Past Course Descriptions (Osaka)

Fall Semester 2018

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Tamara Swenson
Credit hours:
3 credit hours
Dates:
September 13 - December 13
Day & Time:
Thursday, 18:00-21:00

In lieu of the first class on Thursday, September 6, the make-up class will be held on Saturday, November 10, 14:00-17:00.

As the first class meeting for this course is on Thursday, September 13 after the add/drop period ends, the Office will accept drops only for this course until 21:30 on Thursday, September 13, after the first class meeting ends.

The primary purposes of this course are: (a) to help new students develop the skills that they will need to succeed in the M.S.Ed. program, and (b) to provide an overview of the field of TESOL before they further explore the field within the M.S. Ed. program.

The course will focus on:

  1. Providing an overview of core theories in TESOL, understanding foreign language teaching approaches, and learning key technical terms in TESOL;
  2. Developing academic skills (e.g., using TU Portal and the TU library; reading and organizing notes, participating in academic discussions; writing definitions, summaries, and essays, making presentations; and test taking, particularly essays under timed testing conditions); and
  3. Improving knowledge of the APA (American Psychological Association) writing style and applying this style appropriately.

The course is designed for students who are new to the M.S.Ed. program, who have had little or no experience studying in an English-language university, or who are not familiar with formal academic reading, writing, discussion, presentation, and test taking. The course is not designed for students who have already taken other courses in the program though the 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). (4 th ed.). Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2010). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Richards, J. C., & Schmidt, R.W. (2010). Longman dictionary of language teaching and applied linguistics. (4th ed.). Oxon, UK: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)

TESL 5612:

Applied Language Study II: Grammar, Morphology and Classroom Discourse

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
September 4 - December 4
Day & Time:
Tuesday, 18:00-21:00

The last 70 years have seen a double revolution in linguistic theory: first the triumph of structural linguistics over traditional grammar, then the ascendancy of generative-transformational (G-T) 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. In this course participants will first examine parts of speech and the verb system of English. This will lay the foundation for an exploration of the theories and practices of generative-transformational grammar. Participants will study the principles of generative-transformational grammar and apply them by practicing the grammatical analyses related that theory. Participants will also complete a hands-on grammar-teaching project and write a synthesis paper regarding empirical research focused on grammar teaching. Other assignments include regular reading assignments, weekly homework assignments, and a final examination. Participants should read Chapters 1-7 in The Grammar Book before the first class meeting.

This course is required for the M.S.Ed. degree. This course is formerly known as TESL 5612: Applied Language Study II.

Required Textbook:

  • Larsen-Freeman, D., & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers. (3rd ed.). Boston, MA: Heinle Cengage Learning. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

TESL 5614:

Current Approaches to Teaching English Language Learners

Professor:
Dr. Paul Leeming
Credit hours:
3 credit hours
Dates:
September 7 - December 7
Day & Time:
Friday, 18:00-21:00

The purpose of this course is to enable participants to develop an awareness of second language theory and classroom practice. Issues to be investigated include: an account of the central processes of learning and the conditions believed to promote language acquisition; the elements of a language learning curriculum and their relation to the processes by which learners acquire language; past methods and current approaches to language teaching; and various types of materials and activities believed to foster acquisition. Participants will be encouraged to consider how these issues relate to their own classroom contexts and develop a personal set of teaching principles. Sessions will cover topics such as the roles of input, output, form-focused instruction, fluency development, motivation, and task-based language teaching.

In addition to required reading, participants will take a mid-term and a final examination, make written responses to important issues discussed in the course, lead a number of small group discussions, write a course paper focused on a topic related to the course, and make a short, oral presentation.

Students will be required to attend the Distinguished Lecturer Series seminar, Dr. David Crabbe: Understanding Language Course Design as a Problem-Solving Process on Saturday, October 27 from 14:00-17:00, in lieu of the November 23 class.

This course is required for the M.S.Ed. degree. This course is formerly known as TESL 5614: TESOL Approaches to Teaching English.

Required Textbook:

Recommended Textbook:

Additional readings will be provided in a course reading packet.

ENES 8654:

Teaching Listening and Speaking

Professor:
Dr. Jeremy Cross
Credit hours:
3 credit hours
Dates:
September 19 - December 12
Day & Time:
Wednesday, 18:00-21:00

In lieu of the class on Wednesday, September 12, the make-up class will be held on Saturday, October 13, 10:00-13:00.

