Course Descriptions (Tokyo)

To register for any of the courses below, follow the procedures described in Course Registration. If you already know the process, go to the Registration Form.

Important Notice about Textbooks

To purchase textbooks, click Amazon link below next to each textbook title. Amazon has secured some copies of each required book especially for TUJ students to order. In order to get your textbooks in time for the start of the semester, please order them as soon as you register for courses. Make sure to order through the provided Amazon links in this page.

Spring Semester 2017

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Ron Martin
Credit hours:
3 credit hours
Dates:
January 11 - April 12
Day & Time:
Wednesday, 18:00 - 21:00

In lieu of Session 4 (February 1), Professor will require students to attend one weekend seminar instead, and students will be required to write a homework assignment about it. In lieu of Session 13 (April 5), students will do a take-home test.

Beginning students of TESOL (Teaching English to Speakers of Other Languages) usually have two purposes: (1) to learn the academic skills they need to succeed at graduate work and (2) to discover the best ways to teach English to non-native speakers. In this course, students will achieve the first purpose, mastering necessary academic skills, while getting a head start on the second, understanding methods and issues of TESOL study. Academic skills include getting the most out of lectures and research articles, taking notes, accessing library and internet resources, answering essay test questions, giving presentations, and writing papers using proper forms of citation, paraphrasing and bibliographic references.

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, this course is recommended as the 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.

There will be 12 regular class sessions for this course and in addition to the regular class sessions, all the students will be required to attend any one of the three Distinguished Lecturer Weekend Seminars (only the first three hours of the Saturday session) scheduled in spring. The professor will provide you with further details about the seminar requirement later in the classroom.

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

Required Textbook:

  • Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (Oxford Handbooks for Language Teachers) (4th ed.). Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)
  • Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Oxon, UK: Routledge. (Buy on Amazon.co.jp)

TESL 5611:

Applied Language Study I

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
January 10 - April 4
Day & Time:
Tuesday, 18:00 - 21:00

The primary purpose of this course is to introduce students to the basics of English phonetics and phonology, with an emphasis on areas of interest to language teachers. The course objectives are to: (1) introduce the basic concepts of phonetics and phonology; (2) provide practice in transcribing and analyzing the sound systems of native speakers and learners of English; (3) consider the place of pronunciation teaching in a foreign language curriculum and instructional approaches; (4) examine methods of assessing pronunciation; and (5) look at the relationship between pronunciation and other language skills. Students will complete a number of weekly assignments, take a mid-term examination and final examination, and conduct a project in which the speech of an English language learner is analyzed, a particular aspect of the English sound system is taught, and the results reported.

In addition, all students will be required to attend the opening session of Distinguished Lecturer Series Seminar-II (Dr. Pavel Trofimovich) from 14:00-17:00p.m. on February 25.

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

Required Textbook:

  • Celce-Murcia, M., Brinton, D.M., Goodwin, J.M., & Griner, B. (2010). Teaching Pronunciation: A Course Book and Reference Guide (2nd ed.). New York, NY: Cambridge University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

A set of readings will be available on Blackboard.

TESL 5616:

Teaching Second and Foreign Language Skills

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
January 5 - April 6
Day & Time:
Thursday, 18:00 - 21:00

Second and foreign language pedagogy has been gradually moving from being based on subjective opinion about "what works" to a more secure research-based footing that provides indispensable support to the knowledge practitioners gain through teaching experience. The first major purpose of this course is to consider principles of second language teaching and learning that are based on research that has been conducted in the field over the past four decades and to see how these principles do or do not agree with our own intuitions about foreign language learning and teaching. These general principles form the basis of the second major purpose, which is to allow the participants to become more skilled at developing effective, principles-based practices in the teaching of the four major skills (listening, speaking, reading, and writing) and the linguistic competencies of grammar, vocabulary, and the sound system of English. Participants will become acquainted with principles for teaching each skill area and use these principles to analyze the effectiveness of commercial teaching materials. Course requirements include completing weekly readings, contributing to group discussions, completing a mid-term examination and course projects, and compiling a teaching portfolio.

