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TESOL演習２
| 令和元年度以前入学者 | TESOL演習２ | ||||
|---|---|---|---|---|---|
| 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 | 後期 | 履修区分 | 選択必修 | ||
| 授業の形態 | 1. Online real time meeting (Zoom Conference) 3. Task Research (Blackboard) Blackboard class ID 20211710 2021TESOL演習２（キャラカーリチャード・後・水３） |
|---|---|
| 授業概要 | Students will become familiar with the current methodological issues within English Language Teaching (ELT). |
| 授業のねらい・到達目標 | As a continuation of the first semester, this course is designed to enable students to describe, analyze and evaluate critically major approaches, methods and techniques in ELT, and to understand their underlying nature through introductions to learning theories. Another aim of the course is to provide an exploratory and practically oriented approach to theories, principles and skills in the ELT classroom. 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CP7,CP9に対応しています。 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 | Ways of the class: Continuing from the first semester, further aspects of TESOL will be introduced through the readings. Students will then reflect on the material and explore and share their own personal theories for teaching through their writings and discussions. Finally, students will demonstrate their understanding of the material with student led presentations and essays. Students should spend 1 hour to complete the preparation and homework for each class. 演習 |
| 授業計画 | |
|---|---|
| 1 |
Introduction to the course and syllabus (A-3-2) 【事前学習】Read syllabus （1 hour時間） 【事後学習】Confirm understanding of syllabus （3 hours時間） |
| 2 |
Theories of Second Language Acquisition Discussion Vocabulary 【事前学習】Read pages 53-54 （1 hour時間） 【事後学習】Confirm understanding of aptitude （3 hours時間） |
| 3 |
Theories of Second Language Acquisition Read Four Perspectives in SLA (A-4-2) 【事前学習】Read pages 55-56 （1 hour時間） 【事後学習】Confirm understanding of maturation, cognition, sociocultural viewpoints, and identity approaches （3 hours時間） |
| 4 |
Theories of Second Language Acquisition Discussing different perspectives in SLA 【事前学習】Read page 57 （1 hour時間） 【事後学習】Confirm understanding of perspectives in SLA （3 hours時間） |
| 5 |
Theories of Second Language Acquisition From method to enlightened eclecticism (A-3-2) 【事前学習】Read page 58 （1 hour時間） 【事後学習】Confirm understanding of enlightened eclecticism （3 hours時間） |
| 6 |
Different types of teachers paraphrasing quotations Ranking activity Discussion 【事前学習】Read pages 50-52 （1 hour時間） 【事後学習】Confirm understanding of teacher qualities （3 hours時間） |
| 7 |
Different types of teachers Main ideas and jigsaw activity Collaboration/discussion on teacher types (A-4-2) 【事前学習】Read pages 53-55 （1 hour時間） 【事後学習】Confirm understanding of teacher rapport and native speakerism （3 hours時間） |
| 8 |
Different Types of teachers Discussion of Classroom management 【事前学習】Read oral presentation handout （1 hour時間） 【事後学習】Confirm understanding of teacher as controller （3 hours時間） |
| 9 |
Different Types of teachers Students choose topic for presentation Discuss presentation format (A-3-2) 【事前学習】Write and practice presentations （1 hour時間） 【事後学習】Confirm understanding of presentation format （3 hours時間） |
| 10 |
Different Types of Teachers Model presentation Groups work on presentations 【事前学習】Read pages 56-57 （1 hour時間） 【事後学習】Confirm understanding of students` presentations （3 hours時間） |
| 11 |
Post Method MEXT and Classroom realities in Japan (A-4-2) 【事前学習】Read pages 59-60 （1 hour時間） 【事後学習】Confirm understanding of MEXT policy （3 hours時間） |
| 12 |
Student Group Presentations
【事前学習】Read 61-62 （1 hour時間） 【事後学習】Confirm understanding of realities of high school language classrooms （3 hours時間） |
| 13 |
Student Group presentations (A-3-2) 【事前学習】Read 60-61 （1 hour時間） 【事後学習】Question and answers plus discussion about class themes （3 hours時間） |
| 14 |
Final Exam and explaining grading criteria
【事前学習】Study pages 34-62 （1 hour時間） 【事後学習】Review: Confirm understanding of learner differences and types of teachers （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 use the same textbook as the first semester, and print out a supplementary text which will be made available on Blackboard. |
| 参考書 | 使用しない |
| 成績評価の方法及び基準 | レポート:Homework(20%)、授業内テスト:Final exam(30%)、授業参画度:Participation(15%)、Presentations(35%) Students' participation will be measured by discussions during every class. “In-class examination” will be measured by a term-end exam. |
| オフィスアワー | Office Hours: Tuesdays 4:30-6:00 Zoom |