THE I NSTRUCTOR’S P ERSPECTIVE
6.4 Concluding Remarks
Despite the limited number of participants engaged and the exclusive nature of the research context (i.e., a theme-based language EFL course for Taiwanese medical sophomore students, all males), the present case study contributes significantly to further understanding L2 socialization and provides a different dimension to examine a theme-based language course, which has scarcely been discussed in the Taiwanese language-learning context. Through one typical and major academic activity, oral presentations, the present study provides a rich, participant-informed description of the complex interaction among students, course designers (i.e., the team teachers), their instructor, their informed task, and the wider academic environment in which they were all embedded. These multifaceted inter-relationships represent students’
learning and participants’ interactions within the situated context which therefore deserves further research attention and merits new possibilities in language course
construction toward discipline-specific orientations.
To me personally, I think conducting this study has made a very valuable and rewarding contribution to my growth as a language researcher and teacher. By listening to participants’ multiple voices and engaging in learners’ complex interplays with the context, this study has helped me pave the way for further understanding students’ learning and socialization processes, the educational/classroom context, and the ever-changing nature of educational practices. This understanding also offers me a useful window to re-examine and re-interpret my role as a researcher and teacher with a broader view. In this sense, then, I shall convey my deepest appreciation to the focal participants who have educated and socialized me to be a better learner, researcher and teacher within the academic world.
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Appendix 1. Syllabus of the Course
Medical English
Fall, 2009 Textbook:
Third Call: English Course for Medical & Nursing Professionals, Elsevier Pte Ltd. (2003).
Taipei: The Crane Publishing Co., Ltd.
Course Objectives:
This course aims to help medical students acquire the English skills they need for future professional success. Basic English medical terms are introduced and practiced in class.
Medical science readings are covered and students are required to make oral presentations based on the readings and supplemental materials. In addition, students are also expected to write a short academic paper with the assigned topic. Students are divided into small groups;
each group consists of approximately 10 students.
Grading Criteria:
Attendance and Participation 20%
Mid-term Exam 30%
Two Oral Reports 30%
Term Paper 20%
Notes
1. Classroom:
1.1. LL1 for Weeks 1, 10 and 11 (all students together) 1.2. PBL classrooms for other weeks
2. A model oral report, based on the reading of Unit 3 (pp.31-32), is given by the professor in Week 3.
3. Oral reports:
Each student has to give two oral reports during the semester--during Weeks 4-8 and Weeks 13-17. During these periods, two students give oral reports – 20 minutes for each presenter and 15-20 minutes for discussion (approximately 80 minutes in total).
3.1. Oral Report (1):
3.1.1. The main focus of the first oral report is the readings of Units 1, 2, 4, 5, 6 and 7. Each presenter is required to illustrate the meanings of words/phrases, the main idea of the assigned reading, and some issues arising from the reading.
3.1.2. Audience members have to take turns giving some feedback by raising 2 or 3 questions for further discussion. In response to the questions, each presenter should try to make connections with the key points of his/her presentation.
3.2. Oral Report (2):
3.2.1. Topics for the second oral presentation are related to the themes of Units 8~12.
3.2.2. The second oral presentation summarizes the readings, and offers an introduction to the term paper, including a short outline or abstract of the three cited references.
4. Mid-term Exam:
4.1. Covers Units 1 to 7.
4.2. Tentative structure: Listening, Vocabulary, Grammar and Sentence structures, and Reading Comprehension.
5. Term Paper:
5.1. The term paper is an individual task; yet, cooperative brainstorming is highly recommended. Topics for the term paper are closely relevant to what was covered in the second oral presentation (i.e., the themes of Units 8~12).
5.2. The length of the term paper is 4-5 pages and typeset in 1.5 spacing and 12-point Times New Roman, with at least 3 in-text citations and 3 entries listed in the works cited.
5.3. The criteria for grading the term papers focuses primarily on a well-organized structure, coherent argument, convincing supporting details, valid conclusion and effective English expressions.
