聽講理論與實務

This course focuses on research and pedagogy of second language (L2) listening and speaking. Through assigned readings, lectures, and class discussions, students will become familiar with theories and research related to L2 listening and speaking. Based on theories and research, students will also learn to design listening and speaking activities tailored to different learner needs. Students will also practice teaching English speaking and listening in actual classroom settings and receive feedback from the teacher and peers.

English-Medium course

Recommended Reading List  Bosker, H. R., Pinget, A.-F., Quene, H., Sanders, T., & Jong, N. H. (2012). What makes speech sound fluent? The contributions of pauses, speed, and repairs. Language Testing, 0, 1-17.  Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: a course book and reference guide. Cambridge: Cambridge University Press.  Chang, A. C.-S. (2010). Second-language listening anxiety beyond and after a one year intervention in extensive listening compared with standard foreign language instruction. Perceptual and Motor Skills, 110(2), 355-365.  Chang, A. C.-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40, 375–397.  Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research, 13(2), 151-176.  Dobao, A. F. (2012). Collaborative dialogues in learner-learner and learner-native speaker interaction. Applied Linguistics, 33, 229-256.  Field, J. (2005). Intelligibility and the listener: the role of lexical stress. TESOL Quarterly, 39, 399–422.  Flowerdew, J., & Miller, L. (2005). Second language listening: theory and practice. Cambridge: Cambridge University Press.  Folse, K. S. (2006) The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Michigan, MI: University of Michigan Press.  Golomek, P., & Jordan, S. R. (2005). Becoming “black lambs” not “parrots”: a poststructuralist orientation to intelligibility and identity. TESOL Quarterly, 39, 513-533.  Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103.  Jenks, C. J. (2009). Exchanging missing information in tasks: old and new interpretations. The Modern Language Journal, 93, 185-194.  Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145-164.  McCarthy, M. (2010). Spoken fluency revisited. English Profile Journal, 1, 1-15.  Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.  Nunn, R. (2000). Designing rating scales for small group interaction. ELT Journal, 54, 169-178.  Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.

1 Attendance and Class Participation (10%) 2 Weekly Article/Chapter Presentation (15%) 3 Weekly Reflection Papers (15%) 4 Pronunciation Lessons (Presentation + Report) (15%) 5 Teaching Demonstration (Demo + Comments + Report) (20%) 6 Final Project (Presentation + Writing) (25%)

[Required textbook] Vandergrift, L. & Goh, C. (2012). Teaching and learning second language listening: metacognition in action. New York: Routledge. ISBN-13: 978-0415883726; ISBN-10: 0415883725 (E-book available in the library).

地點

HA Building 3 R310

時間

Wed. 12 to 1:20pm

聯絡方式

fyang224@gmail.com