A presentation from the first Teaching in Linguistics: Creativity and Innovation in Practice workshop, Kingston University, July 2014. This presentation looks at the challenges of teaching syntax to first and second-year undergraduates, and proposes some helpful solutions, including the use of social media.

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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

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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
14/09/2014 © 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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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)
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.”
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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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.
14/09/2014 © The University of Sheffield / Gary C. Wood

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http://gcwood.staff.shef.ac.uk/sltc/14
g.c.wood@sheffield.ac.uk | @GC_Wood | +GaryWood84
14/09/2014 © The University of Sheffield / Gary C. Wood