ࡱ> #` *>bjbj 76%ccc8cdL)ff"gggg.#h7h $hMΔ5rgg5r5rΔggwww5rxggw5rwwt|gf pVcsd0)ٙtٙ$ٙCh2ukHwmoChChChΔΔ-wXChChCh)5r5r5r5r49*9  LIN/EDU 337: TESOL Linguistics Instructor: Dr. Irma Alarcn E-mail:  HYPERLINK "mailto:alarcoi@wfu.edu" alarcoi@wfu.edu Office: Greene 549 Phone: (336) 758-5194 Office hours: TBA __________________________________________________________________ Course overview This course provides an introduction to the theoretical and practical linguistic resources and skills necessary for teaching English to speakers of other languages (TESOL). It is intended for students who would like to teach English as a foreign language either as a career or as part of a travel experience, as well as those who are simply curious about TESOL. We begin by exploring the theories and applications of second language acquisition (SLA), which studies how second languages are acquired. Only with a thorough understanding of how languages are learned can language teachers most effectively help their learners by providing the optimal conditions for acquisition to take place. In addition, knowing about SLA can guide both learners and teachers expectations regarding teaching-learning processes and outcomes. Next, the applications part of the course offers a basic framework in EFL/ESL approaches and techniques for teaching foreign languages, with emphasis on communicative language teaching and SLA research applications. Developing an ability to critically assess current methods, materials, and techniques for teaching various language skills will be a primary focus, though examining aspects of English phonology/phonetics that pose special problems to learners of various language backgrounds will also be stressed. For more advanced study of teaching methods and materials, I recommend EDU 354 as a follow-up course. It includes supervised teaching practice. Goals of the course Introduce the fundamental concepts and issues in SLA and its applications. Achieve an understanding of the theoretical principles and major research findings of SLA. Interpret the SLA findings that are most relevant for the language-teaching process. Develop the ability to establish links between SLA principles and SLA instruction in order to apply them to teaching practices. Explore the major foreign language teaching approaches and methodologies, in particular Communicative Language Teaching (CLT). Examine basic techniques for teaching various individual language skills (listening, speaking, reading, writing, grammar, and vocabulary), as well as integrated skills. Discuss learners individual characteristics, including learning strategies and styles. Learn how to structure and prepare a lesson plan. Get a general understanding of the concept of language assessment. Course pre-requisites Either Lin/Ant 150 or Eng 304 is required; knowledge of a second language is recommended. Some teaching background will be helpful, but not necessary. Required textbooks Gass, S. M., & L. Selinker. (2001). Second language acquisition: An introductory course. (2nd Edition). Mahwah, NJ: Lawrence Erlbaum. [G&S] Celce-Murcia, M. (2001). Teaching English as a second or foreign language. (3rd Edition). Boston, MA: Heinle & Heinle. [CM] Suggested readings For SLA: De Bot, K., W. Lowie, & M. Verspoor. (2005). Second language acquisition. An advanced resource book. London: Routledge. Doughty, C.J., & M.H. Long. (2003). The handbook of second language acquisition. Oxford: Blackwell Publishing. Lightbown, P.M., & N. Spada. (2006). How languages are learned. Oxford: Oxford University Press. VanPatten. B. (2003). From input to output. A teachers guide to second language acquisition. Boston, MA: McGraw Hill. For the ESL/EFL teacher: Avery, P. & S.E. Ehrlich. (1992). Teaching American English pronunciation. Oxford: Oxford University Press. Brown, H.D. (2001). Teaching by principles. An interactive approach to language pedagogy. White Plains, NY: Longman. Close, R.A. (2002). A teachers grammar. The central problems of English. Boston, MA: Heinle & Heinle. McKay, S.L. (1992). Teaching English overseas: An introduction. Oxford: Oxford University Press. Nunan, D. (2003). Practical language teaching. New York, NY: McGraw Hill. Parrish, B. (2004). Teaching adult ESL. A practical introduction. New York, NY: Mc Graw Hill. Yule, G. (1998). Explaining English grammar. Oxford: Oxford University Press. Method of instruction The professor will conduct the course through lectures, Power Point presentations, and through students active participation (individually, in small groups, and in class discussions). Course requirements & grading 1. Attendance and class preparation. Students are expected to attend class regularly, complete daily readings before each class, and be fully prepared for class discussion (with questions and contributions). 