The course has the following goals:
1. To familiarize the students with major second language acquisition theories and its implication in language teaching;
2. To familiarize the student with major approaches, methods, and techniques in ESL/EFL teaching;
3. To facilitate peer learning through various means such as group projects, microteaching, and peer evaluation.The course has the following goals:
1. To familiarize the students with major second language acquisition theories and its implication in language teaching;
2. To familiarize the student with major approaches, methods, and techniques in ESL/EFL teaching;
3. To facilitate peer learning through various means such as group projects, microteaching, and peer evaluation.
TESL Methodology-II provides pre-service training to assist teacher trainees to develop skills in teaching English as a second/foreign language. Current theories on second language acquisition are examined and major TESL approaches are presented. While ESL Methodology-I covers historical review of the field of study and TESL Methodology-II focuses on practical techniques to teach ESL/EFL language skills. The whole class is required to read the selected chapters from the textbook. For some assigned chapters, a group of students will lead the class activities, which may include summary of the assigned chapter, elaboration of the most important concept(s), and demonstration of the most prominent techniques introduced.
TESL Methodology-II provides pre-service training to assist teacher trainees to develop skills in teaching English as a second/foreign language. Current theories on second language acquisition are examined and major TESL approaches are presented. While ESL Methodology-I covers historical review of the field of study and TESL Methodology-II focuses on practical techniques to teach ESL/EFL language skills. The whole class is required to read the selected chapters from the textbook. For some assigned chapters, a group of students will lead the class activities, which may include a summary of the assigned chapter, elaboration of the most important concept(s), and demonstration of the most prominent techniques introduced.
** Required Texts:
1. Richards, J. C. & Rogers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). New York: Cambridge.
2. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). New York: Longman.
** Required Texts:
1. Richards, J. C. & Rogers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). New York: Cambridge.
2. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). New York: Longman.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Group discussion and presentationGroup discussion and presentation group discussion and presentation |
20 | |
| Online observation feedbackOnline observation feedback online observation feedback |
20 | |
| Mid-term teaching demonstrationMid-term teaching demonstration mid-term teaching demonstration |
20 | The teaching demonstratiion will be evaluated by peers and the instructor. |
| Final teacing demonstrationFinal teacing demonstration final tea demonstration |
20 | |
| Two teaching plansTwo teaching plans two teaching plans |
20 | The teaching demonstratiion will be evaluated by peers and the instructor. |
