Undergraduate Courses

Theory and practice in teaching a second/foreign language to young learners. Simultaneous and successive/sequential bilingualism. Models of bilingual education. Classroom practices for young learners: task/theme/story-based language teaching, games and songs; computer-assisted language teaching.

Late 20th and 21st century literatures in English. Study of the representative works produced in various contexts and in genres such as short story, novel, drama, poetry, and non-fiction. Analysis of texts from American, British, and postcolonial literaures within their historical, political, and socio-cultural frameworks. Developing teaching materials using various genres and modes of literary texts for foreign language classrooms and application of these materials through peer teaching.

Introduction to contemporary English, with a focus on morphology and syntax. Analysis of the forms and functions of English structures. Raising awareness of different aspects of communicative competence in English.

Providing teacher candidates with on-site classroom observations and teaching experience in selected primary, secondary, and high schools. Helping teacher candidates improve their teaching abilities through close supervision and feedback sessions. Encouraging teacher candidates to reflect on their teaching experience through critical appraisal and discussion of their teaching performance.

Theories of measurement, evaluation, and assessment. Construction and evaluation of tests for assessing second language skills. Reliability, validity, and backwash. Statistical analysis of test scores and interpretation of results.

Effective use of English in a variety of oral activities (e.g. interviews, presentations and debates) that require clarity of expression and critical assessment of others’ positions.

Basic concepts and techniques in quantitative and qualitative research. Common research methods in applied linguistics. Research areas in applied linguistics.

Reading, writing, listening, and speaking skills in a second language: theoretical perspectives and models. Integrating language skills. Macro and micro language skills. Cognitive and metacognitive strategies. Individual differences in language skill development.

Providing students with an opportunity to reflect on their school experience with their peers and supervisor and use the feedback received to develop their personal teaching styles.