英文選修課程簡介
Course Description of English Elective Courses
課程名稱：
Course Title
（中文 Chinese）
（英文 English）Teaching and researching listening and speaking (Combined
BA/MA course)
授課老師：
Teacher:
開課時段：
Class Period
開課對象：
Target Students
建議先修科目：
Dr. Michael Yeldham
學分數：3
上__ V _ _下_____
Credits: 3
人 數：
Fall: V Spring:
教室:
Student number: 40, 5
1. MA English majors (Language/Multi-media track)
2. BA English majors
Introduction to Linguistics (for BA students)
Prerequisite (optional)
Students will:
教學目標：
Teaching Objectives 1. have an understanding of current theories, issues and goals in L2 listening and
speaking instruction
2. learn how to identify and address learner difficulties
3. learn to design a listening and speaking lesson
4. learn various teaching strategies and methods
5. reflect on their own learning and teaching preferences
Teaching Listening and Speaking introduces the theories of L2 speaking and
課程範圍：
listening instruction along with practical techniques for effective classroom
Course Description
teaching. Emphasis is on the teacher presenting the relevant background
information to help students decide for themselves their preferred approaches to
teaching, based on sound principles, and with the flexibility to adapt to different
teaching settings. .
1. Lectures on various areas related to the theory and practice of teaching listening
授課方式：
and speaking.
Teaching Methods
2. Classroom tasks and discussions of relevant issues.
4. Project involving diagnosis of learner problems and giving remedial advice.
4. Project involving presentation of a listening/speaking class lesson plan.
課程進度及綱要：
Tentative Schedule
參考書籍：
Textbooks and
References
Week 1_ History of L2 listening and speaking instruction / Models, and types, of
L2 listening and speaking / Listening and speaking processes. Common
L2 listener and speaker problems.
Week 2_ Current theories of L2 listening and speaking instruction; major issues;
goals. Individual learner factors and impact on learning/teaching speaking
and listening.
Week 3_Methods to diagnose processes and to ID learner problems / Methods for
researching listening and speaking / Get learner(s) for remediation
project
Week 4_ Issues in listening and speaking curriculum and lesson design.
Week 5_Teaching beginning learners to listen and speak
Week 6_Teaching listening: various activities
Week 7_ Teaching listening: various activities
Week 8_ Teaching language focused learning through dictation and related
activities; Teaching pronunciation
Week 9_Teaching listening and speaking through task-focused interaction
Week 10_Selected Learner remediation project presentations
Week 11_Teaching speaking through pushed output
Week 12_Language focused learning: Deliberate teaching
Week 13_Teaching to develop learner fluency
Week 14_Monitoring and testing learner progress
Week 15_Issues in teaching groups of learners. Teaching listening and speaking
using technology.
Week 16_More on teaching listening and speaking
Week 17_ Lesson plan project presentations (Includes class involvement and
discussion of lesson plans, feedback to presenters)
Week 18_ Final exam
Text:
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking.
New York: Routledge.
References:
1. Bailey, K. (2005). Practical English Language Teaching: Speaking. New
York: McGraw-Hill.
2. Field, J. (2008). Listening in the language classroom. Cambridge:
Cambridge University Press.
3. Folse, K. (2006). The art of teaching speaking: Research and pedagogy for
the ESL/EFL classroom. University of Michigan Press.
4. Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second
language listening. San Diego, CA: Dominie Press.
5. Usó-Juan, E., & A. Martínez-Flor, A. (2006). Current trends in the
development and teaching of the four language skills. Berlin: M. de Gruyter.
6. Thornbury, S. (2005). How to teach speaking. Longman.
評分方式：
Grading
1. Attendance and lateness are observed closely in this course. Marks will be
deducted unless you have legitimate reasons.
2. Class participation in tasks, discussions: 40%. Pre-reading assignments are
assigned in the schedule.
3. Final Exam: 20%
4. Learner diagnosis/remediation project: 20% (Individual work)
A. Recruit a learner.
B. Diagnose learner’s main listening and/or speaking difficulties – record any
spoken data on a CD/tape (and transcribe it if you like)
C. Hand in a report outlining the learner’s main difficulty areas, how you
arrived at these conclusions, and make some recommendations on how to
help the learner progress.
D. Some students will be asked to give a short oral presentation of their
project (some good, interesting or original ones)
5. Lesson Plan project: 20% (Individual work)
A. Design a listening and speaking lesson for a two hour class.
B. Hand it in: explaining your plan, and what type of learners (e.g.,
advanced)/learning situation (e.g., academic study) it targets. Give the reasons
for: 1) the types of activities in your lesson plan, and 2) your method of
teaching these activities (e.g., teaching techniques, how you sequence the
activities).
C. Some students will be asked to give a short oral presentation of their lesson
plan (some good, interesting or original ones)