Lecturer: Hsin-Chou Huang (黃馨週)
Email: joehuang@mail.ntou.edu.tw
Phone: 02-24622192#2021
Course ID: M9D01AEA
Credits: 3
Objective: This course presents an overview of contemporary teaching approaches consolidated by SLA research and empirical classroom practices in the field of Teaching English as a Second/Foreign Language (TESL/TEFL). Knowledge of current theories, research, and practices in EFL teaching and learning presented in this course will lead you to arrive at your own personal conceptualizations of teaching. The major topics include teachers’ beliefs, approaches to teaching, learner variables, curriculum design, assessment
Course Prerequisites: None
Outline:
Course content covers the following topics:
1. Beliefs, concepts, and methodologies
2. Content and language integrated learning (CLIL)
3. CLIL development in bilingual education in Taiwan
4. Exploring translanguaging in Taiwanese CLIL classes
5. Curriculum development in language teaching
6. Using digital stories to improve listening comprehension
7. Reading in a second language
8. E-reading and e-discussion
9. Teaching and researching writing
10. Testing for language teacher
Teaching Method:
Lectures, in-class group discussions, student presentations
Reference:
1. Brown, H. Douglas. (2007). Teaching by Principles. (3rd Ed.) New York: Pearson Education, Inc. ( 418.0071 B813t 2001 )
2. Hadley, Alice Omaggio. (2001). Teaching Language in Context. (3rd Ed.) Boston: Heinle & Heinle.
3. Harmer, J. (2008). The Practice of English Language Teaching. Boston, Pearson Longman.
4. Richard-Amato, P. (2003). Making It Happen: From Interactive to Participatory Language Teaching. New York: Longman.
5. Richards, R. (2001). Curriculum development in language teaching. C
Course Schedule (subject to change):
Week Date Content
1 9/13 Course Introduction Beliefs, Concepts, and Methodologies
2 9/20
1. Johnson, K. (1999). Teachers’ Knowledge: A View From the Inside Out. In K. Johnson (Ed.), Understanding Language Teaching: Reasoning in Action (pp. 14-29). Boston: Heinle and Heinle.
2. Johnson, K. (1999). Teachers’ Beliefs: The Rock We Stand On. In K. Johnson (Ed.), Understanding Language Teaching: Reasoning in Action (pp. 30-42). Boston: Heinle and Heinle.
3. Johnson, K. (1999). Learning to Teach: Be
Evaluation:
Participation and class discussions: 30%
Constructing and presenting lesson plans for teaching materials: 30%
A research project proposal and an oral presentation of the project: 40%