English Linguistics for Teachers for grades 1.-7. (MGL1032)
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.
Course description for study year 2024-2025. Please note that changes may occur.
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 assumptions underlying 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.
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 assumptions underlying language use, with a focus on English speech acts in various contexts
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
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 by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers
Required prerequisite knowledge
The students taking the course should have reached the CEFR B2 level in English speaking and writing, and C1 level in listening and reading.
Take-home exam, mid-term exam and gruop assigment
Form of assessment
Pair digital tool exam
1) Course materials, online resourses
Mid-term exam (25% of the final grade)Pair digital tool exam (25% of the final grade)Take-home exam: 1500 words (+/- 10%) (50% of the final grade), scale A-F.All parts must be passed to get a final grade.
A digital assignment within pragmatics, 70% attendance, Assignments
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.
A digital assignment within pragmatics has to be submitted.
Course assignments for seminars need to be completed regularly.
This course will utilize a combination of lectures, seminars and workshops. Varied teaching approaches will be employed, including, for example, experiential learning, cooperative learning, flipped classroom and digital learning cycles. 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 & MGL 5-10 seminar groups. In addition, opportunities will be given for students to work on individual and group assignments in study groups.
Suggested distribution of work hours:
Lectures & preparation for lectures: 88hrs + 88hrs = 176hrs (8 + 8 hours weekly during teaching weeks)
Self-study: 160hrs (during teaching and non-teaching weeks depending on individual needs and preferences)
English 1; English Linguistics for Teachers for grades 1.-7. (GLU1032_1)
Exchange Students at Faculty of Arts and Education
There must be an early dialogue between the course coordinator, the student representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital course evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.