週次 |
課程內容與指定閱讀 |
教學活動與課前、課後作業 |
學生學習投入時間
(含課堂教學時數) |
1. |
- Course intro
- The big picture
|
- Compiling course material
- In-class reading & discussion
|
3 h.s. |
2.
|
- The deliberate teaching and learning of vocabulary
- Guessing word meaning from context clues
|
- In-class reading & discussion
|
6 h.s |
3.
|
- Vocabulary and listening
- Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577.
|
- In-class reading & discussion
- Oral presentation 1
|
6 h.s |
4.
|
|
- In-class reading & discussion
- Oral presentation 2
|
6 h.s |
5.
|
- Vocabulary learning and intensive reading
|
- In-class reading & discussion
- Oral presentation 3
|
- h.s
|
6.
|
- Vocabulary learning through extensive reading
|
- In-class reading & discussion
- Oral presentation 4
|
6 h.s |
7.
|
- Serrano, R. and Huang. H. (2018) Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? TESOL Quarterly, 52:4, 971-994.
- Nguyen, C. D. and Boers, F. (2019). The Effect of Content Retelling on Vocabulary Uptake From a TED Talk. TESOL Quarterly, 53:1, 5-9.
|
- In-class reading & discussion
- Oral presentation 5
|
6 h.s |
8.
|
|
- In-class reading & discussion
|
6 h.s |
9.
|
- Webb, S., Newton, J., Chang, A. (2013). Incidental Learning of Collocation. Language Learning, 63:1, pp. 91–120.
- Webb, S. (2010). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15:4, 497–519.
|
- In-class reading & discussion
|
6 h.s |
10.
|
- Lu, M. (2013). Effects of Four Vocabulary Exercises on Facilitating Learning Vocabulary Meaning, Form, and Use. TESOL Quarterly.
- Hu, H. M., and Nassaji, H. (2016). Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis. System, 56, 28-39.
|
- In-class reading & discussion
- Oral presentation 7
|
6 h.s |
11.
|
Midterm Test (open-book) |
|
6 h.s |
12.
|
- Specialized vocabulary
- Sarani, A., & Sahebi, L. F. (2012). The impact of task-based approach on vocabulary learning in ESP courses. English Language Teaching, 5(10), 118–128.
|
- In-class reading & discussion
- Oral presentation 8
|
6 h.s |
13.
|
- Uchihara, T. and Harada, T. (2018). Roles of vocabulary knowledge for success in English-medium instruction: Self-perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52:3, 564-587.
- Liu, S., Lan, and Jenkins, J. (2014). Technology-Enhanced strategy use for second language vocabulary acquisition. English Teaching and Learning, 38:2, 105-132.
|
- In-class reading & discussion
- Oral presentation 9
|
6 h.s |
14.
|
- Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
- Liu, P. L. (2016). Mobile English vocabulary learning based on concept-mapping strategy. Language Learning & Technology, 20(1), 128–140.
|
- In-class reading & discussion
- Oral presentation 10
|
6 h.s |
15.
|
- Schmitt, N (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64 (4), 913-951.
- Schmitt, N., & Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, 47(4).
|
- In-class reading & discussion
|
6 h.s |
16.
|
- Gibson, C. (2016). Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies. English Language Teaching, 9(9), 134-138.
- Schmitt, N., & Kremmel, B. (2016). Interpreting vocabulary test scores: what do various item formats tell us about learners’ ability to employ words?. Language Assessment Quarterly, 13(4), 377-392.
|
- In-class reading & discussion
|
6 h.s |
17.
|
Oral presentations of the research proposal |
|
6 h.s |
18.
|
Oral presentations of the research proposal |
|
8 h.s |