The main aim of this course is to develop your understanding of current theories and principles underlying contemporary approaches to the teaching of second-language listening comprehension skills and oral production skills in order for you to design and implement listening and speaking lessons in your classrooms in a more-informed manner. You will examine listening and speaking as both cognitive and social processes, and be introduced to a range of theoretical notions, pedagogical frameworks and practical approaches related to teaching the two language skills effectively. You will explore how to apply the notions covered in this course in your own teaching context through completing weekly homework assignments; writing thoughtful responses to course readings; critically appraising various aspects pertinent to teaching listening skills and speaking skills; regularly and actively leading and taking part in small-group discussions; designing and implementing lessons; and writing research proposals. Completing set readings and preparing for in-class discussions is an essential requisite for effective learning and participation in this course. Course participants should read Vandergrift & Goh (2012) Chapters 1, 2 & 3 before the first class.

As the first class meeting for this course is on Wednesday, September 19, after the add/drop period ends, any interested students can request a copy of the course syllabus from the Office during the add/drop period between September 3 and September 10. The Office will also accept any inquiries about this course to be forwarded to the Professor during the add/drop period

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

Required Textbook:

A set of readings will be available on Canvas.

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 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; the fee for other weekend auditors is ¥13,000.

ENES 8655: Distinguished Lecturer Series (Seminar 1):

Age-related Factors in Second Language Learning

Professor:
Dr. David Singleton (University of Pannonia, Hungary)
Credit hours:
1 credit hour
Schedule:
Saturday, September 29, 14:00-21:00
 
Sunday, September 30, 10:00-17:00

For most people the answer to the question of when it is best to begin learning a second language is self-evident. The cliché "the younger the better" would sum up the opinion delivered by the majority of respondents to such a question! We shall see in this course, however, that the facts of the matter are not so simple.

The maturational perspective or Critical Period Hypothesis has had its original theoretical postulates swept away by more recent research. While it is true that in naturalistic contexts younger second language beginners tend in the long run to do better than older beginners, there are plenty of examples of people who start their second language experience in adolescence or adulthood and who end up native-like in the second language in question. It turns out that the key to success at any age relates to the quality of interaction and the affective dimensions of interaction with the second language and its users.

With regard to the instructional context, the clear and consistent finding of more than forty years of research is that early schooling in a second language confers no lasting linguistic advantage over those whose second language exposure at school begins later. Recent findings suggest that in instructional settings too, quality of interaction, attitude and motivation are more important than starting age. These findings have unfortunately been ignored by governments and ministries of education around the world.

The course will explore all of these issues, and it will maintain a focus throughout on the educational implications of the research findings discussed. In particular, it will deliver the message that:

  1. whatever the age of the learners, it is very important to provide a lively and engaging experience of input and interaction in the target language, because;
  2. it is vital to maintain interest and motivation in regard to coming to grips with the target language, and;
  3. this seems to be more of a challenge with learners who begin L2 learning young and whose language-learning experience lasts longer.

ENES 8656: Distinguished Lecturer Series (Seminar 2):

Understanding Language Course Design as a Problem-solving Process

Professor:
Dr. David Crabbe (Victoria University of Wellington, New Zealand)
Credit hours:
1 credit hour
Schedule:
Saturday, October 27, 14:00-21:00
 
Sunday, October 28, 10:00-17:00

Course design at its most basic is specifying learning goals, together with effective learning opportunities to achieve those goals. But it is more exciting than that. Course design in practice and in context is not static. It requires systematic and on-going problem-solving that starts with understanding the people concerned and the resources available. The understanding entails elements such as the potential roles of learners and teachers, their motivation and beliefs, the opportunities available in and out of the classroom for communicative performance, ways of enhancing that performance, ways of describing it for better metacognitive understanding, and any obstacles in taking up the opportunities.

This course will provide a framework for course design as informed problem-solving, drawing on what are seen as universals of human language learning and focussing on how those universals might be activated in context. The framework will raise questions about, for example: the role of the learners in the problem-solving; how their autonomy and motivation as members of a learning community might be fostered; how the impact of examinations could be managed productively; and how a bridge might be built between the classroom and the private domain of learning. Attention will be paid throughout to continually evaluating the impact of actions taken.

ENES 8657: Distinguished Lecturer Series (Seminar 3):

Formulaic Language in Applied Linguistics and TESOL

Professor:
Dr. David Wood (Carleton University, Canada).
Credit hours:
1 credit hour
Schedule:
Saturday, November 17, 14:00-21:00
 
Sunday, November 18, 10:00-17:00

A considerable amount of research of various types has been conducted around formulaic language (FL)—multiword units with unitary meanings or functions that appear to be prefabricated, mentally stored, and processed as if single words. As the nature of FL and its use and acquisition have been studied for many years, it is remarkable that there have been so few investigations into how to actually teach this essential element of language to second language (L2) learners. We know that only very advanced learners reach a near-native ability to process and produce FL rapidly and appropriately (e.g., Forsberg 2010; Laufer & Waldman, 2011). L2 learners are very challenged by FL and develop facility with it very slowly. This course is an introduction to the phenomenon of FL and its relevance to applied linguistics, specifically language production, language acquisition and teaching, and discourse. We will survey the state of knowledge about FL in L2 acquisition and production, and its role in constructing discourse, with reference to some actual language data. We will explore the ways that FL can be integrated into language teaching methods and materials. By the end of the course participants should have a strong understanding of FL and its importance, and a sense of how to employ this understanding in the language classroom.

