教學大綱 Syllabus

科目名稱：課程設計與教材評估

Course Name: Course Design and Material Evaluation
  • 學年學期：113-1 Fall Semester, 2024
  • 科目代碼：951939001 Course No.951939001

修別：選

Type of Credit: Elective

3.0

學分數

Credit(s)

30

預收人數

Number of Students

課程資料Course Details
  • 開課單位：英教碩一、英教碩二、英教碩三、英教碩四 Course Department:M.A.Program in TESOL for In-Service Teachers/M/1&2&3&4
  • 授課老師：蕭政華 Instructor: HSIAO CHENG-HUA
  • 先修科目：無Prerequisite(N/A)
  • 上課時間： Session:

課程簡介Course Description

The objective of this course is to equip students with an understanding of key approaches in language curriculum development, possess the ability to create language curricula, develop teaching materials and can adeptly engage in critical analysis and evaluation of language curricula and teaching materials. The majority of the course will delve into general curriculum and material design. A final part will concentrate on instructing students on the effective use of corpora and lexical resources for the development of instructional materials.

核心能力分析圖 Core Competence Analysis Chart

能力項目說明

    課程目標與學習成效Course Objectives & Learning Outcomes

    The objective of this course is to equip students with an understanding of key approaches in language curriculum development, possess the ability to create language curricula, develop teaching materials and can adeptly engage in critical analysis and evaluation of language curricula and teaching materials. The majority of the course will delve into general curriculum and material design. A final part will concentrate on instructing students on the effective use of corpora and lexical resources for the development of instructional materials.

    每周課程進度與作業要求 Course Schedule & Requirements

    教學週次Course Week 彈性補充教學週次Flexible Supplemental Instruction Week 彈性補充教學類別Flexible Supplemental Instruction Type

    Weeks

    Course Outline

    (1)

    Course Introduction and Division of Labor

    1

    An Overview

    1. Language curriculum development

    Macalister & Nation (2010): Ch. 1

    1. Materials development

    Richards: Ch.6, 8

    1. 108 course guidelines

    2

    Needs Analysis, planning goals, and creating syllabus

    1. Richards: Ch. 3
    2. Cowling (2007)

    3

    Content-based and Language Integrated Learning (CLIL)

    1. Hemmi, C., & Banegas, D.L. (2021). An overview. In C. Hemmi & D.L. Banegas (Eds.), International perspectives on CLIL (pp. 1-20). Palgrave.
    2. Coyle D. (2018). The place of CLIL in bilingual education. Theory into practice, 57: 166-176
    3. Grive, E. & Kasvikis, K. (2014). CLIL in Primary Education: Possibilities and challenges for developing L2/FL skills, history understanding and cultural awareness. In N. Bakie-Miric & D. Erkinovich Gaipov (Eds.), Current trends and issues in education: an international dialogue. Cambridge Scholars Publishing.

    4

    Multimodal Approach/Multiliteracies

    1. Pahl & Rowsell (2012). Artificial Critical Literacy: A New Perspective for Literacy Education. Berkeley Review of Education. 2 (2), 129-151.
    2. Hafner (2014). Embedding Digital Literacies in English Language Teaching: Students’ Digital Video Projects as Multimodal Ensembles
    3. Van Leeuwen (2015). Multimodality in Education: Some Directions and Some Questions

    5

    Translanguging

    1.  Lin and Lo (2017). Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education. 31 (1), 26-45.

    2.  Ke, I & Lin S. (2017). A translanguging Approach to TESOL in Taiwan. English Teaching and Learning. 41(1) 33-61.

    6

    Material Selection and Evaluation

    1. Byrd, P., & Schuemann, C. (2014). English as a second/foreign language textbooks: How to choose them-how to use them. Teaching English as a second or foreign language, 380-393.
    2. Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford: Macmillan Heinemann.

    7

    Content Analysis

    1. Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. Journal of Asia TEFL, 8(2), 189-210.
    2. Xiong, T., & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis. Asia Pacific Journal of Education, 32(1), 75-92.

    8

    Linguistic Analysis

    1. Limberg, H. (2016). Teaching how to apologize: EFL textbooks and pragmatic input. Language Teaching Research, 20(6), 700-718.
    2. Tsai, K. J. (2015). Profiling the collocation use in ELT textbooks and learner writing. Language Teaching Research, 19(6), 723-740.