2. Quizzes. Each session (except on the first day) will begin with a quiz, a brief (3-5 minutes) comprehension-check of about 5 questions to check your progress and prepare you for exams. It will cover the main concepts and applications of the readings assigned for that day. There are no make-ups for these quizzes, since the purpose is to assess your understanding at that time of basic notions to be expanded on in class. 3. Exams. There will be three exams. If you miss an exam, a makeup is available only if (1) you directly notify me with a valid excuse before exam time, and (2) you make up the missed exam as soon as possible. 4. Homework and class assignments. The vital parts of the daily preparation for this course are the assigned readings from the textbooks and frequent reviews of recent material. During class, your professor will build on what you have already read about, and help you apply it. This presupposes that you will have already read the material. In addition, there will be homework and class assignments from the textbooks, some to prepare for class discussion and others to be graded. Assignments to be graded will be collected at the beginning of class, and no late assignments will be accepted. These assignments will help you develop the analytical skills to be tested on the exams. The following are the criteria your professor will be using for grading homework/class assignments. Evaluation criteria: Homework assignments and class activities 5All the activities/exercises are complete, with only one or two minor mistakes, if any; Displays mastery of the concepts; exceptionally high achievement (A)4All the activities/exercises are complete, with only a small number of minor errors; Shows understanding and concerted effort; superior (A-, B+, B)3All or most of the activities/exercises are complete with few errors; Shows some understanding and some effort; satisfactory (B-, C+, C)2The activities/exercises are not complete and/or there are significant errors; Reflects minimal work and/or no understanding; passing but unsatisfactory (C-, D+, D)0No work turned in; failure (D-, F) 4. Lesson Plan Project. Students will design a lesson plan (step by step) for a 50 minute ESL/EFL class. This will require you to select an ESL/EFL textbook, and use it, as well as supplementary materials of either your own creation or from other sources, to compose a lesson plan focusing on several language skills. (Dont forget to give references to all existing materials you use.) Your lesson plan should include the following background material: (a) Student population (ESL or EFL learning context, nationality, purpose for studying English, age, proficiency level, etc.), (b) What the students have covered in previous lessons, (c) Lesson objectives, (d) Skills focus/grammatical structure/vocabulary, and (e) Textbook (copy specific pages) and supplementary materials. The substance of the plan will be a detailed description of the lesson, including time frames and procedures (initial motivation, review, introduction to new topic, presentation of new material, activities, homework, and so on). The project will be graded using the following general guidelines: Evaluation criteria: Lesson plan project A Displays full understanding of the concepts; applies SLA principles, and teaching methods and techniques creatively.A-, B+, BShows understanding of the concepts; applies SLA principles, and teaching methods and techniques correctly. B-, C+, CDemonstrates some understanding of the concepts; applies SLA principles, and teaching methods and techniques with some errors.C-, D+, DReflects minimal or no understanding of the concepts; applies SLA principles, and teaching methods and techniques erroneously.  FNo project turned in. 5. Oral presentation. During Part II, individual students will be responsible for presenting the content of a chapter from the Celce-Murcia book, and for making connections between it and previous material you have learned in the course. In preparing your presentation, make sure you: (a) read the chapter thoroughly, (b) summarize and critique the theory described in the chapter and/or the teaching methods and techniques, (c) focus on relevant information and examples, (d) link previous material with the presentation topic, (e) make a handout summarizing the main points of your presentation, (f) engage your audience by presenting clearly and enthusiastically, and (g) come prepared for questions and comments. The following criteria will be used to evaluate your oral presentation: Rating ( 5=excellent; 4=very good; 3=average; 2=fair; 1=poor Evaluation criteria: Oral presentation Content & knowledge - Student provides relevant and accurate information; demonstrates knowledge of chapter content. - Student explains key concepts, theories, methods and/or techniques; and illustrates with selected examples. - Student makes connections between previous material and current topic. 