Teaching and Researching Reading and Writing 讀寫教學及研究 3 Credits, Elective
Instructor: To be announced
For Juniors and above (BA), MA students Class size: 40
Prerequisite: Introduction to Linguistics.
Course Objectives
This course intends to achieve three major objectives. Students will (1) learn relevant theories and issues in L2 reading and writing instruction
(2) understand different views of L2 reading and writing and main research methods of researching L2 reading and writing
(3) learn to design a L2 reading and writing lesson
Course Description
“Teaching and Researching Reading and Writing” aims to provide students with an overview of key concepts and theories of L2 reading and writing instruction. It covers not only theories and practical techniques of teaching L2 reading and writing but also research methods to analyze written texts for teaching L2 reading and writing. By attending lectures on the relevant background on teaching and researching L2 reading and writing, participating in class discussions, working on teaching project and research report, students are able to develop critical awareness of teaching, learning, researching L2 reading and writing in different settings, and select different approaches to teaching based on sound principles.
Tentative Topics
Various reading subskills: skimming, scanning, inference making, concept mapping, etc.
Approaches to teaching reading: intensive and extensive reading, reader theater
Reading speed: independent and silent reading
Learning strategies and difficulties for L2 readers
L2 reading task design
Assessment of L2 reading: formative and summative assessment
Ways of teaching writing: language-structure, creative-expression, process approach, genre approach, social-practiced approach
Teaching materials and tasks in L2 writing instruction
Cultural issues in writing instruction and research: intercultural rhetoric,
1
multilingual writing practice
Feedback in second writing research: writing feedback
New technologies in reading and writing instruction: computer assisted
instruction, picture-book reading instruction, multimodal writing practice (picture writing/critical reading).
Research approaches to collect or analyze written data: think-aloud protocols, ethnographic approaches, interviews, text/genre/discourse analysis
Teaching Methods and Activities
There is no fixed format to carry out class sessions, but in general, lectures combined with discussions based on assigned reading or the particular research issue. Major activities are underlined as follows:
Lectures: based on the particular topic and will be delivered by the instructor.
Class/Group Discussion: students are expected to actively participate in and contribute to class discussions on the lecture topic. Materials about lectures and in-class discussions are mainly based on the required or recommended class reading. For some topics, students work in small groups to undertake relevant tasks after lectures, in which they will reflect upon their experience of teaching or learning L2 reading and writing experience and draw connection between their reading and writing practice and relevant theories.
Teaching project—lesson project (individual work) and in-class teaching demonstration (group work)
(1) Lesson plan project (individual work): Each student will design a reading and writing lesson for a two hour EFL/ESL class and hand in the lesson plan. The lesson plan should document clearly the target group of students, including level of English proficiency (e.g. intermediate or advanced) and learning/academic background (primary, high school, college or adult learners). The lesson plan should also go along with the brief explanation, describing the types of activities, the method of implementing these activities (e.g. teaching techniques, related materials, sequence the activities), the way of assessing/evaluating students’
learning and expected outcome.
(2) In-class teaching demonstration (group work): Some students’ lesson plans will be chosen for in-class teaching demonstration. Students will do in-class teaching demonstration in small groups; the presentation will possibly cover only part of the lesson plan, focusing on one or two activities.
(3) Post-teaching reflection (individual work): After the teaching demonstration, a short peer review/evaluation session will be conducted, and each student in the presentation group will be required to write a brief teaching reflection report.
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Student presentations based on empirical research cases: Students will choose one research article and write the review. Students will then be divided into groups, sharing their research reviews with each other (oral presentation).
Course Textbooks and References
Textbooks (to be decided, will choose either option 1 or option 2)
O
p tion 1
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
O
p tion 2
Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow: Longman Pearson Education.
Hyland, K. (2002). Teaching and researching writing. Harlow: Longman Pearson Education.
References
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Day, R.& Bamford, J. (1998). Extensive reading in the second language classroom.
Cambridge, U.K.: Cambridge University Press.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Kroll, B. (Ed.) (2003). Exploring the dynamics of second language writing. Cambridge:
Cambridge University Press.
Warschauer, M. (1998) Electronic literacies: Language, culture, and power in online education. New York: Lawrence Erlbaum.
Grading Criteria
