103年第1學期-5098 應用語言學與外語教學 課程資訊
|Pre-reading homework||30||To answer a set of questions related to the learning materials before some class sessions|
|Language analysis tasks||30||To analyze language data with concepts relevant to discourse analysis, pragmatics, corpus linguistics, and sociolinguistics|
|Lesson plan with a rationale||20||To prepare a lesson plan with a rationale based upon concepts and principles presented in Session 3 to 13|
|Chapter presentation||10||To give an oral presentation of part of one of the skill chapters—listening, speaking, reading, or writing|
|In-class discussion||10||To get involved in class discussion on learning materials|
本課程名額為 10人，已有10 人選讀，尚餘名額0人。
On completing this course students will:
1. understand the fundamental theories in applied linguistics;
2. analyze language data based on concepts from applied linguistics;
3. design a lesson plan with key concepts and principles in light of applied linguistics;
4. be able to relate applied linguistics issues to themselves as language learners and teachers; and
5. critically discuss and comment on applying the trends and approaches of applied linguistics into EFL classroom instruction.
This course introduces students to the broad field of applied linguistics and several areas under its domain, such as grammar, pragmatics, corpus linguistics, and sociolinguistics (areas not covered by other MA required courses will be more emphasized). Research approaches and methodologies for applied linguistics will also be considered. The course content especially emphasizes the relevance of applied linguistics to foreign language pedagogy, and students will be encouraged to make such connections.
Office HourTue & Wed (1:00 ~ 2:00 PM) or by appointment FLLD Office #17
Schmitt, N. (Ed.). (2010). An introduction to applied linguistics (2nd edition). London: Hodder & Stoughton Ltd.
Supplementary reading materials:
1) Overview of applied linguistics
Cook, G. (2003). Applied linguistics. In G. Cook, Applied linguistics (Chapter 1, pp. 3-11). Oxford: Oxford University Press.
2) World Englishes
Cook, G. (2003). Languages in the contemporary world. In G. Cook, Applied linguistics (Chapter 3, pp. 21-30). Oxford: Oxford University Press.
Kirkpatrick, A. & Deterding, D. (2011). World Englishes. In J.Simpson (Ed.). (2011), The Routledge handbook of applied linguistics (Chapter 26, pp. 373-387). New York: Routledge.
Liu, M. H. (2009). Rethinking grammar instruction: Processing instruction (PI) as a potential alternative approach. Studies in English Language and Literature, 24, 107-130.
4) Discourse analysis:
Celce-Murcia, M. (2001). Discourse analysis and the teaching of listening. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (Chapter 24, pp. 363-377). Oxford: Oxford University Press.
Bardovi-Harlig, K (2010). Pragmatics and second language acquisition. In R. B. Kaplan (Ed.) (2nd edition), The Oxford handbook of applied linguistics (Chapter 16, pp. 232-243). New York: Oxford University Press.
6) Corpus linguistics
Aston, G. (2001). Corpora in language pedagogy: Matching theory and practice. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (Chapter 17, pp. 257-270). Oxford: Oxford University Press.
7) Technological applications in applied linguistics
Chapelle, C. A. (2010). Computer-assisted language learning. In R. B. Kaplan (Ed.) (2nd edition), The Oxford handbook of applied linguistics (Chapter 37, pp. 539-547). New York: Oxford University Press.
Kern, R. (2011). Technology and language learning. In J.Simpson (Ed.). (2011), The Routledge handbook of applied linguistics (Chapter 14, pp. 200-214). New York: Routledge.