    9

    Huston (2002) Ch 1

    Huston (2002) Ch 2

    Coca Web (Bring Laptop)

    10

    Huston (2002) Ch 3

    Dictionaries and lexical resources

    11

    Huston (2002) Ch 7

    Ant Conc

    Research methodology

    Research topic proposal

    12

    Globalization vs. Glocalization in English Teaching in Taiwan

    1. 廖柏森. (2005). 以英語為國際語 (EIL)之意涵與教學觀. 英語教學. 31(1), 1-14.
    2. 廖柏森. (2004). 英語全球化脈絡裡的台灣英語教育. 英語教學. 29 (2), 107-121.
    3. 黃涵榆. 我們到底在追求甚麼樣的「全球化」英語教學? 人本教育扎記. 第393期
    4. Al-Mahrooqu R. and Al-Busaidi S. (2010). Meeting local needs in material writing. Advances in Language and Literary Studies. 1 (1), 91-115.
    5. Kramch C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research. 1(1), 57-78.
    6. 鄒文莉 (2000). The relation between culture teaching and language learning. Proceedings of the 18th Conference on English Teaching and Learning, R.O.C.

    13
    1. Yeh, H. C., Tseng, S. S., & Heng, L. (2022). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609-1618.
    2. Yang, S. H., & Yeh, H. C. (2021). Enhancing EFL learners’ intracultural development as cultural communicators through YouTube video-making. Technology, Pedagogy and Education, 30(4), 557-572.
    3. 張筑喻 (2014). 戰後台灣地方的發展. 國立東華大學歷史學系. 碩士論文

    14+1

    Presentations of the curriculum project II

    Wrap up

    授課方式Teaching Approach

    25%

    講述 Lecture

    25%

    討論 Discussion

    25%

    小組活動 Group activity

    25%

    數位學習 E-learning

    0%

    其他： Others:

    評量工具與策略、評分標準成效Evaluation Criteria

    Presentation: 60%

    Final project: 40%

    • Plagiarism will be strictly dealt with.
    • All papers must adhere to a single-spaced format and follow the APA style guidelines.
    • Submission of late assignments will not be accepted unless an emergency is communicated in advance.
    • In case of any technical issues, please contact the instructor via email.

    Data or work from prior classes, employment, or projects requires explicit permission from the instructor before incorporation.

    指定/參考書目Textbook & References

    1.    Macalister, J. & Nation, I.S.P. (2010). Language curriculum design. NY: Routledge.
    2.    Richards, J.C. (2017). Curriculum development in language teaching. Cambridge: Cambridge University Press.
    3.    Cowing, J.D. (2007). Needs analysis: Planning a syllabus for a series of interview workplace courses at a leading Japanese company. English for Specific Purpose, 26, 426-442. 
    4.    Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M.Celce-Mruica (Ed.). Teaching English as a second or foreign language (3rd edition) (pp. 415-428). Boston, MA: Heinle & Heinle. 
    5.    Cunningsworth, A. (1995). Choosing your course book. London: Heinemann. 
    6.    Huston, S. (2002). Corpora in Applied Linguistics. Cambridge University Press. 

    中華民國課程與教育學會 Association for Curriculum and Instruction, Taiwan, R.O.C
    中華民國教材研究發展會 http://www.trd.org.tw/about/index.asp
    國家教育研究院  http://www.naer.edu.tw/
    中等學校教師研習會 http://203.68.218.24/control/controll.htm
    高中課務發展 http://web.ylsh.ilc.edu.tw/course/index.php?option=com_content&task=view&id=view&id=74&Itemid=49
     

    已申請之圖書館指定參考書目 圖書館指定參考書查詢 |相關處理要點

    維護智慧財產權，務必使用正版書籍。 Respect Copyright.

    課程相關連結Course Related Links

    
            
    
        
    
        
    
        
    
            
    
                
                
    
                
    課程附件Course Attachments
    
            
    
            
    
                
                
            
    
        
    
    
    
    
    
        
    
            
            
    
                
                
    
                    課程進行中，使用智慧型手機、平板等隨身設備
                    To Use Smart Devices During the Class
                
    
                
    
                        
                            需經教師同意始得使用
                        
                        Approval
                
    
            
    
        
    
    
    
    
    
    
        
        
    
            
    列印