lengua extranjera (Primary Education) and Didáctica de la lengua y lengua extranjera (Infant Education), starting from a B2 level.

Requirements: B2 level.

Previous knowledge/competences:



Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Can reflect upon the form and use of languages.

The course is a fundamental requirement to qualify for the Foreign Language mention and develops the knowledge and relevant competences for the profession: phonological, morpho-syntactic and semantic competence. In addition, it encourages reflection on grammar and the use of the foreign language, in order to obtain a suitable degree of metalinguistic awareness.

Competence: To analyse the segmental and suprasegmental system of the English language and foster the ability to evaluate, diagnose and correct one’s pronunciation and that of future pupils of Infant and Primary Education.

Learning outcome:the learner identifies the phonemes and suprasegmental features of the ENglish language; (s)he is able to express himself with a suitable pronunciation and to identify and correct common pronunciation errors.



Competence: To know the morphological units of English and analise word-formation; to analyse the syntactic units and their possible combinations; to develope a good semantic and pragmatic competence.

Learning outcome:(s)he is able to identify the morphological and semantic units of English, produces correct inflectional and derivational forms; produces grammatical phrases and sentneces; (s)he is able to understand the meaning of words and sentences in context and the relations among them.



Competence: to know and use correctly the grammar of English

Learning outcomes: (s)he is able to use a correct grammar; (s)he knows the rules and applies them correctly.



Competence: to develop an adequate level of English metalinguistic competnce.

Learning outcomes: (s)he is able to reflect upon the grammar and its use.

PHONETICS

1. The sound production organs

2. The vowel system

3. The consonant system

4. Stress, rhythm and intonation.

MORPHO-SYNTAX AND SEMANTICS

1. Morphology. Morphemes, allomorphs and morph-phonemic rules.

2. Inflectional and derivational morphology.

3. Syntax: phrase and clause

4. Semantics: word meaning and relations between words

5. Analysis of the typical learners' errors: tense and aspect; questions and negations; modality; conditionals and wishes; passive form; non-finite verbal forms; articles; pronouns; propositions; impersonal constructions; linking; etc.

Class presentations and readings about the theoretical and practical contents of the subject and different assignments oriented to reflect upon these, through individual or group work.

In addition to class work, extra homework will be assigned to be done individually or in groups; among others: to use the reference material (reference grammar and works on various linguistic aspects)

As long as it is possible, part of the practical sessions will take part in the language laboratory.



In the COVID-19 scenario, class-attendance standards might be changed, by applying online or mixed standards approved by the faculty and university. For that purpose, the professor will make use of the necessary technological resources in order to guarantee teaching standards.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 60
  • Oral defense (%): 20
  • Realization of Practical Work (exercises, cases or problems) (%): 20

Given the different realities of the centres where the subject is taught (different teaching modalities, number of students per group, each centre's crosscurricular module work, cultural aspects, etc.), the evaluation of this subject in each centre is the following:



1. Continuous assessment:

1.1. Practical work:%20-30

1.2. Oral exam:%10-20

1.3. Final evaluation exam:%50-70



Conditions for the last calification:

In order to pass the subject, the students must pass all the aforementioned parts (1.1-1.3). Additionally, a minimun score (%35) will be required in each of the subparts of the final evaluation exam.



*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose, the professor will make use of the necessary technological resources in order to guarantee teaching standards.



EVALUATION CRITERIA:



The student...

is able to identify the phonemens and suprasegmental features (syllable, stress, rhythm and intonation)of the English language; shows an adequate pronunciation, avoiding typical mistakes;

identifies the morphological units (morpheme, allomorph) and syntactic units (phrase, sentences)of the language; produces correct inflected and derived forms; produces correct pharses and sentences;

understands the meaning of words and sentences in their context and the semantic relations between them; uses a correct and adequate grammar, applying the rules of the language correctly; identifies and corrects ungrammatical structures; reflects upon the language errors.



FORMATIVE EVALUATION:



Arranged tutorials.

