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. 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.

Fall Semester 2020

FLED 5470:

Introduction to the Study of TESOL

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

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 14 regular class sessions for this course. 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:

Recommended Textbook:

  • American Psychological Association. (2020). Publication manual of the American psychological association (7th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Richards, J. C., & Schmidt, R. (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:
Friday, 18:00-21:00

The acquisition of morphology and syntax (i.e., morpho-syntax) has been at the heart of the field of second language acquisition since its modern inception in the 1970s. The reason for this focus is simple: Acquiring these aspects of a foreign language is extremely difficult for most adult foreign language learners given the complexity and abstractness of many morpho-syntactic forms. This course has three main goals. The first goal is to become more familiar with basic aspects of English morpho-syntax (e.g., the syntax of declarative statements, question formation, negation, and embedding) in order to better understand some of the key morpho-syntactic mechanisms used in the English language. The second goal is to become conversant with a wide variety of empirical research into the acquisition of English morpho-syntax. This body of research includes theoretical investigations of the cognitive mechanisms held responsible for the acquisition of morpho-syntax as well as classroom applications of various pedagogical approaches used to teach particular aspects of English morpho-syntax. The third goal is to give course participants an opportunity to conduct a hands-on teaching project in which they use a pedagogical approach that is new to them for teaching one aspect of English morpho-syntax. In this way, the participants can expand the pedagogical techniques available to them. Other course assignments include weekly readings, sentence-diagramming tasks, leading and participating in small group discussions, 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.

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:

  • American Psychological Association. (2020). Publication manual of the American psychological association (7th ed.). Washington, DC: Author. (A kindle edition is also available.) (Buy on Amazon.co.jp / Buy on Amazon.com)

TESL 5613:

Multilingual Students’ Literacy Development

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
September 7 - December 7
Day & Time:
Monday, 18:00-21:00

This course offers an overview of the underlying concepts and skills that are needed for teaching ESL and EFL literacy development at all age and proficiency levels, with a special focus on EFL literacy in the Japanese educational environment. Students will acquire a working knowledge of the current best practices for the teaching of reading and writing in English as a Foreign/Second/Other Language to adults and children. They will also become familiar with the theory behind the various current methods for planning, implementing, and assessing reading and writing instruction for all levels of ESL/EFL students, from pre-literacy to academic skills. Students will also acquire a familiarity with criteria and methods in these fields sufficient to enable them to develop and evaluate teaching methods suited to the local needs of their students, yet clearly motivated by the best research insights. Specific topics will include reading comprehension, vocabulary development, the psycholinguistics of reading, the nature of literacy, the writing process, the effectiveness of written feedback, the social and institutional contexts of ESL/EFL reading and writing, and reading and writing assessment.

This course is required for the M.S.Ed. students who completed the matriculation process after fall 2018 semester. Students who completed the matriculation process by fall 2018 can take this course for the elective credits.

Required Textbook:

  • Chen, X., Dronjic, V., & Helms-Park, R (2016). Reading in a second language: Cognitive and psycholinguistic issues. Oxon, UK: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Ferris, D. R., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York, NY: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners: Insights from linguistics (2nd ed.). New York, NY: The Guilford Press. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

TESL 5614:

Current Approaches to Teaching English Language Learners

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
September 2 - December 2
Day & Time:
Wednesday, 18:00-21:00

This course will explore, with breadth and depth, the state of the art in second language teaching pedagogy. The issues covered will be: the history of the field; theories of language learning and the principles connecting these theories to effective classroom practice (e.g., input, output, form-focused instruction, content- and task-based instruction); teaching the 4 skills, motivation, strategies-based instruction, assessment, form vs. function focused teaching, the role of the first language, and the evaluation of methods and materials. Other critical issues include the roles that culture and personality play in learning/teaching, assessment, and syllabus/curriculum writing. These issues will be covered by reading current articles from the ESL/EFL literature, as well as the textbooks. Students will produce lesson plans, a course syllabus, and a teaching philosophy. Active participation in discussion and frequent short papers are required. By the end of this course, students will be able to:

  1. Express and defend the strategies, methods, and activities s/he wants to use as a teacher.
  2. Describe the role(s) of the teacher in language learning.
  3. Understand and appropriately employ the technical terminology of the field.
  4. Discuss and write about the methods and the major issues that presently define second/foreign language teaching.
  5. Design effective lesson plans and syllabi suited to multiple pedagogical contexts.
  6. Apply theoretical principles to classroom practice.

