| Recommended Reading List |
1.Kumaravadivelu,B.2006.Understanding language teaching.Lawrence Earlbaum ass. 2.Shehadeh,A. 2001. “Self- and Other-Initiated Modified Output During Task-Based Interaction”.TESOL QUARTERLY vol.35,No.3. 433-457 2.Nakahama,Y.;T.Andrea;L.Van Lier.2001. “Negotiation of Meaning in Conversational and Information Gap Activities: A comparative Discourse Analysis”. TESOL QUARTERLY vol.35, No.3.377-405. 3. Nunan, D. 1991. “Communicative Tasks and the Language Curriculum”. TESOL Quarterly 25; 279-295 4.Dörnyei, Z. 1995. On the Teachability of Communication Strategies. TESOL Quarterly 29; 55-83 5.Biber,D; S.Conrad;R. Reppen;P.Byrd;M.Helt.2002. “Speaking and Writing in the University:A Multidimensional Comparison. TESOL QUARTERLY vol.36, No.1, 9-48. 6.Ridgway, T. 2000. Listening Strategies-I beg your pardon? ELT Journal 54; 179-185 7. Field, J. 1998: “Skills and Strategies: Towards a New Methodology for Listening”. ELT Journal 52; 110-118 8. Goh, C. 1997. “Metacognitive Awareness and Second Language Listeners”. ELT Journal 51; 361-369 9. Field, J. 2000. “Finding One’s Way in the Fog: Listening strategies and second-language learners”. MET 9; 29-34 10. Vandergrift, L. 1999. “Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies”. ELT Journal. 53/3.169-177. 11. Weyers, J. R. 1999. “The effect of authentic video on communicative competence”. The Modern Language Journal 83; 339-349 12. Rusciolelli, J.1995. “Student Responses to Reading Strategies Instruction”. Foreign Language Annals 28; 263-273. 13.Paltridge, B. 1996. “Genre, Text Type, and The Language Learning Classroom”. ELT Journal 50; 237-243 14.Carrell, P.L, Devine,T, Eskey, D.E. 1992. Interactive Approaches to Second Language Reading. Chps 4-15-16-17. CUP. 15.Oh,S. “Two Types of Input Modification and EFL Reading Comprehension:Simplification versus Elaboration”. TESOL QUARTERLY vol.35, No.1, 69-95. 16. Paribakht, T.S. & M. Wesche. 1999. “Reading and Incidental L2 Vocabulary Acquisition”. SSLA 21; 195-224. 17. Brown, C. & S.L. Sagers.1999. “Incidental Vocabulary Acquisition from Oral and Written Dialogue Journals”. SSLA 21; 259-283. 18.Maguire,M.;B.Graves. 2001. “Speaking Personalities in Primary School Children’s L2 Writing”. TESOL QUARTERLY. 35/4.561-593. 19. Beach, R. “Showing students How to assess: Demonstrating techniques for response in the writing conference”. 20. Hoelker, J . 2002. Writing stories for one another. Creativity contest across classes. Met 11/1. 33-50. 21.Hunston, S.; G.Francis; E.Manning.1997. “Grammar and Vocabulary: Showing the Connections. ELT Journal 51; 208-217. 22.Bardovi_Harlig,K.;D.W.Reynolds.1995. “The Role of Lexical Aspect in The Acquisition of Tense and Aspect”. TESOL Quarterly. 29/1.107-131. 23.Green,P.S.; K.Hecht.1992. “Implicit and Explicit Grammar: An Empirical Study”.Applied Linguistics.13/2.168-184. 24. Benati, A. 2001. “A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense”. Language Teaching Research 5; 95-127. 25. Fotos, S.S. 1994. “Integrating grammar instruction and communicative language use through grammar conscionusness-raising tasks”. TESOL QUARTERLY 28; 323-351 26. Fotos, S.S. 1993. “Consciousness raising and noticing through focus on form: Grammar task performance versus formal instruction”. Applied Linguistics vol 14; n 4.385-407. 27. Thornbury, S. 1997. “Reformulation and reconstruction: tasks that promote noticing”. ELT Journal 51; 327-335. 28. Mysers, G. 1999. “Functions Of reported speech in group discussions Applied Linguistics”. 376-401. 29. Lindstromberg, S. 1996. “Prepositions: meaning and method”. ELT Journal 50; 225-235. 30.Ellis,R.; H.Baştürkmen; S.Loewen.2001. “Preemptive Focus on Form in the ESL Classroom”.TESOL Quarterly. 35/3.407-432. ** Bagient, M. 1999. Teaching in chunks: integrating a lexical approach. MET 8; 51-54 |
| Assessment methods and criteria |
Students will be assigned topics related to the theme of the course and conduct research to develop their understanding of each topic as their papers will be on these topics. In addition, they will be expected to actively participate in class discussions, and submit written assignments on time.Students are expected to:1. read and present assigned reading material and contribute to in class discussion, and present at least ten articles during the term, reflecting their interest in the field of teacher education (30%)2. prepare an annotated bibliography, covering at least 30 articles on teacher education research (30%) (due by 15th May)3. to submit their research paper for final evaluation (40%) (due by 16th June)4. Attendance is mandatory. |
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