Medical English
Fall, 2009 Weekly Schedule
Week Date Planned Schedule
1 09/16 Introduction to the course (grouping) 【Classroom: LL1】
2 09/23
Introduction to the research paper, bibliography, documentation and “plagiarism” (1) Homework: (1) Find one journal article in the medical field; (2) Survey forms (Due date: 11/25)
Questionnaire to explore learning context and learning experiences/attitudes
3 9/30
Guidelines for oral presentation skills: Taking Unit 3 Emergency Services as a model oral report
Reading: Extreme Weather Causes Medical Chaos in Chicago (pp.31-32)
In-class activity: (1) Investigate and discuss research papers in medical genre (2) Demonstrate samples of projects
(3) Decide rotation order of two oral presentations Homework: Preparation for the first oral presentation
4 10/07
Unit 1 Art and Medicine
Reading (1): Endure! How Paul Klee’s Illness Influenced His Art (pp.2-4) Reading (2): Artists Really Do Have Different Brains (pp.7-8)
In-class activity: (1) Introduction of ‘note-taking’ strategy (2) Sharing of generic articles
5 10/14
Unit 2 Cloning and the Genome Project
Reading (1): Human Cloning and the Challenge of Regulation (pp.16-18) Reading (2): Twins: Nature’s Clone (pp.22-23)
In-class activity: Sharing of generic articles
6 10/21
Unit 4 Matters of the Mind
Reading (1): A Head Injury Leads to a Change in Character (pp.42-44) Reading (2): A Different Way of Thinking (pp.51-52)
In-class activity: Sharing of generic articles
7 10/28
Unit 5 Global diseases
Reading (1): Is Smallpox History? (pp.63-64) Unit 7 Longevity
Reading (1): The Spanish Live Long and Healthy Lives (pp.92-93) Reading (2): Longevity: The Ultimate Gender Gap (p.99)
In-class activity: Sharing of generic articles
8 11/04
Unit 6 Legal Issues
Reading (1): New Law Protects Nurses Who ‘Blow the Whistle’ (pp.81-83) Reading (2): Complaints: Listening, Acting, Improving (pp.85-86)
In-class activity: Sharing of generic articles 9 11/11 Review: Units 1-7; Survey forms due 10 11/18 Mid-term Exam 【Classroom: LL1】
11 11/25 Watching a movie and discussion 【Classroom: LL1】
Homework: Essay map
Project Goals: (1) Investigation of medical genre; (2) Note-taking and questioning strategy; (3) Give Oral presentation (I)
Week Date Planned Schedule
12 12/02
Introduction to the research paper, bibliography, documentation and “plagiarism” (2) In-class activity: Summary writing practice; introduction to the second oral presentation and report format
Preparation for the second oral report Essay map due
13 12/09
Unit 8 Depression and Stress
Reading (1): The Dangers of Overwork (pp.110-111)
Reading (2): Post-Christmas Traumatic Syndrome (pp.114-115) Unit 9 Ethical Dilemma
Reading (1): Ethical Dilemma: Dealing with Racist Patients (p.124) In-class activity: Oral report on research paper summary
14 12/16
Unit 9 Ethical Dilemma
Reading (2): Boy Refuses Cancer Treatment in Favor of Prayer (p.130) Unit 10 Patients and Doctors
Reading (1): D.J. Whitehouse: Consultant Physician (pp.137-138) Reading (2): The Emperor Has No Clothes On (pp.142-143) In-class activity: Oral report on research paper summary
15 12/23
Unit 11 Disability, Private/Public Health Service
Reading (1): Don’t Hang up: Use of the Telephone by People with Communication Difficulties (pp.153-154)
Reading (2): Hospital Food (pp.182-183)
In-class activity: Oral report on research paper summary
16 12/30
Unit 12 Lifestyle, Health and Illness
Reading (1): Obesity – About the Size of It (pp.167-168)
Reading (2): Why Are Women More Affected by Drink than Men? (pp.173-174) In-class activity: Oral report on research paper summary
Homework: Peer feedback
17 01/6 Writing Conferencing (3 in one group)
18 01/13 Course Review / Term Paper Due: Jan. 11 (Monday) by 16:00
Project Goals: (1) Give oral presentation (II); (2) Summary writing; (3) Academic research paper
Appendix 2. Unit 3 as a Model Presentation
Unit 3 Emergency Services
(p.31)Vocabulary
- grind to a halt (v. phr.) to stop slowly 逐漸停止
- snowplough [= snowplow] (n.) a vehicle or device for removing snow from roads or railways 剷雪機
- snowplough [= snowplow] (n.) a vehicle or device for removing snow from roads or railways 剷雪機