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

Required Textbook:

  • Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). White Plains, NY: Pearson Education. (Buy on Amazon.co.jp)
  • Tomlinson, B. (2012). Materials Development in Language Teaching (2nd ed.). Cambridge, UK: Cambridge University Press. (Buy on Amazon.co.jp)
  • Willis, J., & Willis, D. (2007). Oxford Handbooks for Language Teachers: Doing Task-Based Teaching. Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Concise Rules of APA Style (Concise Rules of the American Psychological Association (APA) Style) (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

TESL 5618:

Second Language Acquisition

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
January 4 - April 5
Day & Time:
Wednesday, 18:00 - 21:00

The overarching purpose of this course is to canvass eight topics that are central to modern discussions of second language acquisition (SLA) and to thereby provide the participants with an opportunity to further develop and consolidate their understanding of SLA theory, models of language representation and use, and issues that directly affect classroom teaching. In the first part of the course, we look at (a) developmental patterns in SLA, (b) variability in learner language, and (c) input, interaction, and SLA. In the second part of the course, the focus is on (a) language transfer and (b) cognitive accounts of SLA. Finally, in the third part of the course, we read about (a) linguistic universals and SLA, (b) classroom interaction and SLA, and (c) form-focused instruction and SLA. Students will participate in and lead numerous group discussions, keep a running journal of the course readings, and take three in-class examinations.

The course is best taken by students who have already completed TESOL Approaches to Teaching English (TESL 5614), Teaching Second and Foreign Language Skills (TESL 5616), and Applied Language Study II (TESL 5612).

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

Required Textbook:

Recommended Textbook:

  • American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

A set of readings will be available on Blackboard.

EPSY 5529:

Language Assessment

Professor:
Dr. Edward Schaefer
Credit hours:
3 credit hours
Dates:
January 10 - April 11
Day & Time:
Tuesday, 18:00 - 21:00

This course will help students develop the necessary working knowledge of the basic principles of test construction and testing procedures. It will also examine different types of test uses ranging from classroom-based assessment and placement examinations to criterion-referenced and growth-referenced tests. The course introduces topics such as measurement constructs and models of language knowledge, test reliability, the design of tests and assessments, item and task construction, scoring and rating tests and assessments, the training of raters, issues of fairness and standards, and the use of arguments and evidence in the support of test validation. Different perspectives on validity are also introduced. Students will participate in group discussions, take a mid-term and final examination, and produce a course project in which they experience the process of conceptualizing the theoretical bases of an assessment instrument, produce an instrument designed to measure a particular language skill (e.g., reading, grammar) or affective variable (e.g., motivation, self-efficacy), gather and analyze data using that instrument, and write a report on the strengths and weaknesses of the instrument. No prior knowledge of statistics is required, but as time allows there will be hands-on tasks utilizing two test analysis software programs, Winsteps and FACETS.

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

Required Textbook:

ESPY 5541:

Introduction to Psycholinguistics

Professor:
Dr. Terry Joyce
Credit hours:
3 credit hours
Dates:
January 9 - April 10
Day & Time:
Monday, 18:00 - 21:00

Language is unquestionably a defining feature of the human species; it is the incredibly powerful symbol system that enables us to think and to share our thoughts with others. At the intersection of psychology and linguistics, psycholinguistics seeks primarily to comprehend both the amazing complexity and power of human language and its inherent limitations and biases, by investigating the mental processes involved in acquiring and using language. Thus, it draws on both linguistic descriptions of language phenomenon and psychological experimentation in order to examine the psychological validity of such descriptions within the larger context of cognitive science.

This Introductory Psycholinguistics course attempts to provide an overview of the main areas of contemporary psycholinguistic research. After initially describing the basic psycholinguistic approach, the second block of the course will turn to consider the mental processes involved within language acquisition, touching the critical period hypothesis and language disorders. The third major block will focus on the mental processes involved in language usage, by looking at both language comprehension and production at various levels. The final block will focus on more semantic aspects of the mental lexicon, concluding with a brief outline of the implications of linguistic relativism for the relationship between language and thinking.

Course participants should read assigned course materials, actively participate in classes, write two course papers and complete a final examination.

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

Required Textbook:

  • Harley, T. A. (2010). Talking the Talk: Language, Psychology and Science. East Sussex, UK: Psychology Press. (Buy on Amazon.co.jp)

Recommended textbook is available as electronic resource via TU library portal.

