TESL 603 - Teaching Grammar, Lexicon, and Pronunciation

TESL 603 Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the student is required to provide a 400–500-word thread in response to the provided prompt for each forum. For Discussion Board Forum 1, the initial thread must be supported with at least 2 sources cited in current APA format, including the Nassaji and Fotos (2011) textbook. For Discussion Board Forum 2, the initial thread must be supported with at least 3 sources cited in current APA format, including the Nassaji and Fotos (2011) textbook and the Cameron (2018) textbook. In addition to the thread, the student is required to reply to 2 other classmates’ threads. The student must cite a minimum of 1 source in each reply using current APA format, as applicable. Each reply must be at least 150 words.

TESL 603 Activity Development and Analyses (2)

The student will create short activities that could be implemented in an ESL or EFL classroom based on the focus on form methodologies detailed in Nassaji and Fotos (2011). Each activity will be created to focus on a specific grammar issue, as specified by the instructor, and will incorporate focuses on pronunciation and lexicon as well. Beyond designing this activity, the student will also provide a short analysis of his or her activity, detailing how it both achieves the grammatical goal and adheres to the assigned methodological approach. These analyses must be supported with at least 2 sources cited in current APA format, including the Nassaji and Fotos (2011) textbook. The activity part of the assignment must be 1–2 pages, and the analysis part must be 400–600 words.

TESL 603 Peer Activity Evaluations (3)

The instructor will assign the student to a group discussion forum, and each Activity Development and Analysis above, as well as the Grammar Task Lesson and Analysis, will be posted in the forum. In the module/week after submission, the student will critique 2 peers’ activities and analyses, providing suggestions for improving their efficacy in achieving the grammatical goal and in representing the specified methodological approach. Critiques must be 300–500 words and must be supported with the Nassaji and Fotos (2011) textook cited in current APA format.

TESL 603 Grammar Task Lesson and Analysis

The student will develop a three-phase lesson unit on addressing a specific grammar issue (provided by the instructor), with an emphasis on pronunciation and lexicon. The Task will integrate multiple methods from Nassaji and Fotos (2011). The Task should include the following sections:

Informational Introduction: This section will provide an introduction for the Task, a list of objectives, and a description of the demographics of the students in the class.

Teacher Guide: Each phase (pre-task, task, and post-task) plan should include a lesson introduction, an indication of the time required to complete the lesson, a list of objectives, required materials, and a sequence of the activities in the phase.

Three sequenced, connected Task phases: A pre-task, task, and post-task phase lesson. The student will deliver the completed Task phases with all the necessary components in a user-friendly, motivational format.

Analysis: The student will analyze his or her Task, indicating how each phase meets requirements and demonstrates relevant methods from relevant textbook readings. The analysis must be 1,000–1,500 words.

TESL 603 Exams (3)

The exams will focus on applying information from the Cameron (2018) text. Exams will be open-book/open-notes, contain multiple-choice, multiple-answer, true/false, fill-in-the-blank, short-answer, and/or essay questions, and have a 1-hour-and-30-minute time limit.