By the end of the course, students should have achieved the following objectives:
1) to develop an understanding of the cognitive view on reading as set forth by theorists and researchers;
2) to become acquainted with various models and definitions of reading;
3) to understand the fundamental differences between L1 and L2 reading development;
4) to gain basic familiarity with the theoretical orientations to reading instruction;
5) to critically review relevant research literature on L1 and L2 reading and relate to themselves;
6) to evaluate educational materials and online resources for teaching reading from an informed theoretical and research perspective;
7) to develop a lesson plan for an EFL/ ESL reading course and give a teaching demonstration.By the end of the course, students should have achieved the following objectives:
1) to develop an understanding of the cognitive view on reading as set forth by theorists and researchers;
2) to become acquainted with various models and definitions of reading;
3) to understand the fundamental differences between L1 and L2 reading development;
4) to gain basic familiarity with the theoretical orientations to reading instruction;
5) to critically review relevant research literature on L1 and L2 reading and relate to themselves;
6) to evaluate educational materials and online resources for teaching reading from an informed theoretical and research perspective;
7) to develop a lesson plan for an EFL/ ESL reading course and give a teaching demonstration.
The purpose of this course is to explore the most significant issues of reading in a second language. Students will become familiar with the similarities and differences between first and second language theories and research on reading. Applications of research findings to pedagogy will also be emphasized.
The purpose of this course is to explore the most significant issues of reading in a second language. Students will become familiar with the similarities and differences between first and second language theories and research on reading. Applications of research findings to pedagogy will also be emphasized.
Grabe, W. (2009). Reading in a second language reading research: Moving from theory to practice. Cambridge: Cambridge University Press.
OR
Grabe, W. & Stoller, F. L. (2019) Teaching and researching reading: Third Edition (Applied Linguistics in Action). Routledge.
Grabe, W. (2009). Reading in a second language reading research: Moving from theory to practice. Cambridge: Cambridge University Press.
OR
Grabe, W. & Stoller, F. L. (2019) Teaching and researching reading: Third Edition (Applied Linguistics in Action). Routledge.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Attendance and participationAttendance and participation attendance and participation |
10 | |
| Analysis of think-aloud protocolAnalysis of think-aloud protocol analysis of think-aloud protocol |
20 | |
| Chapter presentationChapter presentation chapter presentation |
20 | |
| Worksheets Worksheets worksheets |
25 | |
| Teaching demoTeaching demo teaching demo |
25 |
