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科目名平成28年度入学者	＊＊＊＊＊＊＊＊＊
科目名平成27年度以前入学者	TESOL特殊演習１
教員名	キャラカー，リチャード
単位数	1	学年	4	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

授業テーマ	This is a TESOL class for fourth-year students. It is a continuation of the class from the previous year. Students will put to practical use the theories and methods they learned during their third year.
授業のねらい・到達目標	Since it is a continuation of the previous year, this course is designed to enable students practically apply the knowledge they acquired as third-year students. It is strongly suggested that you have already attended the third-year TESOL class.
授業の方法	Students will look at sample lessons and critically evaluate different approaches to language teaching. Students will reflect on the material, and respond to it through writings and discussions. Finally, students will present sample lessons on a variety of language areas.
事前学修・事後学修，授業計画コメント	Students will prepare for each class according to the instructions of the teacher.

授業計画
1	Introduce course, discuss syllabus Fluency versus accuracy in language teaching Accuracy exercise: error correction
2	Accuracy and fluency in language teaching Prioritizing: using correct grammar, pronunciation, lexis and spelling Fluency versus Accuracy Task
3	Theories of Language acquisition and Language teaching methodologies: implicit/explicit Intuitive Acquisition Habit formation Cognitive Process Skill Learning Grammar Translation Method Direct Method Audiolingualism PPP: Presentation, Practice Production Communicative Approach: Post Communicative Approach
4	Motivation in Language Teaching Integrative Motivation, Instrumental Motivation, Extrinsic Motivation and Intrinsic Motivation
5	What is a lesson: Functions of the teacher Interaction patterns in the classroom Teacher Talk Maybe silent response (writing) but no initiative by students Choral responses T gives a model, Ss repeat, or gives a cue which is responded to in chorus Closed-ended teacher questioning (IRF) T invites a response to a cue that has one right answer, nominates one student to respond, and approves or corrects the answer. Open-ended teacher questioning Full-class interaction Student initiates, teacher answers Individual work
6	Interaction patterns in the classroom Collaboration Group work Self-access
7	Lesson preparation and Teacher questioning Older and younger learners Practical tips
8	Teacher questioning Effective presentation of the lesson Action Task
9	The Lesson Interaction pattern Practice Teaching students give presentations
10	Practice teaching presentations
11	Group work advantages and disadvantages Task based language learning: validity, quantity, success orientation, heterogeneity and interest Task Design and task presentation Instructions Class attention Repetition Brevity Examples Check understanding Ongoing support Feedback
12	Micro teaching Activity Students teach task activities
13	Final Examination
14	No Class/Independent Study
15	Return test, micro teaching scores and teacher evaluations

その他
教科書	No Textbook. Handouts. Students must make a copy of the text the first week of class. It is available in the English office.
成績評価の方法及び基準	試験(40%)、レポート(25%)、Presentations(20%)、Attendance(15%)
オフィスアワー	Tuesday 4:30-5:30 Office