5 4 3 2 1Organization & structure - Presentation is well organized: introduction, discussion, and conclusion are presented in a logical sequence. - Planning and rehearsing are obvious: presentation is a planned conversation with smooth transitions. 5 4  3 2 1Delivery & speaking skills - Clarity of communication: audible voice, adequate eye contact, appropriate physical gestures and expressions; proper pace. - Use of brief notes rather than reading from a script; mainly speaking. - Enthusiasm and interest in the subject matter. 5 4 3 2 1Use of communication aids (transparencies, slides, handout, board, etc.) - Effective use of materials and visuals. - Details are minimal, and main points are emphasized.  5 4 3 2 1Length of presentation - Completion of presentation in the allotted time: 20 minutes of presentation + 10 minutes of question and answer. 5 4 3 2 1 6. Grading. Your course grade will be calculated as follows: Quizzes: 10% Homework and class activities: 10% SLA exams 1 and 2: 40% Oral presentation (chapter): 10% Lesson plan project: 10% Final exam (TESOL): 20% Scale: 93100=A, 9092 = A-, 8889=B+, 8387=B, 8082=B-, 7879=C+, 7377=C, 7072=C-, 6869=D+, 6367=D, 6062=D-, <60=F. WFU grade definitions: A=exceptionally high achievement; A-, B+, B = superior; B-, C+, C = satisfactory; C-, D, D+ = passing but unsatisfactory; F = failure; I = incomplete Course Outline G&S = Gass and Selinkers Second language acquisition CM = Celce-Murcias Teaching English as a second or foreign language. Part I: Second Language Acquisition (G&S) Chapter 1: Introduction ( 1.1-1.5) Chapter 2: Looking at interlanguage data ( 2.1-2.3) Chapter 2: Looking at interlanguage data ( 2.4-2.8) Chapter 3: The role of the native language: a historical overview ( 3.1-3.2)Chapter 3: The role of the native language: a historical overview ( 3.3-3.4)Chapter 4: Child language acquisition: first and second ( 4.1-4.2) Chapter 4: Child language acquisition: first and second ( 4.3-4.5) Chapter 5: Recent perspectives on the role of previously know languages ( 5.1-5.4)Chapter 6: SLA and linguistics ( 6.1-6.5) Chapter 7: Universal Grammar ( 7.1-7.6) SLA Exam 1 Chapter 8: Looking at interlanguage processes ( 8.1-8.6) 1Chapter 9: Interlanguage in context ( 9.1-9.5) Chapter 10: Input, interaction, and output ( 10.1-10.3) Chapter 10: Input, interaction, and output ( 10.4-10.7) Chapter 11: Instructed second language learning ( 11.1-11.6) Chapter 12: Non-language influences ( 12.1-12.4) Chapter 12: Non-language influences ( 12.5-12.10) Chapter 13: The lexicon ( 13.1-13.5) Chapter 14: An integrated view of second language acquisition ( 14.1-14.2)SLA Exam 2 Part II: Teaching English as a Second or Foreign Language (CM) Unit 1: Language teaching approaches: an overview Fall BreakUnit 1: Communicative language teaching for the twenty-first century Unit 1: Guidelines for language classroom instruction Unit 1: English for specific purposes (ESP): tailoring courses to students needs an to the outside worldUnit 1: Syllabus design Unit 2: Listening (oral presentation) Unit 2: Speaking (oral presentation) Unit 2: Reading (oral presentation) Unit 2: Writing (oral presentation) Unit 2: Grammar (oral presentation) Unit 2: Vocabulary (oral presentation) The identification and correction of specific pronunciation problems: (a) common pronunciation problems The identification and correction of specific pronunciation problems: (b) problems of selected language groups Unit 3: Literature as content for ESL/EFL Thanksgiving BreakThanksgiving BreakUnit 3: Experiential and negotiated language learning Unit 4: Language learning styles and strategies Unit 4: Teaching adults Unit 5: Planning lessons Unit 5: Second language assessment Final remarks and general review ---------------Final Exam (TESOL) and Lesson Plan Project due      PAGE  PAGE 2  !">BJKopqòs^sF^/^s,h[hK0JCJOJQJ^JaJmH sH /jhePhKCJOJQJU^JaJ)jhePhKCJOJQJU^JaJ(h[hKCJOJQJ^JaJmH sH (hePh^\oCJOJQJ^JaJmH sH (hePh~\CJOJQJ^JaJmH sH h~\hNOJQJ^JmH sH h~\h `mH sH 'h~\hi#45CJ OJQJaJ mH sH 'h~\hW5CJ OJQJaJ mH sH hK5CJaJ !"   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