FLED 5437:

Language and Culture

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
January 6 - April 7
Day & Time:
Friday, 18:00 - 21:00

This class is concerned with fundamental questions concerning the relationship of culture, language, and the individual. It explores the complicated interactions of culture, language, society, and mind as it draws on research from linguistic pragmatics, sociolinguistics, discourse analysis, cultural and developmental psychology, philosophy, and anthropology. By the end of the semester, the student should understand the roles that language and culture play in the perception of self, others, and world; the role language plays in the transmission of cultural values and perspectives; the role of in the creation of durable social institutions (like money); and even how different cultural and linguistic practices are related to different educational outcomes. This course will emphasize the constitutive, normative, and interpretive functions of culture in general, but will elaborate those elements of English speaking culture important to language instruction. This course is intended to help pre- and in-service teachers understand and address cultural issues in the classroom, while providing general insight into the cultural functions of language. Successful students will complete all readings and participate in discussions, finish one individual and one group project, and write a final paper.

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

Required Textbook:

TESOL Special Projects - Distinguished Lecturer Series

This Lecturer Series will consist of three weekend seminars. Each seminar course can be used as elective credit for the M.S.Ed. and Ed.D/Ph.D. degrees. The first three hours of each seminar (Saturday, 14:00 to 17:00) are free and open to the public. Weekend seminars are free for Master’s and doctoral graduates of Temple University Japan Campus for auditing; the fee for other weekend auditors is ¥13,000.

ENES 8655: Distinguished Lecturer Series (Seminar 1):

Emotion in SLA and in Multilingual Talk

Professor:
Dr. Gabriele Kasper (University of Hawaiʻi at Mānoa, U.S.A.)
Credit hours:
1 credit hour
Schedule:
Saturday, January 21, 14:00 - 21:00
 
Sunday, January 22, 10:00 - 17:00

Emotion or affect have been research concerns in SLA since its inception. Current studies on the topic fall into two broad strands: emotion as a complex of individual difference variables that help or hinder second language learning, and emotion as forms of meaning that multilingual speakers understand and produce in talk, text, and multisemiotic spaces. Under the second perspective, being able to understand and convey emotion is an integral part of communicative and interactional competence. The seminar will introduce students to the major theoretical and methodological approaches to emotion in these traditions. Focus will be given to the discursive practices through which L2 speakers and their interlocutors manage emotion in different activities and settings.

The seminar will include lectures, discussions, and data analyses in groups and plenary, and offer students initial training in conducting research on emotion in multilingual language use and development.

Required Textbook:

A reading package (PDFs) will be made available to students who take the course for credit. These students are asked to read Ch. 1 in Emotion in Multilingual Interaction before class.

Recommended Textbook:

  • Prior, M. T., & Kasper, G. (Eds.). (2016). Emotion in Multilingual Interaction. Amsterdam, NLD: John Benjamins Publishing Company. (Buy on Amazon.co.jp)

ENES 8656: Distinguished Lecturer Series (Seminar 2):

English for Academic Purposes: Looking Closely at the 'E' and the 'A' in EAP

Professor:
Dr. Averil Coxhead (Victoria University of Wellington, New Zealand)
Credit hours:
1 credit hour
Schedule:
Saturday, February 11, 14:00 - 21:00
 
Sunday, February 12, 10:00 - 17:00

English for Academic Purposes (EAP) is a major area of research, teaching, and materials design internationally, under the umbrella of English for Specific Purposes. This course is entitled English for Academic Purposes: Looking Closely at the ‘E’ and the ‘A’ in EAP because its key concern is the nature of academic English. This course draws on theory and research on a variety of aspects of language and English for Academic Purposes and links them to classroom practice. The first session focuses on five key issues in the ‘E’ and the ‘A’ in EAP across EAP in several contexts, from secondary school through to university studies and beyond. Sessions Two and Three concentrate on academic vocabulary, from single words to multi-word units. Session Four moves to academic discourse, and Sessions Five and Six focus on written and spoken academic language. Session Seven is concerned with materials in EAP, particularly in light of the findings of research presented in the earlier sessions. The final session looks at assessment and ends with overall considerations for the future of theory and practice in the ‘E’ and the ‘A’ of EAP.

ENES 8657: Distinguished Lecturer Series (Seminar 3):

Second Language Pronunciation for Successful Communication: Research Evidence and Practical Implications

Professor:
Dr. Pavel Trofimovich (Concordia University, Canada)
Credit hours:
1 credit hour
Schedule:
Saturday, February 18, 14:00 - 21:00
 
Sunday, February 19, 10:00 - 17:00

A common belief in the field of second language speech learning is that successful communication (generally measured through mutual understanding achieved by interlocutors) should be prioritized over matters of linguistic accuracy or nativelikeness, especially if learners’ goal is to communicate successfully in academic and workplace settings. In this seminar, we will critically examine second language intelligibility, comprehensibility, and accentedness as constructs central to this argument, with reference to current research and pedagogical practices.

