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TESOL演習１
| 令和元年度以前入学者 | TESOL演習１ | ||||
|---|---|---|---|---|---|
| 教員名 | キャラカー リチャード | ||||
| 単位数 | 1 | 学年 | 3 | 開講区分 | 文理学部 |
| 科目群 | 英文学科 | ||||
| 学期 | 前期 | 履修区分 | 選択必修 | ||
| 授業の形態 | 1.Online real time meeting (Zoom conference 3. Task research (Blackboard) 20211709 2021TESOL演習１（キャラカーリチャード・前・水３） |
|---|---|
| 授業概要 | This class focuses on how different teaching methods are influenced by the various schools of educational psychology and the prevalence of using English as a medium of instruction in the second language classroom. |
| 授業のねらい・到達目標 | Students will be able to understand the educational theories of behaviorism, constructivism, and social interactionism. Students will then be expected to understand different schools of thought related to the use of English as a medium of instruction in the language classroom. The students will then be able to connect the schools of thought to various teaching methods including audiolingualism, cognitive academic language learning approach, content and language integrated learning, English as a medium of instruction, and content-based instruction.この科目は文理学部（学士（文学））のディプロマポリシーDP3、DP4、及び、カリキュラムポリシーCP3、CP4に対応している。 既存の知識にとらわれることなく, 言語現象や歴史的事象を論理的・批判的に説明することができる。（A-3-2） 英語学・英語圏文学に潜む問題を発見し, 専門的知識に基づいて説明することができる。(A-4-2) |
| 授業の方法 | Students will engage with the content of the course through various readings, listening exercises, vocabulary exercises, reading comprehension questions, discussions and videos. Furthermore, students will be required to apply some of the theories and methods in presentations and hands-on teaching activities in small groups. 演習 |
| 授業計画 | |
|---|---|
| 1 |
Introduction to the course and going over the syllabus (A-3-2) 【事前学習】Read page 38 （1 hour時間） 【事後学習】Confirm understanding of syllabus （3 hours時間） |
| 2 |
Educational Psychology Training versus education Discussion and vocabulary 【事前学習】 Read pages 38-39 （1 hour時間） 【事後学習】Confirm understanding of Pavlov, Piaget, and Vygotsky （3 hours時間） |
| 3 |
Educational Psychology Behaviorism, constructivism, and social interactionism Reading and discussion (A-4-2) 【事前学習】Read pages 40-41 （1 hour時間） 【事後学習】 Confirm understanding of behaviorism, constructivism, and social interactionism （3 hours時間） |
| 4 |
Educational Psychology Nature versus nurture in learning Discuss interaction versus cognition versus stimulus response theory 【事前学習】Read page 41 （1 hour時間） 【事後学習】Confirm understanding of nature versus nurture and take notes on difficult concepts （3 hours時間） |
| 5 |
Educational Psychology From theory to method: audiolingual method and CALLA interview (A-3-2) 【事前学習】Read pages 42-43 （1 hour時間） 【事後学習】 Confirm understanding of the connection between teaching theories and methods （3 hours時間） |
| 6 |
Educational Psychology Audiolingual lesson observation and role play 【事前学習】Read page 44-45 （1 hour時間） 【事後学習】Confirm understanding of audiolingual drills （3 hours時間） |
| 7 |
Educational Psychology Audiolingual and CALLA microteaching activities (A-4-2) 【事前学習】 Read page 46 （1 hour時間） 【事後学習】Reflect on microteaching activity and take notes on difficult concepts （3 hours時間） |
| 8 |
Language Content or Language Skills? Discuss acronyms related to language learning and teaching 【事前学習】Read pages 48-49 and 63 （1 hour時間） 【事後学習】Confirm understanding of classroom English （3 hours時間） |
| 9 |
Language Content or Language Skills? Listen to a round table discussion on content versus language pedagogy and take notes (A-3-2) 【事前学習】 Read page 50 （1 hour時間） 【事後学習】Confirm understanding of CLIL, EMI, and CBI （3 hours時間） |
| 10 |
Language Content or Language Skills? Take notes on hard CLIL versus soft CLIL Role play CLIL/EMI/CBI teachers 【事前学習】Read page 51-52 （1 hour時間） 【事後学習】 Confirm understanding of hard versus soft CLIL （3 hours時間） |
| 11 |
Language Content or Language Skills? Prepare group presentations on Educational Psychology and Language Content or Language Skills? (A-4-2) 【事前学習】Read page 52 （1 hour時間） 【事後学習】Rehearse oral presentations （3 hours時間） |
| 12 |
Group presentations
【事前学習】practice speeches with group members （1 hour時間） 【事後学習】Confirm understanding of content of students` speeches （3 hours時間） |
| 13 |
Finish Group presentations (A-3-2) 【事前学習】Rehearse presentations （1 hour時間） 【事後学習】Reflect on content of speeches （3 hours時間） |
| 14 |
14 Final Exam and explaining grading criteria
【事前学習】 Practice speeches with group members （1 hour時間） 【事後学習】 Confirm understanding of Educational Psychology （3 hours時間） |
| 15 |
Complete Teacher Evaluations (A-4-2) 【事前学習】Consider the impact of pedagogy on classroom dynamics （1 hour時間） 【事後学習】Confirm understanding the connection between educational psychology and pedagogy （3 hours時間） |
| その他 | |
|---|---|
| 教科書 | Caraker, Richard, Linguistic Soup: Recipes for Success, Perceptia Press, ISBN 978 4 93913, 2020, 1st edition Students must buy the book before the first class. |
| 参考書 | 使用しない |
| 成績評価の方法及び基準 | レポート:Presentation(25%)、授業内テスト:In-class exam(40%)、授業参画度:Participation(15%)、Homework(20%) Students’ participation will be measured by discussions in each class. “In-class examination” will be measured by a term-end exam. |
| オフィスアワー | Tuesdays 4:30-6:00 Zoom |