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

Required Textbook:

Recommended Textbook:

TESL 5618:

Second Language Development

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

The overarching purpose of this course is to canvass ten contemporary theories that are central to modern discussions of second language development (SLD) and to thereby provide the participants with an opportunity to further develop and consolidate their understanding of SLD, models of language representation and use, and issues that directly affect classroom teaching. In the first part of the course, we look at (a) early theories of second language development, (b) orders and sequences of acquisition, and (c) language transfer. In the second part of the course, the focus is on a number of theoretical positions, including (a) Usage-based approaches, (b) Skill-acquisition theory, and (c) Input processing. Finally, in the third part of the course, we read about (a) input, interaction, and output; (b) Sociocultural theory, and (c) instructed second language development, which concerns the practical application of a number of strands in the field of second language development. Students will participate in and lead numerous small group discussions, produce a synthesis of the course readings, take in-class examinations, and make a presentation on a self-selected SLD topic.

The course is best taken by students who have already completed TESL 5611, TESL 5612, TESL 5613, TESL 5614 and TESL 5616.

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

Required Textbook:

  • VanPatten, B., & Williams, J. (Eds.). (2015). Theories in second language acquisition: An introduction (2nd ed.) New York, NY: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2020). Publication manual of the American psychological association (7th ed.). Washington, DC: Author. (A Kindle edition is also available.) (Buy on Amazon.co.jp / Buy on Amazon.com)

EDUC 8252:

Sociolinguistics and Language Teaching

Professor:
Dr. Robert Lowe
Credit hours:
3 credit hours
Dates:
September 7 - December 7
Day & Time:
Monday, 18:00-21:00

Issues in sociolinguistics have great relevance for language teaching theory and practice, particularly with regard to the models and varieties presented in the classroom, and questions over who are regarded as legitimate speakers and teachers of the language. While many teachers are aware of these developments, it is not always clear how these may impact the teaching of English. The purpose of this course is to explore some of the implications, both theoretical and practical of sociolinguistic research for language teaching.

The course will focus on four main interrelated areas: ‘native speakers’ and native-speakerism, English as a Lingua Franca, World Englishes, and intercultural communication. In each topic we will examine historical and theoretical developments in sociolinguistic theory, before moving on to discuss the practical implications of this theory for English language teaching.

Students will be assigned articles and chapters to read each week. The course will be based around group discussions related to homework reading, and will be assessed through a final report critically analyzing one of the four topics from both a theoretical and practical perspective.

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

Required Textbook:

There is no textbook requirement for this course.

Recommended Textbook:

Course readings will be provided by the instructor in the class.

EDUC 8271:

Program Development and Management

Professor:
Dr. Timothy Doe
Credit hours:
3 credit hours
Dates:
September 1 - December 1
Day & Time:
Tuesday, 18:00-21:00

The primary aim of this course is to provide a broad overview of contemporary issues in the design of foreign language program development and management. It is hoped that accomplishing this aim will lead participants to develop a clearer understanding of the complexities of designing and implementing foreign language curricula and greater confidence and skill in undertaking such a task. The main topics to be covered include: 1) an overview of the political and historical foundations underlying contexts of language teaching; 2) a survey of different models of language programs; 3) methods of conducting needs analyses and designing syllabi; 4) the role of tests and instructional materials in a program; 5) providing for effective teaching and teacher training; and, 6) the assessment and evaluation of a language program. Participants in the course will lead several small group discussions, write and discuss a number of short responses to issues raised in the course, develop a detailed curriculum plan for a specific learning context, and take a final test.

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

Required Textbook:

Doctoral Courses

EDUC 9991:

Research Apprenticeship

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

Ph.D. students are required to 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.

EDUC 9998:

Dissertation Proposal Design

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

This course is for those Ph.D. students who have passed the Preliminary 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 EDUC 9999). Culminating Courses: Preliminary Preparation Course (EDUC 9994), Dissertation Proposal Design Course (EDUC 9998) and Doctor of Education Dissertation Course (EDUC 9999).

EDUC 9999:

Doctor of Education Dissertation

Professor:
By Arrangement
Credit hours:
1-6 credit hours
Schedule:
By Arrangement

Minimum 2 credit hours of EDUC 9999 are required for the Ph.D. students.

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

For Ph.D. 2020 students only

Students in the Ph.D. 2020 Cohort are required to take both doctoral seminars listed below in fall 2020. Students need to submit a paper registration form at the Ph.D. Orientation to complete the fall registration process.