Although intelligible and comprehensible second language speech appears to be a straightforward target attainable by most learners, these are complex phenomena linked to cognitive, social, and experiential factors, both for the speaker and the listener. Through discussions of published empirical research and hands-on analyses of learner language, we will explore the challenges of achieving intelligible and comprehensible second language speech from meta-cognitive, linguistic, social, affective, and assessment perspectives and will discuss implications of research on intelligibility and comprehensibility for the teaching and learning of second language pronunciation.

Required Textbook:

If you would like to get a paper copy, print copies should be available from Dec. 15th. The 50% discount voucher off the advertised price for those who still want a hard copy (code: PREORDER50) will be available at the publisher's website until the end of March.

Doctoral Courses

ENES 9882/ EPSY 9982:

Graduate Independent Study

Professor:
By Arrangement
Credit hours:
1 - 3 credit hours
Schedule:
By Arrangement

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 and complete the registration process during the priority or late registration period.

EDUC 9999:

Dissertation Writing

Professor:
By Arrangement
Credit hours:
1 - 3 credit hours
Schedule:
By Arrangement

Six credit hours of Education 9999 are required for Ed.D./Ph.D. degrees.

Students wishing to register for this course should obtain permission from the professor and complete the registration process during the registration period.

EDUC 9282:

Research Apprenticeship

Professor:
By Arrangement
Credit hours:
3 credit hours
Schedule:
By Arrangement

Required course for Ph.D. students. Ed.D. students who are thinking about graduating with a Ph.D. degree must take two 3-credit Research Apprenticeship courses.

If you wish to take an Apprenticeship course, you first need to write a 300-400-word abstract of your proposed project (unless you are assisting a professor with one of his or her studies). This abstract should include basic information such as (a) the gaps in the literature you are addressing, (b) the purpose(s) of the study, (c) specific research questions, and (d) your methodology, including information about the participants, instruments, procedures, and the analyses you will perform. You will then need to send the abstract to the advisor you wish to work with (consult the list of Apprenticeship Advisors on the registration form to see who is available), and if the advisor approves your plan, you can then register for the course with that advisor.

For Ph.D. candidates only

Students in the Ph.D. program are required to take the doctoral seminars listed below.

EPSY 8827:

Dissertation Proposal Writing

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
January 6 - April 1
Day & Time:
Friday, 18:00 - 21:00
Saturday, 14:00 - 17:00

For more details about the schedule, please check the schedule chart below.

The primary goal of this course is to familiarize participants with the requirements and organization of quantitative, qualitative, 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. Accomplishing this goal involves looking closely at (a) the dissertation abstract, (b) the introductory chapter, (c) the construction of an effective academic literature review, (d) the organization and content of a methodology chapter, with a particular emphasis on research design, (e) the reporting of quantitative and qualitative results, (f) and APA formatting and writing conventions. Course participants will meet with the instructor outside of the class to discuss their proposed study and to make progress reports, discuss course readings in small groups, analyze published research papers, make multiple small-group presentations on various aspects of their proposed dissertation study, and submit multiple short papers that feed directly into the ultimate goal of the course: the production of a well-organized and complete dissertation proposal that can be successfully defended in the following academic year.

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

Required Textbook:

  • Murray, N., & Beglar, D. (2009). Inside Track: Writing Dissertations and Theses. White Plains, NY: Pearson Education. (Buy on Amazon.co.jp)
  • American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)
  • Galvan, J. L. (2014). Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (6thed.). Oxon, UK: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)

A kindle edition is available for these textbooks.

Dr. Beglar's Class Schedule

Session Day Date Class Time Note
1 Friday January 6, 2017 18:00 - 21:00  
2 Saturday January 7, 2017 14:00 - 17:00  
3 Friday January 20, 2017 18:00 - 21:00  
4 Saturday January 21, 2017 14:00 - 17:00  
5 Friday February 3, 2017 18:00 - 21:00  
6 Saturday February 4, 2017 14:00 - 17:00  
7 Friday February 17, 2017 18:00 - 21:00  
8 Saturday February 18, 2017 14:00 - 17:00  
9 Friday March 3, 2017 18:00 - 21:00  
10 Saturday March 4, 2017 14:00 - 17:00  
11 Friday March 17, 2017 18:00 - 21:00  
12 Saturday March 18, 2017 14:00 - 17:00  
13 Friday March 31, 2017 18:00 - 21:00  
14 Saturday April 1, 2017 14:00 - 17:00