Pusan University of Foreign Studies

TESOL Program

 

 

English Grammar Assignment 1

1. General Instructions
2. Topic Choice 1 L2 Corpus Study for Intonation, Structure and Error Analysis
3. Topic Choice 2 Demonstrate Using A Story As A Way To Teach Grammar


General Instructions

Dates due : 1st draft : week 6 (10% of the essay mark)

Final draft : week 9

Notes : 1. Read the following instructions carefully !! Ignoring them will cost you marks.

2. Pick one essay topic. The essay is worth 25% of your total course mark.

3. All borrowed ideas must give a full reference for the source (i.e. author, page number, article name, journal or book name, publisher and date). Quotations should be in quotation marks.

4. At the end of the essay make a list of references used. Check an academic journal or technical book to see how to do this.

5. All essays should include

a) an introduction which states what you are aiming to do;

b) a method statement which says how you plan to achieve your aim;

c) the main essay body which contains your procedure and discussion;

d) a conclusion which states summarizes what you did or discovered.

** Make five section headings, one for each of these five components !! **

6. Essays may be up to several thousand words, but should not be less than 1500 words, excluding corpuses, stories etc.

7. All essays should be handed in on typed paper AND floppy disk. Put your name on the floppy disk. Please save all text in Rich Text Format (= .rtf in a computer file. Go to "save as" in your word processor, then select rtf. Any computer program can read rtf. Do NOT give me files in *.hwp Korean word processor format. My English Windows operating system can't read them !!).


 

 

Essay Topic Choice 1 :
L2 Corpus Study for Intonation, Structure and Error Analysis

Tape Recording (or MP3 recording)

1) Tape record several minutes of one or more L2 speakers using English.

Transcription

2) Carefully transcribe the tape recording into writing; ( double space; i.e. leave an empty line after each line of text).

Intonation Analysis and Meaning

3a) Display and describe the intonation patterns in a section of your transcription. To display intonation, you can use conventions adapted by other linguists (e.g. David Crystal, The English Tone of Voice) or you can invent your own convention. I strongly advise you to read the following article on 'Intonation in the Classroom' : http://www.cels.bham.ac.uk/samplemats/scd/04sd.pdf ;( if you computer cannot open the Acrobat *.pdf file, you can download the Acrobat Reader program for free). For more ideas, go to Google and do a search on "transcribing intonation".

3b) Show how the intonation patterns affect the speaker's meaning in the section you display.

Language Structure and Meaning

4a) Study the structure of the language you have transcribed.

4b) Make a list of the different kinds of sentences, and count their frequency (show this in a table).

4c) Discuss how the different kinds of sentences influence the style and meanings expressed by the speaker.

Error Analysis and Correction

5a) Study the text for odd expressions and errors. Mark each type of error with a colour code, or by some other method.

5b) If possible, ask a native speaker to help you decide what are "errors". Remember that what is bad in writing might be OK in speech.

5c) Distinguish between single morpheme errors, and more serious errors of syntax etc.. Note whether an error badly confuses the meaning of the text (these errors are usually global errors).

5d) Note any other ways that the text differs from native speaker talk.

5e) Categorize and analyze the errors. Explain what went wrong in each case. Try to explain in a common sense manner rather than just using technical jargon.

5f) Suggest an interesting plan to help the speaker to correct some of the errors.

Note on Recording Method :

1. It is best to ask permission to use a tape recording after you record, not before; (if people are aware of the tape recorder, they won't be natural). If the speaker does not want you to use a tape recording, then destroy it and record someone else.

2. Hand in a copy of the tape recording with your essay.

3. Add the written transcription as an appendix to your essay.


 

 

 

Essay Topic 2 :
Demonstrate Using A Story As A Way To Teach Grammar

Resources

1. Study the article "Using a Story-Based Approach to Teach Grammar" by Bonnie Adair-Hauk in J. Schrum & E. Glisan, Teacherís Handbook, Chapter 7, pub. Heinle & Heinle, 2000.

2. Search for other studies of Story-Grammar Teaching in the library and on the Internet (make sure you get their full reference and location recorded if you wish to quote them).

Task

3. Explain story based grammar teaching, and using Adair-Hauk's general approach, suggest an interesting story, then show exactly how you would present and develop it to make students aware of grammatical form.

Procedure

4. This topic requires you to ..

a) write a theory section explaining the idea behind using using stories to teach grammar. In this section you should try to include summaries (in your OWN words) of information you have found by other writers on the topic. Give full references.

b) prepare a lesson plan showing how you would actually organize and teach a lesson based on story-grammar.

5. Be sure to state the age and language level of the students you are planning for.

6. Be careful to state exactly what your teaching objectives are.

7. Explain the grammatical points you wish to emphasize (so that the lecturer knows that you really understand them). This explanation can be included in your methods section.

8. Include extension activities to reinforce the points that you have helped students to "discover". Extension activities MUST be based on the theme of the story AND if possible develop the language point. Language activities unrelated to the story are NOT acceptable. You can, of course, add to the story itself etc.

Advice

9. Remember that 'grammar' is a wide term that includes many things besides traditional questions of tense, plurals etc .... It is really about everything that affects the organization and style of language, from intonation, to the ordering of ideas in a text, to style, register and pragmatics. Your lesson could be about any of these things.

10. Only teach ONE main idea in any lesson. Otherwise your teaching point will be lost.

General notes :

11. Every student must use a different story. In week 4 the lecturer will ask you to name your story, just to be sure that nobody else is using the same one.

12. Add the story to the end of your essay as an appendix. It is not part of the word count for your essay.


Material on this site has been prepared by Thor May for the PUFS TESOL Program 2003
Site addresses :
a) http://home.pufs.ac.kr/~thormay
b) http://thormay.net/lxesl/tesol/pufsindex.htm