Correction of assignments and feedback and clarification in order to improve on them.

Possibility of submitting a draft version which can be modified and improved in the due time in order to be graded.

Materials used in class, keys and additional training materials available in the digital platform.



STUDENTS WHO CANNOT ATTEND CLASS FOR JUSTIFIED REASONS

Final evaluation:

The students who, for justified reasons (laid down in the regulations) cannot participate in the continuous assessment modality, will be allowed to demonstrate the achievement of the contents and competences of the subject by means of a final evaluation test which comprises %100 of the subject's mark.



Evaluation system:

The final evaluation will consist of a final exam:

Theoretical and practical questions to be developed: 80%-90%

Oral exam: 10%-20%



*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose, the professor will make use of the necessary technological resources in order to guarantee teaching standards.





RESIGNATION TO THE CONTINUOUS EVALUATION:

The students have the right to be evaluated by means of the final evaluation exam, irrespective of the evaluation system (continuous or not) chosen. If the weight of the final test is higher than 40% of the grade of the subject, it will be sufficient not to sit said test so that the final grade of the subject is “not presented”(Art. 12.2)



RESIGNATION TO THE ORDINARY CALL:



If the student fails to take the final evaluation exam, he/she will be considered "absent" and will be graded as such.

The students who do not pass the subject in the ordinary call, irrespective of the evaluation system chosen, have the right to take the final evaluation exam. In case they do not take this exam, he/she will be considered "absent" and will be graded as such.

The only evaluation system of the extraordinary call is the final evaluation exam.

The positive results obtained during the course can be kept; however, if the results of the assigments realized during the course in the continuous evaluation are negative, these will not be kept for the extraordinary call and the students will be able to be evaluated of the 100% of the subject in the final exam. No positive results will be kept from one academic year to the next.



*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose, the professor will make use of the necessary technological resources in order to guarantee teaching standards.

Audiovisual material /TV, casette/CD player, DVD/Video player, projector...)
PC with internet connection
Where possible, part of the practical classes will be held in the language laboratory.

Basic bibliography

Units 1-3: LINGUISTICS COMPETENCE, METALINGUISTIC AWARENESS, GRAMMAR AND ITS COMPONENTS



Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.

Hymes, D. (1971). Competence and performance in linguistic theory. Language acquisition: Models and methods, 1, 3-28.

Lehmann, C. (2007). Linguistic competence: Theory and empiry. Folia linguistica, 41(3-4), 223-278.

O'Grady, W., Dobrovolsky, M., & Katamba, F. (Eds.). (1997). Contemporary linguistics. London/NY: Longman.

Plag, I., Arndt-Lappe, S., Braun, M., & Schramm, M. (Eds.). (2015). Introduction to English linguistics. Walter de Gruyter GmbH & Co KG.

Bialystock, E. (1982). On the relationship between knowing and using linguistic forms. Applied Linguistics 3, 181–206



Unit 4: PHONETICS & PHONOLOGY

García Lecumberri, M.L. & Maidment, J. A. (2000). English Transcription Course. Arnold. London.

O'connor, J.D. & Fletcher, C. (2002). Sounds English: A Pronunciation Practice Book. London: Longman.

Baker, A. (2007). Ship or Sheep? An Intermediate Pronunciation Course. 3rd ed. Cambridge: CUP.

Unit 5: MORPHOLOGY, SYNTAX, SEMANTICS & PRAGMATICS

Downing, A. and P. Locke. (2005). English Grammar: A University Course. London: Routledge.

Katamba, F. (1994). Morphology. London: Mcmillan.

Plag, I. (2003). Word-Formation In English. Cambridge University Press.

Poole, G. (2002). Syntactic Theory. New York: Palgrave.

Collins, P. & Hollo, C. (2010). English grammar. An introduction. 2nd ed. London: Palgrave.

Leech, G., Deuchar, M. & Hoogenraad, R. (2005). English grammar for today. A new introduction. 2nd ed. Houndmills:Palgrave Macmillan.



