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Title of Course

: TESOL Seminar : Current Research Topics

Instructor

Wenli Tsou

Class MA and PhD Students() Required/Elective

Elective

No. of Credits

3/0

Prerequisite Course(s)

Teaching Approach(es)

Grading Criteria

( reports on projects)

20% for class participation

40 % for oral project presentations

40% for final term paper (minimum 10 double-spaced pages, 10 references)

20% for class participation

40 % for oral project presentations

40% for final term paper (minimum 15 double-spaced pages, 15 references)

Textbooks

The references of the articles listed in the course package:

EIL/EGL

Matsuda, A. (2003). Incorporating world Englishes in teaching English as an internationallanguage.TESOL Quarterly, 37(4), 719-729.

Modiano, M. (2001). Linguistic imperialism , cultural integrity , and EIL.ELT Journal, 55 (4),

339-347.

Sifakis, N. (2004). TeachingEILteachingInternationalorInterculturalEnglish? whatteachers should know. System 32, 237250.

Nunan, D. (2003). The impact of English as a global language on educational policies and

practices in the Asia-Pacific region. TESOL Quarterly, 37 (4), 589-613.

Tochon, F.V. (2009). The Key to Global Understanding: World Languages EducationWhy

Schools Need to Adapt.Review of Educational Research, 79 (2), 650-681.

Grzega, J. (2006). Globish and Basic Global English (BGE): Two Alternatives for a RapidAcquisition of Communicative Competence in a Globalized World? Journal for

EutoLinguistiX, 3, 1-13.

Essen, A.V. (2004). The Rise and Role of English as an International Language. Some

educational Consequences.Humanizing Language Teaching,4 page number?

Sifakis, N. C. (2003). Teaching EILTeaching International or Intercultural English?

What Teachers Should Know. System, 32, 237-250.

Yang, J. H. (2006).L2 Speakers Voices Needed: An Interactional Sociolinguistic Perspective

on EIL. (Rep. No.95-2914-I-224-013-A1). Yunlin, Taiwan, Yunlin University of Science andTechnology.

Course Description

http://www.ingentaconnect.com/content/tesol/tq;jsessionid=1h9ne68vbi45t.victoriahttp://www.ingentaconnect.com/content/tesol/tq;jsessionid=1h9ne68vbi45t.victoriahttp://eltj.oxfordjournals.org/cgi/content/abstract/55/4/339http://www.ingentaconnect.com/content/tesol/tq;jsessionid=1h9ne68vbi45t.victoriahttp://eltj.oxfordjournals.org/cgi/content/abstract/55/4/339

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Graddol, D. (2004). The Future of Language. Science, 303, 1329-1331.

ESP

Melles, G., Millar, G., Morton, J. & Fegan, S. (2005).Credit-based discipline specific English

for academic purposes programs in higher education.Arts and Humanities in Higher Education,4(3), 283-303.

Swales, J. M. (2000). Language for specific purposes.Annual Review of Applied Linguistics,20, 5976.

Belcher, D. D. (2004). Trends in teaching English for specific purposes.Annual Review ofApplied Linguistics, 24, 165-186.

Swales, J. M. (2000). Language for Specific Purposes.Annual Review of Applied Linguistics,20, 59-76.

Need Analysis

Kim, S. (2006).Academic oral communication needs of East Asian international graduate

students in non-science and non-enginnering fields.English for Specific Purposes 25, 479489.

Chia, H. U., Johnson, R., Chia, H. L. & Olive, F. (1999). English for college students in

Remark

http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490697000525http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490605000669http://linkinghub.elsevier.com/retrieve/pii/S0889490697000525