The Challenge of Syntax
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This document discusses challenges in teaching syntax and proposes approaches to make it more engaging for students. It notes that syntax can be seen as abstract, overwhelming, or boring. However, establishing clear expectations, using an interactive teaching style, and giving students opportunities to practice and support each other can help improve learning outcomes. The approach achieved success, with a growing percentage of students achieving high marks in subsequent years. Social media is also proposed as a way to promote engagement within and outside the classroom.
The Challenge of Syntax
- 1. 1 1 The Challenge of Syntax. TeLCIP 2014 Gary C. Wood Associate University Teacher in Linguistics School of English, University of Sheffield g.c.wood@sheffield.ac.uk | @GC_Wood | +GaryWood84 2 Making syntax fun • How can we make syntax a ‘fun’ subject to learn? • Why is it not? (Or why might it not be?) • Think about your own experience as an undergraduate • Was it a positive or negative experience? Why? • 5 minutes • Tweet to #TeLCIP14syn 14/07/2014 © The University of Sheffield / Gary C. Wood
- 2. 2 3 Some possible reasons • Expectations vs. reality • Abstractness • Overwhelming or boring • Students’ confidence • Perceived/actual lack of knowledge. 14/07/2014 © The University of Sheffield / Gary C. Wood 4 An introductory course • Opportunity to capture interest and enthusiasm • Parts of speech & subcategories • Constituency, phrases, clauses, ambiguity • Representing structure (trees) • Heads, complements, and modifiers • Transformations: questions, passivisation • Theta Theory • Binding Theory. 14/07/2014 © The University of Sheffield / Gary C. Wood
- 3. 3 5 An approach to the challenge • Evidence for success? • Percentage of students achieving 90% and above as a final module mark: 2009-10 0% (9% fail) 2010-11 26% (0% fail) 2011-12 29% (0% fail) 2012-13 32% (0% fail) 14/07/2014 © The University of Sheffield / Gary C. Wood 6 An approach to the challenge • Establish an explicit challenge to manage expectations • Choose a good set textbook, and tie it to the course • Interactive sessions • Students supporting each other • Opportunities to practice and build confidence. 14/07/2014 © The University of Sheffield / Gary C. Wood
- 4. 4 7 Establish a challenge • Unfamiliar approach • Some students will find harder than others • Expect – and don’t be afraid – to make mistakes • Ask questions if things are unclear • Practice, and keep up with the course • Support available and how to access it. 14/07/2014 © The University of Sheffield / Gary C. Wood 8 Good textbook • Key part of support • Alternative presentation/examples • Needs to be engaging and lively, with plenty of good examples • Assign chapters, and make students read them • Can be difficult to progress between books/modules. 14/07/2014 © The University of Sheffield / Gary C. Wood
- 5. 5 9 Interactive sessions • Both lectures and workshops • Students need to apply knowledge before leaving the session • 2 hours for 1 hour lecture • Social media can help. 14/07/2014 © The University of Sheffield / Gary C. Wood 10 Students supporting each other • In class • Opportunities for collaboration • Silent tutor approach • Outside class • Social media • Face-to-face – study hours • Assignments that encourage discussion and clarifying ideas. 14/07/2014 © The University of Sheffield / Gary C. Wood
- 6. 6 11 Practice and confidence building • Danger of being overambitious • Tree Surgery • Advent Calendar • Mid-term assignments • Opportunities to check work: solutions in VLE; social media; office hours. 14/07/2014 © The University of Sheffield / Gary C. Wood 12 Using Social Media • Why? • Promote engagement and interaction within and outside the classroom • “I’m doing the show because 16 million people watch it. If people are watching I’m A Celebrity, that is where MPs should be going.” 14/07/2014 © The University of Sheffield / Gary C. Wood
- 7. 7 13 Using Social Media • How? • Hashtags for modules • 10 minute demo at start of intro lecture • Outside classroom: Links to additional info and resources Discussion of topics/ideas Support and reassurance Replace email – dialogue-based. 14/07/2014 © The University of Sheffield / Gary C. Wood 14 Using Social Media • How? • In classroom: Virtual hand raising Facilitate discussion Quieter students get involved Large classes: feed in, feedback and feed-forward Feedback from tutor 14/07/2014 © The University of Sheffield / Gary C. Wood
- 8. 8 15 Using Social Media • Benefits • Extends classroom boundaries and encourages in- class collaboration • Builds rapport with students – let them see you’re human and appreciate you’re an academic • Increased perception of availability/accessibility – but reduced workload • Students come to classes better prepared • Students like it. 14/07/2014 © The University of Sheffield / Gary C. Wood 16 Using Social Media • Some hints and tips • Don’t assume all students know how to use Twitter • Encourage everyone to access • Facilitate and encourage discussion • Use lists instead of following students. 14/07/2014 © The University of Sheffield / Gary C. Wood
- 9. 9 17 14/07/2014 © The University of Sheffield / Gary C. Wood http://gcwood.staff.shef.ac.uk/sltc/14 g.c.wood@sheffield.ac.uk | @GC_Wood | +GaryWood84