| Instructor: Doris (Yu-Chih) Shih Office: SF 228 Fall 2002, Friday 8:30 p.m.-10:10 p.m. Credits: 2 credits The contents of this syllabus are subject to change |
e-mail: dshih@mails.fju.edu.tw Phone: (O) 2903-1111 ext. 3821 (C) 0922-338-661 |
This course deals with review of contemporary research and approaches applied to material development and instructional design for English as a Second Language (ESL) instruction. The content of the course will be presented through various ways: presentations given by the instructor, in-class and online discussions, student presentations, and individual and group assignments. These methods will stimulate students to think about issues discussed in the research and also develop materials and instruction for teaching ESL. In addition to the textbooks, we will also use some online resources as learning materials. Lesson plans and instructional materials produced by students for the in-class presentations will be uploaded into the online environment for others to access.
¡@
Course Goals:
This course enables you as students to:
1. become knowledgeable of contemporary research in ESL teaching and learning.
2. realize successful second language learning depends on multiple factors, such as cultural, emotional, and cognitive factors.
3. apply different approaches in developing ESL instruction.
4. become familiarize with the use of different technologies with ESL material development and instructional design.
Texts required:
Harmer, J. (1998). How to teach English. Essex, England: Longman.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford, England: Oxford University Press.
¡@
References:
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Longman.
Cross, D. (1999). A practical handbook of language teaching. Essex, England: Pearson Education.
Krashen, S. D. (1995). Principles and practice in second language acquisition. New York: Prentice Hall.
Owston, R. D. (1997). The World Wide Web: A technology to enhance teaching and learning? Educational Researcher, 26(2), 27-33.
Grading Policy:
|
1. Participation (in class and online)¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K |
20% |
|
2. Attendance (see explanation below) |
|
|
3. A presentation on instructional material development and events of one lesson (group work)¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K |
20% |
|
4. A paper describing the content of the presentation (include a lesson plan*) (group work)¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K |
20% |
|
5. Web-board discussion..¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K |
20% |
|
6. Midterm Exam¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K¡K. |
20% |
Please come to class each time and on time. This is respect to yourself and your classmates. Each unexcused absence will result a 3% deduction from the final grade. If you are or will be absent for medical or personal reasons, please inform me in advance and show evidence (e.g. medical excuse notes). According to the university regulation, more than two unexcused absences or six excused absences result a failed grade for the course. I will provide a sign-in sheet for you to sign your name. Please do not sign for other people. I will be checking the handwritings.
Plagiarism is forbidden. You must obey the principles of academic integrity. Please respect other people¡¦s work. If you quote or refer to certain people¡¦s work, remember to give credit to the author(s). A plagiarized product will result in a 0% of your assignment.
We will be using the web-board discussion area to do weekly sessions this semester. I will upload question(s) for discussion after the lesson every week. Responses are individually based. If you have problems in the access of the computer and discussion board account, please contact me immediately. DO NOT wait until the end of the semester to express your problems.
No. |
Week |
Activities |
Readings/Assignments |
|
1 |
9/20 |
Introduction; Language & culture; your own experience |
|
|
2 |
9/27 |
Good teacher/learner/management |
Harmer, chapter 1-3 |
|
3 |
10/4 |
Krashen¡¦s five hypotheses; Learning & teaching |
Krashen, chapter II; Harmer, chapter 4 |
|
4 |
10/11 |
Grammar-Translation Method; Direct Method |
Larsen-Freeman, chp1- 3 |
|
5 |
10/18 |
Teaching listening |
Harmer, chp. 10 |
|
6 |
10/25 |
Lesson plans; Games |
Harmer, chp. 12 |
|
7 |
11/1 |
Audiolingual Method |
Larsen-Freeman, chp. 4 |
|
8 |
11/8 |
Teaching speaking |
Harmer, chp. 9 |
|
9 |
11/15 |
Midterm exam |
|
|
10 |
11/22 |
Teaching reading |
Harmer, chp. 7 |
|
11 |
11/29 |
The Silent Way |
Larsen-Freeman, chp. 5 |
|
12 |
12/6 |
Teaching writing |
Harmer, chp. 8 |
|
13 |
12/13 |
Desuggestopedia |
Larsen-Freeman, chp. 6 |
|
14 |
12/20 |
An overview of technology |
Brown, chp. 9 |
|
15 |
12/27 |
Presentations (G1-G3) |
|
|
16 |
1/3 |
Presentations (G4-G6) |
|
|
17 |
1/10 |
Presentations (G7-G9) |
|
|
18 |
1/17 |
Final week; Presentations (G10-G11); post-survey; wrap-up |
Turn in presentation paper and reflective paper |
Course Website:
http://www.etweb.fju.edu.tw/esl_method/index.htm
¡@