Courses for Osaka Center

To register for any of the courses below, simply follow the procedures described in "Registering for Courses". If you already know the process, pre-register for courses here.


Fall Semester 2010
September 6 - December 18



Foreign Language Education 5470: Introduction to the Study of TESOL

3 credit hours

The purpose of this course is to help new students develop the special skills they will need to succeed in the graduate TESOL program. The course will focus on such skills as how to 1) take notes and organize academic lecture material; 2) read academic articles in applied linguistics and TESOL; 3) write academic papers using APA style; 4) conduct computer-assisted bibliographical research; 5) understand the technical vocabulary needed to learn about TESOL; 6) interpret and write appropriate answers to test questions; and 7) successfully complete course projects. This course is designed to provide the critical academic skills needed for successful performance in the M.S.Ed. program.

This course is designed for students who are new to the Master of Science in Education program, who have little or no experience studying in an English-language university, or who are not familiar with formal academic writing style (APA style). For such students it is recommended as a first course in the M.S.Ed. curriculum. Registrants who are not native speakers of English should have a TOEFL score of at least 550 on the paper-based test or 80 on the Internet-based test.

This course can be used as elective credit for the M.S.Ed. Degree.

Professor:
Prof. Tomoko Nemoto
Schedule:
Class Meeting Day: Monday
Time: 6:00 - 9:00 p.m.
Dates: September 6 - December 13
Texts:
Required Text:

American Psychological Association, (2009). Concise rules of APA style (6th ed.). Washington, D.C.: Author.

Recommended Text:

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.

Additional readings will be provided by the instructor on Blackboard.

TESOL 8614: TESOL Approaches to Teaching English

3 credit hours

The goal of this course is to develop an awareness of second language theory and the relationship between theory and classroom practices. Issues to be investigated include: past methods and current approaches to language teaching; current knowledge of the processes by which learners acquire language and the conditions believed to promote language acquisition; the elements of a language curriculum and ways to organize the content; and types of teaching materials and activities. Participants will be encouraged to consider how these issues relate to their own classroom contexts. Sessions will cover topics such as the concept of good teaching, the roles of input and output, fluency development, motivation, content- and task-based language teaching, and materials evaluation. In addition to extensive reading, participants will take a comprehensive exam, make written responses to important issues discussed in the course, lead small group discussions, write a paper for a course project, and present their course project in class.

This course is required for the M.S.Ed. degree.

Professor:
Dr. Tamara Swenson
Schedule:
Class Meeting Day: Monday
Date September 6 - December 13
Time: 6:00 - 9:00 p.m.
Texts:
Required Texts:

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, NY: Addison Wesley Longman.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Additional readings will be provided by the instructor on Blackboard.

TESOL 8612: Applied Language Study II

3 credit hours

The last fifty years have seen a double revolution in linguistic theory: first the triumph of structural linguistics over traditional grammar, then the ascendancy of generative-transformational analysis over structural linguistics. Today, textbooks and teaching materials based on structural linguistic theories and G-T theories are regularly published, even as traditional grammar continues to exert a strong influence on EFL methods and materials.

This course will explore the theories and practices of traditional grammar, structural linguistics, and generative-transformational analysis. From that technical base, we will study the ways in which each theory influences the authors of textbooks and teaching materials and how an EFL or ESL teacher can decide which grammatical theory best explains the way language works and which approach offers the best techniques for the classroom. Participants in the course should expect to do regular reading assignments, design teaching activities, give a presentation on an assigned grammar point, take a final examination, and write a final paper or project.

This course is required for the M.S.Ed. degree.

Professor:
Prof. Brad Visgatis
Schedule:
Class Meeting Day: Friday
Time: 6:00 - 9:00 p.m.
Dates: September 10 - December 17
Texts:
Required Texts:

Yule, G. (1998). Explaining English grammar. Oxford: Oxford University Press.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book (2nd ed.). Boston: Heinle and Heinle.

