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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/55/4/3398/2/2019 00992K284200
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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
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