GREAT ZIMBABWE UNIVERSITY

ROBERT MUGABE SCHOOL OF HERITAGE AND EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM

DEVELOPMENT

B.Ed SECONDARY/PRIMARY PRE-SERVICE

TDSE 111/ TDPE 121: LINGUISTICS AND LANGUAGE TEACHING

MODULE CONTACT HOURS: 36

LECTURER: PROF. R. MAREVA

E-mail: rmareva@gzu.ac.zw CELL: 0772 978 970

Module Description
The module introduces Bachelor of Education students majoring in the teaching
of English to linguistics in its broad categories and how various linguistic aspects
can be applied to the teaching of English as a Second Language at the
secondary school level.

1.0 Module Learning Outcomes

Upon successful completion of this module, students are expected to be able to:
1.1 describe the language situation in Zimbabwe and outline the country’s
language policy;
1.2 define the concepts ‘language’ and ‘linguistics’;
1.3 identify and describe the major linguistic and extra-linguistic domains;
1.4 apply knowledge of linguistic domains to the teaching of English as a
Second Language.
1.5 critique selected language teaching methods/approaches, such as the
Grammar-Translation Method, the Direct Method, the Audio-Lingual
Method, and the Communicative Approach.

2 Module Content
2.1 Language situation and language policy in Zimbabwe
2.1.1 Zimbabwe Languages in contact
2.1.2 Bilingualism and multilingualism

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2.2 Language situation and teaching in Zimbabwe
2.2.1 English as First, Second and Foreign language
2.2.2 The teaching of English as a Second language

2.3 Linguistic Domains

Definition of linguistics, key concepts in linguistics

2.3.1 Phonetics and Phonology

2.3.1.1 Definition of Phonetics (articulatory, auditory and acoustic)
2.3.1.2 Articulatory Phonetics: the vocal tract, place and manner of
articulation
2.3.1.3The English phonetic alphabet
2.3.1.4 Phonetic transcription
2.3.1.5 Phonetics and the teaching of pronunciation
2.3.1.6 English phonology

2.3.2 Morphology
2.3.2.1 Definition of Morphology
2.3.2.2 Morphemes and allomorphs
2.3.2.3 Words and word formation processes, e.g., affixation, coinage,
acronymy, clipping, derivation etc

2.3.3 Syntax
2.3.3.1 Definition of Syntax
2.3.3.2 Syntax and grammar
2.3.3.3 Traditional Grammar (Prescriptivism) vs Modern (Descriptive)
2.3.3.4 Immediate Constituents Analysis: contribution and critique

2.3.4 Semantics
2.3.4.1 Definition of Semantics
2.3.4.2 Semantic theory
2.3.4.3 Sense relations e.g. antonymy, hyponymy, homophony etc

2.3.5 Pragmatics
2.3.5.1 Definition of Pragmatics
2.3.5.2 Discourse and communication
2.3.5.3 Cohesion and coherence

2.4 Language Teaching Approaches

2.4.1 An introduction to Teaching approaches/methods with emphasis on the
Communicative Approaches.

4.0 Approaches

- Lectures (Face-to-face and online)

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- Group and individual presentations

5.0 Assessment

Coursework: Two assignments OR one assignment and an in-class test which

shall contribute 40% of total marks.

Examination: One three hour paper which shall contribute 60% of total marks.

6.0 Expectations
- Students are expected to attend all lectures and participate in class
activities.
- Assignments are to be submitted by 16.00 hours of the set day of
submission.
- Students are expected to use the American Psychological Association
reference style in their assignments.

7.0 Academic Integrity

Students must uphold the university policy on academic integrity. Every
student must familiarise him/herself with this policy particularly the section
on academic misconduct, plagiarism and cheating.

8.0 Use of Electronic Devices

Students are expected to put all their cell-phones on silent mode or keep
them switched off during class. Students are advised against surfing the net,
while class is in progress as this is potentially distractive to other students.

9.0 References

Aarts, B. and McMahon, A. (Editors) (2006). The handbook of English linguistics.

Malden: Blackwell Publishing Ltd.

Akmajian, A., Demers, R. A, Farmer, A.K and Harnish, R.M. (1997). Linguistics:
An introduction to language and communication. Cambridge: The M.I.T. Press.

Brown, H.D. (2000). Principles of language learning and teaching. New Jersey:
Prentice-Hall.

Child, D. (1981). Psycholinguistics and the teacher. London: Holt, Rinehart and
Winston.

Crystal, D. (2008). A dictionary of linguistics and phonetics. Oxford: Blackwell

Publishers.

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Crystal. D. (1992). The Cambridge encyclopedia of language. Cambridge: C.U.P.

Finnegan, E. (2004). Language: Its structure and use. New York: Harcourt Brace
College Publishers.

Fromkin, V., Rodman, R. and Hyams, N. (2013). An introduction to language.

Wadsworth: Cengage Learning.

Krashen, S.D. (1995). Principles and practice in second language acquisition.

New York: Pergamon Press.

Malmkjaer, K. (Ed.) (2010). The linguistics encyclopedia. London: Routledge.

Meyer, C.F. (2009). Introducing English linguistics. Cambridge: C.U.P.

Nunan, D. (1991) Language teaching methodology: A textbook for teachers. New

York: Prentice-Hall International.

Richards, J.C. and Rodgers, V.T.S. (1999) Approaches and methods in language
teaching. Cambridge: C.U.P.

Syal, P. and Jindal, D.V. (1999). An Introduction to linguistics: Language,

grammar and semantics. New Delhi: Prentice-Hall.

Thompson, H. (2005). Teaching primary English. Oxford: Macmillan Education.

Yule, G. (2010). The study of language: An introduction. Cambridge: C.U.P.

Slobin, D.I. (1979). Psycholinguistics. Glenview, IL: Scott Foresman.

Wilkins, D.A. (1972). Linguistics in language teaching. London: Edward Arnold.