Master. P. (1996). Systems in English grammar: An introduction for language teachers. Englewood Cliffs, NJ: Prentice Hall. [Note: This book will not be available in the TUJ bookstore. Individual copies can be ordered from Amazon.com]

Education 8274: Intercultural Communication

3 credit hours

Successful intercultural communication in the future is an implicit goal of most foreign language learning and teaching around the world. Intercultural communication in the present, with widely varying success, is what goes on every day in Japan between non-Japanese language teachers and their Japanese students and colleagues. This course will investigate the factors that influence the success of interactions between people who differ in cultural backgrounds. It will thus broaden the notion of what communicative competence for our students involves, and will provide directions for seeking more rewarding relationships in our own intercultural personal and professional contexts.

The development of intercultural competence will be the main focus of the course, but general topics to be considered along the way include: cross-cultural pragmatics, politeness, and communication styles; identity and self-concept in relation to communication; nonverbal communication; the influences of language and culture on the way we think; ethnocentrism and stereotyping; intercultural adaptation, relationships, and conflicts: Supplementary readings will focus on intercultural communication in Japan and involving Japanese outside of Japan. Another rich source of learning in the course will be the instructor's and participants' own experiences and reflections, including the sharing of classroom materials that might facilitate intercultural competence.

Course requirements include participation in in-class and online discussions, one or two oral presentations, and an "Autobiography of Intercultural Encounters," which is a brief writing task used by the Council of Europe for intercultural training.

This course can be used as elective credit for the M.S.Ed. and Ed.D. degrees.

Professor:
Dr. Mark Sawyer
Schedule:
Class Meeting Day: Tuesday
Tim 6:00 - 9:00 p.m.
Dates: September 14 - December 14
Texts:
Required Text:

Holliday, A., Kullman, J., & Hyde, M. (2010). Intercultural communication: An advanced resource book (2nd ed). New York: Routledge.

Additional readings will be provided by the instructor on Blackboard.

English Education 8654: Teaching and Learning Vocabulary

3 credit hours

This course looks at the role played by direct learning and meaning focused activities in the teaching and learning of vocabulary. It examines the statistical nature of vocabulary and research-based principles of vocabulary learning in order to help teachers plan the vocabulary-learning component of language courses.

By the end of the course, course members should be able to discuss some of the important current issues in teaching and learning vocabulary, describe important areas for research in vocabulary, comment critically on research and practice, design the vocabulary component of a language course, and advise teachers and learners on vocabulary learning.

This course can be used as elective credit for the M.S.Ed. and Ed.D. degrees.

Professor:
Prof. I. S. Paul Nation
Schedule:
Class Meeting Day: Wednesday
Dates: September 8 - December 15
Time: 6:00 - 9:00 p.m.
Texts:
Required Text:

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

A set of readings in pdf format will also be available along with a Vocabulary resource book in pdf format.

Eng Ed 8656: Distinguished Lecturer Series (Seminar 1) Developing Lexical Competence: From Theory to Classroom Practice to Online Application

1 credit hour

This seminar will consider the development of Lexical Competence from several points of view. Through a review of some of the core research in second language vocabulary acquisition we will first try to dispel some of the "myths" about vocabulary learning that are still prevalent among classroom practitioners and researchers. After developing a basic understanding of how vocabulary should be tested, taught and learned, we will then move on to consider a range of classroom vocabulary teaching and testing techniques based on current research. Finally, we will look at and get hands on practice in using a variety of online tools for testing, teaching and conducting research on second language vocabulary acquisition. Papers required for those who take this course for credit will ask participants to use and assess one of the many online tools in the context of current research in this area.

Professor:
Dr. Charles M. Browne (Meiji Gakuin University)
Schedule:
Saturday, October 9, from 2:00 to 9:00 p.m. and Sunday, October 10, from 10:00 a.m. to 5:00 p.m
Texts:
Required Textbook:

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Recommended Textbook:

Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. University of Michigan Press.

