GISDepartment of Global and Interdisciplinary Studies

The course is for students wanting to explore effective language teaching and learning both face-to-face and online, targeting various types of second language (L2) learners inside and outside the school language classroom. It focuses on core issues affecting L2 education within the context of second language acquisition (SLA). It gives an insight into the educational and second language learning (SLL) theory: issues on L2 learners, teaching methods and approaches, teaching materials, lesson planning for educators, and educational specific skills for explaining how to elicit and maintain L2 learners' motivation, etc. It also provides opportunities for developing practical techniques to examine and analyse significant aspects of language teaching and learning: students are encouraged to focus on the related topics of L2 education and design their own research studies. It encourages the students to consider how they can contribute to learner achievement and to establish their own career paths in the related educational fields within the global context.

The course provides opportunities to:
1. Learn challenging issues of language teaching and learning within various contexts of L2 education.
2. Acquire theoretical knowledge of various L2 educational studies.
3. Examine how L2 education is implemented effectively with the expertise of the L2 educational studies.
4. Discuss how the L2 educational studies are examined appropriately through different research approaches.
5. Practice basic ideas for conducting research studies on L2 education within the global context.

Will be able to gain “DP 1”, “DP 2”, and “DP 4”.

英語 / English

Presentations, the related tasks and activities and fieldwork are required for the completion of this course; students are required to choose one of the course topics, make a presentation and complete a seminar paper on it. They are also required to plan their face-to-face and online language courses/lessons and implement them in educational organisations. Submission of the final requirements and feedback will be dealt with in seminar class and on the learning management systems (HOPPII, etc.).

あり / Yes

あり / Yes

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Introduction

Introduction

2[対面/face to face]：Exploring L2 Education Research Studies (1)

Review of second language learning theories (1)

3[対面/face to face]：Exploring L2 Education Research Studies (2)

Review of second language learning theories (2)

4[対面/face to face]：Exploring L2 Education Research Studies (3)

Review of the theoretical perspective of motivation and teaching (1)

5[対面/face to face]：Exploring L2 Education Research Studies (4)

Review of the theoretical perspective of motivation and teaching (2)

6[対面/face to face]：Exploring L2 Education Research Studies (5)

Reviews and discussion

7[対面/face to face]：Research Design (1)

Essay writing: topics and methods (1)

8[対面/face to face]：Research Design (2)

Essay writing: topics and methods (2)

9[対面/face to face]：Research Design (3)

Essay writing: topics and methods (3)

10[対面/face to face]：Research Design (4)

Essay writing: presentation and discussion (1)

11[対面/face to face]：Research Design (5)

Essay writing: presentation and discussion (2)

12[対面/face to face]：Research Design (6)

Essay writing: presentation and discussion (3)

13[対面/face to face]：Consolidation (1)

Theories and research studies in L2 education: review and discussion (1)

14[対面/face to face]：Consolidation (2)

Theories and research studies in L2 education: review and discussion (2)

1. Every week before class, students are required to comprehend the assigned readings and be ready for making presentations and group discussions on related topics in class.
2. Preparatory study and review time for this class are 4 hours each.

1. Creswell, W. J. & Creswell, J. D. (2018). Research Design. (5th ed). SAGE.
2. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters.

1. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: construction, administration, and processing. Routledge.
2. Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford UP.
3. Mitchell, R., Myles, F., & Marsden, E. (2019). Second language learning theories. Hodder Education.
4. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions in second language acquisition. Cambridge UP.
5. Schunk, D. H. (2016). Handbook of self-regulation of learning and performance. (2nd ed.). Routledge.

Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices (30%)

More frequent and detailed notifications regarding class activities and tasks will be given in order to 1) avoid causing any difficulties in getting access to important information about the course, and 2) allow students to prepare for class discussions, final requirements, etc.

Use a laptop in class, get lecture materials, etc. in HOPPII.

1. Students are expected to be actively involved in different types of seminar activities, including fieldwork for L2 education targeting different types of L2 learners in ages and proficiency levels for assuring the related studies examined in seminar class.
2. Information about schedules of the seminar activities is provided and discussed in class: visiting and running language courses/classes in schools, etc.
3. Students are recommended to have completed at least one of the courses presented below:
ⅰ）English Teaching in Primary School advanced
ⅱ）Language Education in the Digital Era
ⅲ）Second Language Acquisition

Required to complete:
Seminar: Language Teaching and LearningⅠ