Seminar Outline

Day 1 (Saturday)

  • First Session (3 hrs)
    • Introduction to formulaic language (FL) and research on FL
      Reading: Wood, 2015 Ch. 1
    • Identification and Categories of FL
      Reading: Wood, 2015 Ch. 2 and 3
  • Second Session (3 hrs)
    • Mental processing of FL
      Reading: Wood, 2015 Ch. 4
    • Acquisition of FL
    • Wrap-up and reflection
      Reading: Wood, 2015, Ch. 5

Day 2 (Sunday)

  • Third Session (3 hrs)
    • FL and spoken language
      Reading: Wood, 2015, Ch. 6
    • Lexical bundles
      Reading: Wood, 2015, Ch. 8
  • Fourth Session (3 hrs)
    • Teaching FL
      Reading: Wood, 2015, Ch. 9
    • Teaching FL
    • Wrap-up and assignment plans

Required Textbook:

Doctoral Courses

For Ph.D 2012 and 2015 students only.

EDUC 9998:

Dissertation Proposal Writing

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

This course is for those Ph.D. students who have passed the Qualifying Examination and working on their dissertation proposal.

The Ph.D. students are required to take Culminating Courses (6 semester hours overall, minimum 2 semester hours of ED 9999). Culminating Courses: Qualifying Exam Preparation Course (ED9994), Proposal Writing Course (ED9998) and Dissertation Writing Course (ED9999).

EDUC 9999:

Dissertation Writing

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

This is a one to three credits offered to Ph.D. candidates who completed dissertation proposal defense and received an approval on their dissertation proposal. The Ph.D. students are required to take Culminating Courses (6 semester hours overall, minimum 2 semester hours of ED 9999). Culminating Courses: Qualifying Exam Preparation Course (ED 9994), Proposal Writing Course (ED 9998) and Dissertation Writing Course (ED 9999).

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

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. 2017 students only

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

TESL 8636:

Assessment of English Language Learners

Professor:
Dr. James Sick
Credit hours:
3 credit hours
Dates:
September 7 - December 1
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00
Check the schedule chart below for more details.

The goals of this course are twofold. First, to develop a level of expertise in language assessment in the institutional context such that one may serve as a leader, trainer, and resource in the implementation of high quality assessments for admissions, placement, diagnostics, achievement, and measuring progress over time. Second, to develop practical skills in the construction and validation of language performance and affective measures so that their use may be defended for research and/or high stakes testing. The first aim will involve extensive reading in the area of language assessment, supplemented by class lectures and student-led discussions. The second goal will be approached from the perspective of Rasch measurement theory, and will involve extensive use of the Winsteps and FACETS software packages. In addition to focused item writing assignments, students will analyze and interpret test and survey data using data sets supplied by the teacher. As a final course project, participants will conceptualize, design, and pilot an instrument designed to measure a particular language skill such as listening, speaking, or grammar, or an affective variable such as motivation known to impact language performance. Participants should plan a means of data collection, so that they will be able to pilot their instrument and conduct a Rasch analysis before the end of the course (30 or more participants for a survey, or 12+ for a productive performance). As preparation for the first weekend session, participants are requested to read Units A1-A3 in Fulcher and Davidson, Chapters 1-3 in Bond and Fox, and Chapters 1-3 of Green before the first class session. Participants who have not taken a masters level course in language testing are recommended to read Green prior to the course.

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

Required Textbook:

Dr. Sick's Class Schedule

Session Day Date Class Time Note
1FridaySeptember 07, 201818:00-21:00 
2SaturdaySeptember 08, 201814:00-17:00 
3FridaySeptember 21, 201818:00-21:00 
4SaturdaySeptember 22, 201814:00-17:00 
5FridayOctober 05, 201818:00-21:00 
6SaturdayOctober 06, 201814:00-17:00 
7FridayOctober 19, 201818:00-21:00 
8SaturdayOctober 20, 201814:00-17:00 
9FridayNovember 02, 201818:00-21:00 
10SaturdayNovember 03, 201814:00-17:00 
11FridayNovember 16, 201818:00-21:00 
12SaturdayNovember 17, 201810:00-13:00*Time changed due to Seminar 3
13FridayNovember 30, 201818:00-21:00 
14SaturdayDecember 01, 201814:00-17:00