On completion of the course, students should be able to

1) familiarize themselves with the major approaches, methods, and techniques related to language teaching;
2) apply the approaches, methods, and techniques to instructional practice; and
3) integrate the Internet technology into language instruction.

On completion of the course, students should be able to

1) familiarize themselves with the major approaches, methods, and techniques related to language teaching;
2) apply the approaches, methods, and techniques to instructional practice; and
3) integrate the Internet technology into language instruction.

TESL Methodology-I provides pre-service training to assist teacher trainees to develop practical skills in teaching English as a second/foreign language. Current theories on second language acquisition are introduced and major TESL approaches are examined. While the whole class is required to read the selected chapters from the textbook, a group of students will lead the class activities on the given topic(s) of the week. The activities may include summary of the assigned chapter, elaboration of the most important concept(s), and demonstration of the most prominent techniques introduced.

TESL Methodology-I provides pre-service training to assist teacher trainees to develop practical skills in teaching English as a second/foreign language. Current theories on second language acquisition are introduced and major TESL approaches are examined. While the whole class is required to read the selected chapters from the textbook, a group of students will lead the class activities on the given topic(s) of the week. The activities may include summary of the assigned chapter, laboration of the most important concept(s), and demonstration of the most prominent techniques introduced.

* Required Texts

Richards, J. C. & Rogers, T. S. (2005). Approaches and methods in language teaching (2nd ed.). New York: Cambridge.

Gower, R., Phillips, D., Walters, S. (2005). Teaching practice: A handbook for teachers in training. New York: Macmillan.

* Supplementary reading materials (SRM)

Bowman-Kruhm, M. (2006). Whole language: What it is, what it isn’t. Retrieved August 5, 2006, from http://www.spelling.org/Essays/whole_language.htm

Brown, H. D. (2007). How to plan a lesson (Chapter 10). In H. D. Brown, Teaching by principles: An interactive approach to language pedagogy (3rd ed.) (pp. 149-163). White Plains, New York: Longman.

Savignon, S. J. (1997). Shaping the curriculum (Chapter 5). In S. J. Savignon, Communicative competence: Theory and classroom practice (2nd ed.) (pp. 169-208). Sydney: McGraw-Hills.

戴維揚 (民90)。多元智慧與英語教學。九年一貫課程學習領域教學研討會論文集。Retrieved
August 2, 2006, from: http://mind.hfu.edu.tw/teacher/many_smart/how/paper10.htm

* Required Texts

Richards, J. C. & Rogers, T. S. (2005). Approaches and methods in language teaching (2nd ed.). New York: Cambridge.

Gower, R., Phillips, D., Walters, S. (2005). Teaching practice: A handbook for teachers in training. New York: Macmillan.

* Supplementary reading materials (SRM)

Bowman-Kruhm, M. (2006). Whole language: What it is, what it isn’t. Retrieved August 5, 2006, from http://www.spelling.org/Essays/whole_language.htm

Brown, H. D. (2007). How to plan a lesson (Chapter 10). In H. D. Brown, Teaching by principles: An interactive approach to language pedagogy (3rd ed.) (pp. 149-163). White Plains, New York: Longman.

Savignon, S. J. (1997). Shaping the curriculum (Chapter 5). In S. J. Savignon, Communicative competence: Theory and classroom practice (2nd ed.) (pp. 169-208). Sydney: McGraw-Hills.

Dai Weiyang (National 90). Multiple wisdom and English teaching. A collection of essays of the Nine Years of Course Learning Field Teaching Research Conference. Retrieved
August 2, 2006, from: http://mind.hfu.edu.tw/teacher/many_smart/how/paper10.htm