The Challenge of Syntax

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The Challenge of Syntax.

TeLCIP 2014

Gary C. WoodAssociate University Teacher in LinguisticsSchool of English, University of [email protected] | @GC_Wood | +GaryWood84

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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

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Some possible reasons

• Expectations vs. reality

• Abstractness

• Overwhelming or boring

• Students’ confidence

• Perceived/actual lack of knowledge.


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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.


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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)


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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.


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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.


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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.


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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.


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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.


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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.


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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.”


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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.


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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


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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.


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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.


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http://gcwood.staff.shef.ac.uk/sltc/[email protected] | @GC_Wood | +GaryWood84

Education

The Challenge of Syntax