EDUC 8401:

Philosophical Foundations of Educational Research

Professor:
Dr. James Sick
Credit hours:
3 credit hours
Dates:
September 4 - November 28
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

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

This course will provide a general introduction to research in the social sciences and a broad overview of various research methods currently employed in applied linguistics and educational psychology. In addition to the textbook topics, students will critically read example research articles in order to gain familiarity with the presentation of research results, to evaluate the validity and appropriateness of the methods employed, and to become informed about current topics of interest in the field of second language education. Emphasis will be placed on identifying gaps in current knowledge with a view toward generating questions for guiding future research. By the end of this course, participants will develop a clear understanding of the roles of quantitative, qualitative, and mixed-methods research protocols currently employed in second language acquisition research. Specific topics to be covered include 1) current ethical standards for research involving human subjects, 2) methods of data collection and organization, 3) coding and interpretation of qualitative data, 4) reliability and validity of quantitative variables, 5) assessing the internal and external validity of various research designs, 6) construction and validation of quantitative variables, and 7) effective integration and cross-validation of qualitative and quantitative approaches. Assessment will based on critical responses to readings, a final project, plus regular short quizzes and data analyses provided through the online course website.

To prepare for the first weekend sessions, candidates should read Mackey & Gass Chapters 1-2 and Paltridge & Phakiti Chapters 1 and 14.

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

Required Textbook:

Dr. Sick's Class Schedule

Session Day Date Class Time Note
1 Friday September 4, 2020 18:00-21:00  
2 Saturday September 5, 2020 14:00-17:00  
3 Friday September 18, 2020 18:00-21:00  
4 Saturday September 19, 2020 14:00-17:00  
5 Friday October 2, 2020 18:00-21:00  
6 Saturday October 3, 2020 14:00-17:00  
7 Friday October 16, 2020 18:00-21:00  
8 Saturday October 17, 2020 14:00-17:00  
9 Friday October 30, 2020 18:00-21:00  
10 Saturday October 31, 2020 14:00-17:00  
11 Friday November 13, 2020 18:00-21:00  
12 Saturday November 14, 2020 14:00-17:00  
13 Friday November 27, 2020 18:00-21:00  
14 Saturday November 28, 2020 14:00-17:00  

EDUC 8404:

Quantitative Analysis, Part I

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
September 11- December 5
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 purpose of the course is to provide an intensive overview of the basic research design and statistical procedures used in second language quantitative research. In the first part of the course, we cover the calculation of descriptive statistics (e.g., mean and standard deviation), nominal, ordinal, and interval scales of measurement, and correlation among different scales of measurement. In the second part of the course, we look at quantitative research designs and how they have been utilized in the field of second language acquisition. This topic leads into a discussion of methods of evaluating quantitative data assumptions of various multivariate techniques and of how common multivariate procedures, the Analysis of Variance (ANOVA) family, correlation analysis, multiple regression models, and factor analysis, are used. Two non-parametric procedures, the one-sample chi-square test, two-way contingency table analysis, and Factor Analysis are introduced. Students have opportunities to become familiar with these statistical techniques through course readings, the critical analysis of published research, and by using statistical computer packages such as SPSS.

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

Required Textbook:

  • Leorts, H., Lowie, W., & Seton, B. (2020). Essential statistics for applied linguistics: Using R or JASP (2nd ed.). London, UK: Red Globe Press. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2020). Publication manual of the American psychological association (7th ed.). Washington, DC: Author. (A Kindle edition is also available.) (Buy on Amazon.co.jp / Buy on Amazon.com)

A set of readings will be available on Canvas. Students are required to bring in a personal computer with JASP installed.

Dr. Nemoto's Class Schedule

Session Day Date Class Time Note
1 Friday September 11, 2020 18:00-21:00  
2 Saturday September 12, 2020 14:00-17:00  
3 Friday September 25, 2020 18:00-21:00  
4 Saturday September 26, 2020 14:00-17:00  
5 Friday October 9, 2020 18:00-21:00  
6 Saturday October 10, 2020 14:00-17:00  
7 Friday October 23, 2020 18:00-21:00  
8 Saturday October 24, 2020 14:00-17:00  
9 Friday November 6, 2020 18:00-21:00  
10 Saturday November 7, 2020 14:00-17:00  
11 Friday November 20, 2020 18:00-21:00  
12 Saturday November 21, 2020 14:00-17:00  
13 Friday December 4, 2020 18:00-21:00  
14 Saturday December 5, 2020 14:00-17:00  

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 for auditing; the fee for other weekend auditors is ¥13,000. In light of the global impact of COVID-19, the weekend seminars for this semester will take different formats as explained in the following descriptions:

ENES 8655: Distinguished Lecturer Series (Seminar 1)

Developing Lexical Competence: From Theory to Classroom Practice to Online Application

Professor:
Dr. Charles Browne (Meiji Gakuin University, Japan)
Credit hours:
1 credit hour
Schedule:
Saturday, October 3 from 14:00 to 17:00, 18:00 to 21:00
 
October 4 from 10:00 to 17:00

Students taking this seminar for credit will be required to attend on campus public session.

