General
EDU 500 Second Language Teaching and Learning
Dr. Nunan
Introduction
Over the last twenty-five years, there have been major changes to the theory and practice of second language teaching and learning. These changes have been driven by changes in educational theory, changes in the way we think about language and learning, and the development of an active research agenda which has provided important insights and ideas for classroom practitioners. The purpose of this introductory course is to provide an overview of the field of second language teaching and learning, to identify major trends and issues, and to show where they have come from, to illustrate, in practical ways, how you can incorporate these emerging ideas into their own teaching practice, and to provide you with the basic skills and knowledge that will enable you to benefit fully from the rest of the course.
Course Objectives
At the end of this course you should be able to
- describe three significant conceptual underpinnings to current approaches to pedagogy;
- state the significance to pedagogy of three empirical studies into second language acquisition and three empirical studies into learning process;
- set out three important beliefs you have about the nature of language, language learning and teaching, say where these came from and how they influence your teaching;
- describe and define the following concepts: phonology, grammar, discourse, and the metaphor of language as an ‘organic’ process;
- provide five examples of how data about learners and from learners can inform the learning process;
- define and give examples of learning styles and strategies;
- articulate three key principles for developing listening and speaking skills and give examples of how these principles might be used to develop classroom tasks and activities;
- articulate three key principles for developing reading and writing skills and give examples of how these principles might be used to develop classroom tasks and activities.
Approach
This course is designed to reflect the principles it is trying to teach, namely:
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interactive 'learning by doing'
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the fostering of independence
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a task-base approach
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student-centeredness and student led learning.
The principles are reflected in the fact that you, the student will have a large measure of control over your own learning. You will be expected to read widely, to take part actively in the Online Discussion Forum discussions as well as the online tutorials. For the latter, you will be required each week to carry out a task-based project. This will then form the basis for the online tutorial. As a teacher, I see my role as a facilitator and guide, not as a provider of content.
Core Textbook
Second Language Teaching and Learning
Author: Nunan, D.
Publisher: Boston: Heinle & Heinle / International Thomson Publishing
Published: 1999
ISBN: 0838408389
Text Description
Second Language Teaching and Learning is a practical guide to the methodology of task-based language instruction. Replete with illustrative scenarios and topics for discussion and writing, this professional title provides the pedagogical overview that ESL/EFL teachers need to teach with Atlas, Go For It!, Listen In, and Expressions!
Text Features
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Provides comprehensive coverage of the topics typically addressed in methodology courses; language, the learner, the learning process, and classroom teaching.
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It is authored by David Nunan, the foremost authority on the concept and practical application of task-based language instruction.
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Provides the pedagogical overview that ESL/EFT teachers need to teach successful with Expressions, Go for it!, and Listen In.
ASSESSMENT
There are two assignments for this course.
Assignment 1
State one core belief that you have about the nature of language, one core belief that you have about the nature of learning, and one core belief that you have about the nature of teaching. Describe where these beliefs came from and support them with appropriate references to the literature. (Length 1,000 - 1,500 words).
Due at the end of week 5 of the course
Assignment 2
Carry out a critical analysis of a commercially published textbook or some other set of resources (such as an Internet site or multimedia program) for language teaching. The analysis should include:
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An analysis of the principles / ideology behind the materials
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A description of how the principles have been applied in practice
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A detailed critical review of the syllabus behind the materials
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A detailed critical review of one unit or chapter from the materials.
Length: 1,500 words
Due one week after the end of the course.
Study Guide
This course has been designed to be completed in an intensive format over a nine-week period. The following break-down is a suggestion only, but one that you’re advised to adhere to as closely as possible if you are to keep up with the demanding schedule of the course.
Weekly Program
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Look briefly through the set readings, the tutorial questions, and the assignment for the week's work. (15 minutes)
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Complete the set reading, making notes on the tutorial questions as you do. ( 4 hours)
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Discuss the tutorial questions / tasks with other students via the off-line chat line. ( 3 hours)
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Take part in one of the interactive tutorials. (1.5 hours)
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Review of the transcript of the on-line tutorial and making notes (1 hr)
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Further reading and note taking on the topic using the Anaheim library resources (8 hrs)
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Ongoing work on assessment 1 or 2 ( 2 hrs 15 mins)
Grading Structure
Assignment Weighting Assignment 1 40% Assignment 2 40% Online Class Participation 20% Total 100% Grading System
The academic credit used by Anaheim University is the semester hour equated to the requirements of independent study. All courses constitute four semester hours equaling approximately 180 hours of work per course (reading, consultation, supplementary requirements, papers and examinations).
GRADE POINT DEFINITION A 100.00 - 93.00 4.0 Excellent A- 92.99 - 90.00 3.67 B+ 89.99 - 87.00 3.33 Good B 86.99 - 83.00 3.0 B- 82.99 - 80.00 2.67 C+ 79.99 - 77.00 2.33 Fair C 76.99 - 73.00 2.0 C- 72.99 - 70.00 1.67 D+ 69.99 - 67.00 1.33 Poor D 66.99 - 63.00 1.0 D- 62.99 - 60.00 0.67 F 59.99 - 0.00 0.0 Failing
E-classroom Etiquette
Since this is an internet-based course, there are several “rules” that are necessary to discuss in order to keep the focus on the topic and the course moving toward its desired objectives.
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There will be NO personal attacks, sarcasm, or other activities that might affect the conduct of the class. Any such action will mean immediate dismissal from the course.
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Students will be expected to participate in all class discussions.
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To help each other, please cut your response messages to include only the message you are replying to. Anything before that message should be deleted.
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Use of Title and Names. Since this is an e-learning class environment, experience has taught us that a degree of formality is necessary to keep the class moving in the desired direction. One way to keep classroom decorum is the use of titles and names in the e-class environment. Please specify how you wish to be addressed during the e-class environment.
- describe three significant conceptual underpinnings to current approaches to pedagogy;