{"id":1908,"date":"2022-06-27T14:36:10","date_gmt":"2022-06-27T06:36:10","guid":{"rendered":"http:\/\/caes.hku.hk\/?page_id=1908"},"modified":"2026-06-23T11:05:26","modified_gmt":"2026-06-23T03:05:26","slug":"maal6030","status":"publish","type":"courses","link":"https:\/\/caes.hku.hk\/maal\/courses\/maal6030\/","title":{"rendered":"MAAL6030 Understanding Language through Grammar"},"content":{"rendered":"

COURSE TEACHER<\/span>:<\/span>
\n<\/span>Dr.<\/span><\/b>\u00a0Ken Lau<\/span><\/b>
\n<\/span>Email:<\/span>\u00a0<\/span>lauken@hku.hk<\/span><\/a>\u00a0<\/span><\/p>\n


\nOverview<\/span><\/b>
\n<\/span>This course adopts a functional view of grammar to understand language as a stratified system. At the end of the course, participants will be able to identify and describe the language use and function in some common genres, apply relevant grammatical categories to critically analyse and interpret language data and diagnose problems of language learners.<\/span><\/p>\n


\nAims<\/span><\/b>
\n<\/span>This course aims to acquaint course participants with a general understanding of how grammar as part of a language system encompasses discourse and meaning. Participants will understand the importance of functional analysis of various text types and recognize the limitation of traditional grammar.<\/span>\u00a0<\/span><\/p>\n

 <\/p>\n

Course Learning Outcomes<\/span><\/b>
\n<\/span>Upon successful completion of this course, students should be able to:<\/span>\u00a0<\/span><\/p>\n

    \n
  1. identify and describe the language use and function in some common genres;<\/span>\u00a0<\/span><\/li>\n
  2. apply relevant grammatical categories to critically analyse and interpret language data; and<\/span>\u00a0<\/span><\/li>\n
  3. diagnose problems of language learners<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

     <\/p>\n

    Assessments<\/span><\/b>
    \n<\/span>Participants will be expected to apply functional grammar to conduct a comparative analysis of two spoken or written texts. The texts can be produced by learners, professionals, native or non-native speakers of English. Details of the assignment will be provided when the module begins.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

     <\/p>\n

    GenAI Policy<\/span><\/b>
    \n<\/span>Responsible and transparently documented use of GenAI is permitted at all stages except the generation of core analytical paragraphs or entire sections. Students are encouraged to experiment with AI as a thought partner, but the final submission must demonstrably be the student\u2019s own intellectual work. A complete GenAI Use Declaration is mandatory whenever GenAI is used.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

     <\/p>\n

    Key References<\/span><\/b>
    \n<\/span>Butt, D., Fahey, R.,\u00a0<\/span>Feez<\/span>, S.,\u00a0<\/span>Spinks<\/span>, S., &\u00a0<\/span>Yallop<\/span>, C. (2000).\u202f<\/span>Using functional grammar: An explorer\u2019s\u00a0<\/span><\/i>\u00a0<\/span>guide.<\/span><\/i>\u202fSydney: NCELTR.<\/span>
    \n<\/span>Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004).\u202f<\/span>An introduction to functional grammar\u202f<\/span><\/i>(3rd\u00a0<\/span>\u00a0<\/span>ed.). London: Arnold.
    \n<\/span>Jones, R. H. & Lock, G. (2011).\u202f<\/span>Functional grammar in the ESL classroom: Noticing, exploring and<\/span><\/i>\u00a0<\/span>practicing<\/span><\/i>. Palgrave MacMillan.<\/span>
    \n<\/span>Kress G. & van Leeuwen, T. (2006).\u202f<\/span>Reading images: The grammar of visual design<\/span><\/i>. London:\u00a0<\/span>Routledge.<\/span>
    \n<\/span>Lau, K. (2012).\u202f<\/span>Learning to become a professional in a textually-mediated world: A text-oriented\u00a0<\/span><\/i>study of placement practices.<\/span><\/i>\u202fBern: Peter Lang.<\/span>
    \n<\/span>Lock, G. (2005).\u202f<\/span>Functional English grammar: An introduction for second language <\/span><\/i>teachers<\/span><\/i>\u202f(7<\/span>th<\/span>\u202fedition). Cambridge: Cambridge University Press.<\/span>
    \n<\/span>Thompson, G. (2013).\u202f<\/span>Introducing functional grammar\u202f<\/span><\/i>(3<\/span>rd<\/span>\u202fedition). London: Arnold. [Recommended text]<\/strong>
    \n<\/span><\/p>\n

     <\/p>\n

    Schedule (Semester 2)<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
    Week <\/span><\/b>\u00a0<\/span><\/td>\nTopic<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
    1<\/span>\u00a0<\/span><\/td>\nDifferent Conceptions of Grammar<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
    2<\/span>\u00a0<\/span><\/td>\nUnderstanding ‘Genre’<\/td>\n<\/tr>\n
    3<\/span>\u00a0<\/span><\/td>\nExperi<\/span>ential Meaning<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
    4<\/span>\u00a0<\/span><\/td>\nInterpersonal Meaning + APPRAISAL<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
    5<\/span>\u00a0<\/span><\/td>\nAPPRAISAL (con’d) + Textual Meaning<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
    6<\/span>\u00a0<\/span><\/td>\nFunctional Grammar Workshop<\/td>\n<\/tr>\n
    7<\/span>\u00a0<\/span><\/td>\nVisual Grammar + Interpreting Functional Grammar<\/span><\/td>\n<\/tr>\n
    8<\/span>\u00a0<\/span><\/td>\nContributions of Functional Grammar to Pedagogy<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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