This seminar will be conducted dually on campus and online by Zoom for the public session on Saturday, 14:00-17:00, followed by on campus only sessions (Saturday, 18:00-21:00, Sunday, 10:00-13:00 and 14:00-17:00). The admission for the on campus public session is limited to 50 (first-come-first-served basis) while the Zoom link will be sent to others, including those who signed up for the online public session, between 13:00-13:50 on the day of the public session (Saturday). Students taking this seminar for credit will be required to attend on campus public session. Pre sign-up is required for anybody attending the public session except for those credit students. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline for Tokyo is Friday, October 2 at 12:00.

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. Keith Folse’s excellent book, “Vocabulary Myths: Applying Second Language Research To Classroom Teaching”, one of the two required books for this course, covers eight such myths including the idea that (1) in learning another language, vocabulary is not as important as grammar or other areas, (2) using word lists to learn L2 vocabulary is unproductive and (3) presenting new vocabulary in semantic sets facilitates learning. After developing a basic understanding of how vocabulary should be tested, taught and learned, we will then move on to consider several corpus-derived word lists for second language learners that I have developed. We will then review 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.

Seminar participants who take this course for credit will use and assess one of the many online tools in the context of current research in this area.

ENES 8656: Distinguished Lecturer Series (Seminar 2)

Using Large Online Corpora for Research, Teaching, and Learning

Professor:
Dr. Mark E. Davies (Brigham Young University, U.S.A.)
Credit hours:
1 credit hour
Schedule:
3-hour online Zoom sessions for four days:
 
Saturday, October 17, Sunday, October 18, Saturday, October 24 and Sunday, October 25 from 10:00 to 13:00

Students taking this seminar for credit must attend all four days.

Pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, October 17 from 10:00 to 13:00. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, October 16 at 12:00. The public session Zoom link will be provided to those people who completed the sign-up (or course registration) process between 18:00-19:00 on Friday, October 16.

This series of seminars will examine the many ways in which corpora can be used to enhance research, teaching, and learning. The seminars will be based primarily on the corpora from English-Corpora.org, which are perhaps the most widely-used corpora currently available. In the seminars, we will consider the following topics (among others):

  • Basic corpus linguistics methodologies such as concordances (to examine the patterns in which words occur), collocates (to examine the meaning and usage of words and phrases), and n-grams (highly frequent strings of words). We will also focus on how this data can be used to improve teaching and learning.
  • Insights from corpora into word frequency (including variation by genre, dialect, and time period), and how this frequency data can be used in teaching and learning
  • Keywords and “virtual corpora”, to focus on the vocabulary of particular domains (e.g. engineering, economics, or sports)
  • Insights into English grammar (again, including variation by genre, dialect, and time period), similar to what Biber et al (1999) have done with the Longman Grammar of English.

ENES 8657: Distinguished Lecturer Series (Seminar 3)

L2 Vocabulary Acquisition, Learning and Processing: Adopting an Interdisciplinary Perspective

Professor:
Dr. Irina Elgort (Victoria University of Wellington, New Zealand)
Credit hours:
1 credit hour
Schedule:
3-hour online Zoom sessions for four days:
 
Saturday, November 7 from 14:00 to 17:00
 
Sunday, November 8 from 10:00 to 13:00
 
Saturday, November 14 from 14:00 to 17:00
 
Sunday, November 15 from 10:00 to 13:00

Students taking this seminar for credit must attend all four days.

Pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, November 7 from 14:00 to 17:00. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, November 6 at 12:00. The public session Zoom link will be provided to those people who completed the sign-up (or course registration) process between 13:00-13:50 on Saturday, November 7.

Lexical knowledge is foundational. In reading and listening, not knowing a word (or a phrase) is a bottleneck of comprehension. In communication, lexical errors are tolerated to a lesser degree than other types of errors by native and non-native speakers. But, as Virginia Woolf put it, “words do not live in dictionaries, they live in the mind”. So, how do we store and access L2 word knowledge in the mind?

In this seminar, we will take an interdisciplinary look at the question, “What does it mean to know a word?” (Nation, 2001), as it is posed by L2 acquisition researchers, psycholinguists and cognitive psychologists, applied linguists and language educators. (1) We will consider acquisition, learning and processing of orthographic, phonological, lexical and semantic knowledge components, with a view to optimize L2 vocabulary instruction and contextual acquisition from input. (2) We will reflect on interdisciplinary frameworks that have informed research into word learning and processing, and review studies that combine online and offline measures of knowledge. (3) We will examine instruments and measures used in evaluating lexical knowledge and discuss what may be gleaned from different types of vocabulary knowledge tests, response time tasks, as well as eye-movement and event-related brain potentials measures. By the end of this course, you will have an interdisciplinary appreciation of “what it means to know a word”.