Study Guide 683
Study Guide 683
311984
School of Education
UNIT OUTLINE
Vietnam 2010
Essential Administrative Information
Ancillary Fees and Charges All fee information can be obtained through the Fees Centre.
Visit http://www.fees.curtin.edu.au/index.cfm and/or by
contacting the relevant Faculty Office.
Syllabus
The unit begins with an overview of the meaning of ESL and EFL from a political
perspective. It then goes on to outline language teaching methods and approaches
over the years. This is followed by a change of focus to the learner and an
examination of learning styles and strategies. The final section looks at the teaching of
English in the region, the status of the non-native speaker teacher and ideas for
professional development in language teaching.
Barasch,R., James,C. (1994) Beyond the Monitor Model. Heinle and Heinle.
Candlin, C.N., Mercer, N. (eds) (2001) English Language Teaching in its Social
Context. London:Routledge
Tickoo,M. (Ed.) (1987) Language Syllabuses: State of the Art. Singapore: SEAMEO
Regional Language Centre.
Tickoo,M. (Ed.) (1991) Languages and Standards: Issues, Attitudes, Case Studies.
Singapore: SEAMEO Regional Language Centre.
Assessment
Assignments that are not deemed to be of a suitable standard by the tutor can be
revised and resubmitted by a date specified by the lecturer. The new mark will be no
more than a pass mark. Selected assignments will be cross-marked by at least one
other tutor. Students are required to pass all components of assessment.
Assessment 1 (30%)
A journal search and report on the State of the Art
in an area related to language teaching
Assessment Summary
Assessment % Due
Assessment 1 30 Week 6
Assessment 2 part 1 20 Week 9
Assessment 2 part 2 50 Week 14
Total 100
See Teaching Plan for Assessment due dates (to be given out at the beginning of the
course).
Late Assignments
Assignments are expected to be submitted by the end of class on the DUE dates. The
mark on the papers may be reduced by 5% of the possible mark for each day the
assignment is overdue when extension has not been granted. After seven (7) days the
mark for the assignment may be zero (at the lecturer’s discretion).
Extensions
Extensions are at the discretion of your Unit Coordinator and arrangements must be
made via your tutor at least one week prior to due date.
Supplementary Examinations/Assessment
Supplementary examinations and other forms of further assessment may be granted in
any unit, at the discretion of the Board of Examiners.
Deferred Examinations/Assessment
Deferment of an examination is not automatic. Students may be permitted by the
relevant Board of Examiners to defer an examination or other assessment where
circumstances outside their control have arisen. Applications for deferment on health
grounds or as a result of extenuating circumstances must be submitted not later than
five (5) working days after the date at which the exam was scheduled or assignment
due. Where appropriate, medical certificates should be attached to the application.
The prescribed application form may be obtained from the Student Services Office.
(i) Literacy standards appropriate for university study are required. All work
should be carefully checked for accuracy before it is submitted.
(ii) If any assignment is deemed not to be of a suitable standard by the lecturer, he
or she may require that it be revised and resubmitted by a specified date. In
this event, the mark will be not more than a minimum pass mark.
(iii) Participants are expected to attend all workshop sessions. Unless there are
exceptional circumstances, an attendance rate of less than 90% will be deemed
to be unsatisfactory.
(v) Due dates for all assignments are final.
(vi) It is your responsibility to remain in contact with your unit controller.
(vii) It is your responsibility to make sure that your work is not plagiarised
and that referencing is present at all times. See information on the
university website
http://students.curtin.edu.au/administration/responsibilities.cfm.
Plagiarism
Definition of Plagiarism
Academic honesty is crucial to a student's credibility and self esteem, and ultimately
reflects the values and morals of the University as a whole. A student may work
together with one or a group of students discussing assignment content, identifying
relevant references, and debating issues relevant to the subject. Academic
investigation is not limited to the views and opinions of one individual, but is built by
forming opinion based on past and present work in the field. It is legitimate and
appropriate to synthesise the work of others, provided that such work is clearly and
accurately referenced.
Plagiarism occurs when the work of another person, or persons, is used and presented
as ones own, unless the source of each quotation or piece of borrowed material is
acknowledged with an appropriate citation.
Penalties
The University regards very seriously any acts of cheating, or dishonesty by way of
plagiarism. Penalties for such incidences have been defined within the University's
Acts and Statutes. There is a range of penalties which may be imposed on a student
for academic dishonesty, i.e. plagiarism. Depending upon the severity of the act of
plagiarism, or the number of other like offences which have previously occurred, a
student may have any one or a combination of the following penalties imposed
against her/him by the University:
[Curtin University of Technology Act, 1966 - Statute 10 Student Disciplinary Statute - Sections 2
and 4]
Day Topic Workshop Schedule Readings
Monday Overview of the course. Richards,J.C., Rodgers,T. (1986)
Defining ‘language Approaches and Methods in
teaching methodology’ Language Teaching. Cambridge:
and key terms. CUP. Chapter 2
Overview of language
teaching methodology Bhaskaran Nayar,P. (1997) ESL/EFL
over the years. Dichotomy Today: Language Politics
or Pragmatics? TESOL Quarterly 31
Audiolingualism versus (1): 9-37
Cognitivism. The
sociolinguists Lado,R.
and how(196 Lado,R. (1964Language
their ideas impacted on Teaching: A Scientific Approach.
styles of language McGraw-Hill. Chapter 5
teaching
Fries,C. (1945) Teaching and
Learning English as a Foreign
Language. Ann-Arbor: University of
Michigan Press. Chapter 1