Eng Ed 8655: Distinguished Lecturer Series (Seminar 2): Formulas, Chunks, and Conventional Expressions in L2 Acquisition, Use, and Teaching

1 credit hour

Have you heard the expressions chunk, formula, or routine related to second language learning and teaching? These are terms for multi-word units (like idioms, expressions, collocations, and even phrasal verbs) which are used in various ways in the second language acquisition, learning, and teaching literature. Are you familiar with expressions such as Nice to meet you, No problem, and No thanks, I'm just looking? This seminar introduces participants to the study of multi-word utterances, separating out fact from fiction, based on research on L2 learners. We will examine three perspectives on formulas: psycholinguistic orientations to formulas and claims related to storage and retrieval, acquisitional perspectives that show how formulas develop in adult L2 learners, and social perspectives showing how learners and native speakers use formulas in social talk and pragmatics. We will discuss the extent to which formulas may develop outside L2 grammar or how they may reflect L2 grammar, and how learners come to select conventional expressions from among a range of grammatically correct equivalents or paraphrases (a problem that Pawley and Syder identified in first language learning as the puzzle of nativelike selection; Pawley & Syder, 1983, p. 90). What is called "nativelike" by Pawley and Syder is defined by community-wide use in pragmatics (Coulmas, 1981; House & Edmondson, 1991; Bardovi-Harlig, 2009) and by frequency in corpus linguistics (Biber et al., 1999; Biber, Conrad, & Cortes, 2004)

Participants will learn how to identify formulas in L1 and L2 production, how to design studies to investigate formula development and use, and how to approach formulas pedagogically.

We will address these questions and others:
What are formulas and conventional expressions a) psycholinguistically, b) acquistionally, c) socially, and d) how do they differ?
How are conventional expressions acquired?
How can we study conventional expressions?
How can we teach conventional expressions?

Projects for this seminar may be either acquisitionally or pedagogically focused. Open to participants at all levels of study. All basic concepts will be taught.

Professor:
Dr. Kathleen Bardovi-Harlig (Indiana University)
Schedule:
Saturday, October 30, from 2:00 until 9:00 p.m. and Sunday, October 31, from 10:00 a.m. until 5:00 p.m.
Texts:
Key readings for this seminar will include:

Bardovi-Harlig, K. (2009). Conventional expressions as a pragmalinguistic resource: Recognition and production of conventional expressions in L2 pragmatics. Language Learning, 59, 755-795.

Bardovi-Harlig, K. (2006). On the role of formulas in the acquisition of L2 pragmatics. Bardovi-Harlig, K., Felix-Brasdefer, C., Omar, A. S. (Eds.), Pragmatics and Language Learning, (Vol. 11, pp.1-28). Honolulu: University of Hawaii, National Foreign Language Resource Center.

Schmitt, N., & Carter, R. (2004). Formulaic sequences in action. In N. Schmitt (Ed.) Formulaic sequences: Acquisition, processing and use (pp. 1-22). Amsterdam: Benjamins.

Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 191-226). London: Longman.

House, J. (1996). Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. Studies in Second Language Acquisition, 18, 225-252.

Kecskes, I. (2000). Conceptual fluency and the use of situation-bound utterances. Links & Letters, 7, 145-161.

Eng Ed 8657: Distinguished Lecturer Series (Seminar 3): Second Language Reading: Research, Instruction and Assessment

1 credit hour

The ultimate goal of reading is to construct text meanings based on visually presented information. Integral to this goal is decoding competence, i.e., the ability to extract linguistic information from printed words. Because the ability emerges as a result of learning to map between one's spoken language and its writing system, decoding skills are shaped to accommodate the way spoken language elements are graphically encoded in the writing system. Such linguistic conditioning explains systematic variations in decoding skills in typologically diverse languages.