Dictionaries:



WELLS, J. C.Longman Pronunciation Dictionary. Longman. London.

JONES, D. English Pronouncing Dictionary. Cambridge University Presshttp://www.phon.ucl.ac.uk/

Morris Students Plus (Basque-English)

Collins English Dictionary: 30th Anniversary

Collins Essential Thesaurus.

Collins Unabridged Spanish Dictionary (Over 315,000 words and references)

Collins Cobuild Active English Grammar

Cambridge International Dictionary of Phrasal Verbs.

Cambridge Idioms Dictionary.



Cambridge Advanced Learner's

In-depth bibliography

Carrasco Gutiérrez, Á. (2018). Algunas pistas sobre cómo (no) enseñar gramática a los más pequeños. ReGroc: revista de gramática orientada a las competencias, 1(1), 0079-112.
Fontich, X. (2011). La enseñanza de la gramática en primaria y secundaria: algunas reflexiones y propuestas. Da investigação às pràticas.
Fontich, X. (2010). La construcción del saber metalingüístico. Estudio sobre el aprendizaje de la gramática de escolares de educación secundaria en el marco de una secuencia didáctica (Doctoral dissertation, Tesis doctoral: Universidad Autónoma de Barcelona).
Gonzalo, C. R. (2012). La enseñanza de la gramática: las relaciones entre la reflexión y el uso lingüístico. Revista iberoamericana de educación, 59, 87-118.
Hulstijn, J. and Ellis, R. (2005).Theoretical and empirical issues in the study of implicit and explicit second-language learning. Studies in Second Language Acquisition 27, 2 (special issue).
Lightbown, P.M., Spada, N., and White, L. (1993). The role of instruction in second language acquisition. Studies in Second Language Acquisition 15 (special issue).
Long, M.H.: 1991,‘Focus on form: A design feature in language teaching methodology’. In K.D. Bot, R. Ginsberg, and C. Kramsch (eds.), Foreign Language Research in Cross-Cultural Perspective, pp. 39–52. Amsterdam: Benjamins.
Roach, P. (2000). English Phonetics and Phonology. Cambridge University Press. Cambridge.
Ashby, P. (2005). Speech Sounds. Routledge. London.
Ashby, M. & Maidment, J.A. (2005). Introducing Phonetic Science. Cambridge University Press.
Clark, J, Yallop, C. & Fletcher, J. (2006). An Introduction to Phonetics and Phonology. Blackwell. Oxford University Press.
Ladefoged, P. (2005). A Course in Phonetics. Harcourt. New York.
Haegeman, L And J. Guéron. (1999). English Syntax: A Generative Approach. Oxford: Blackwell.
Katamba, F. (1994). English Words. London: Routledge.
Tallerman, M. (1998). Understanding Syntax. New York. Edward Arnold.

Journals

English Language and Linguistics. Cambridge University Press.

Web addresses

Web pages and youtube videos:
BBC. Global English and the teaching of pronunciation. https://www.teachingenglish.org.uk/article/global-englishteachingpronunciation
Cambridge English Online. Phonetic Focus. http://cambridgeenglishonline.com/Phonetics_Focus/
Cof8iño, A. Phonics first steps [Youtube video]. https://www.youtube.com/watch?v=NK_Llj969kY
ESL Games.com https://eslgames.com/minimal-pairs-game/
Fonetiks.org https://www.fonetiks.org/
Learn the Cockney accent with Jason Statham https://www.youtube.com/watch?v=1WvIwkL8oLc
Resources and Tools in Speech, Hearing and Phonetics. http://www.phon.ucl.ac.uk/
shiporsheep.com.English language pronunciation practice with minimal pairshttps://shiporsheep.com/
Voice recognition lift (courtesy BBC Scotland) with subtitles https://www.youtube.com/watch?v=NMS2VnDveP8
http://www.personal.rdg.ac.uk/~llsroach/peter/
http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/