Because decoding skills, once developed, transfer to another languages, their variations have significant implications for second-language (L2) reading. Closely attuned to L1 linguistic properties, transferred skills are differentially assimilated in L2 decoding development, and variably cope with the mapping demands imposed by L2-specific properties. Thus, L2 decoding skills evolve through complex cross-linguistic interaction between transferred L1 skills and L2 print input.

In this talk, students will learn how L2 decoding development is constrained by language-specific demands both within and across languages, and how such dual-language constraints result in systematic variations in L2 decoding skills. The students will then discuss their implications for L2 reading instruction and assessment.

Professor:
Dr. Keiko Koda (Carnegie Mellon)
Schedule:
Saturday, December 11 from 2:00 to 9:00 p.m. and Sunday, December 12, from 10:00 a.m. until 5:00 p.m.

Educational Psychology 9991: Doctoral Seminar - Dissertation Proposal Writing for Quantitative, Qualitative, and Mixed-Methods Research

3 credit hours

The first major goal of this course is to familiarize participants with the requirements and organization of quantitative and mixed-methods doctoral dissertations at Temple University by closely analyzing the formal macro-organization of doctoral dissertations as well as more detailed aspects of individual dissertation chapters and sections. This will involve looking closely at (a) the introductory chapter, (b) the construction of an effective academic literature review, (c) the organization and content of the methods chapter, with a particular emphasis on research design, (d) the reporting of statistical results, (d) strategies for discussing and interpreting those results, and (e) the conclusion chapter. The second major course goal is to assist the participants in becoming more independent users of the WINSTEPS computer program, as the construction of linear, interval measurement must precede univariate and multivariate data analyses. The focus of this part of the course will be on instrument validation. To this end, we will cover issues such as determining the appropriateness and effectiveness of an instrument for a particular group of participants and the establishment of statistical unidimensionality and measurement invariance. The ultimate goal of the course is for each participant to produce a well-organized and reasonably complete dissertation proposal that can be successfully defended within one year of the completion of the course. In order to accomplish that goal, it is necessary for each participant to arrive at the first class session with one or more specific research ideas that they can move forward with during the semester.

This course is required for the Ed.D. degree.

Professor:
Dr. David Beglar
Schedule:
Friday, 6:00 - 9:00 p.m. and Saturday 2:00 - 5:00 p.m. on alternating weeks, starting September 17.
Texts:
Required Texts:

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Cresswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd. Ed.). Thousand Oaks, CA: Sage.

Murray, N., & Beglar, D. (2009). Inside track: Writing dissertations and theses. Harlow, England: Pearson Education.

Recommended Texts:

Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Nicol, A. A. M., & Pexman, P. M. (2010). Displaying your findings: A practical guide to creating figures, posters, and presentations. Washington, DC: American Psychological Association.

Nicol, A. A. M., & Pexman, P. M. (2010). Presenting your findings: A practical guide for creating tables. Washington, DC: American Psychological Association.

Readings will be provided by the instructor on Blackboard.

English Education 9872/ Educational Psychology 9982: Graduate Independent Study

1 to 3 credit hours

This is a one-to-three credit course offered to doctoral candidates who are planning or writing dissertations. Consultations will be individual, and appointments will be arranged via e-mail in advance. The main aim of the course is to troubleshoot design, data collection, management, and analysis problems, as well as to encourage substantive progress on dissertation projects.

Students wishing to register for this course should obtain permission from the professor whom they wish to work with before the first week of the semester. Students taking Independent Study must register by September 10.

Professor:
By Arrangement
Schedule:
By Arrangement

Education 9999: Dissertation Writing

3 credit hours

Six credit hours of Education 999 are required for the Doctor of Education degree.

Professor:
By Arrangement
Schedule:
By Arrangement

For more information, please contact us at the Osaka center.
E-mail: tesol@tuj.ac.jp / Tel: 06-6343-0005