週次
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課程內容與指定閱讀
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教學活動與課前、課後作業
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學生學習投入時間
（含課堂教學時數）
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1.
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- Course intro
- The big picture
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- Compiling course material
- In-class reading & discussion
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3 h.s.
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2.
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- The deliberate teaching and learning of vocabulary
- Guessing word meaning from context clues
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- In-class reading & discussion
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6 h.s
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3.
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- 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.
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- In-class reading & discussion
- Oral presentation 1
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6 h.s
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4.
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- In-class reading & discussion
- Oral presentation 2
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6 h.s
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5.
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- Vocabulary learning and intensive reading
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- In-class reading & discussion
- Oral presentation 3
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- h.s
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6.
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- Vocabulary learning through extensive reading
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- In-class reading & discussion
- Oral presentation 4
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6 h.s
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7.
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- 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.
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- In-class reading & discussion
- Oral presentation 5
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6 h.s
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8.
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- In-class reading & discussion
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6 h.s
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9.
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- 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.
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- In-class reading & discussion
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6 h.s
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10.
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- 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.
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- In-class reading & discussion
- Oral presentation 7
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6 h.s
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11.
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Midterm Test (open-book)
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6 h.s
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12.
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- 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.
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- In-class reading & discussion
- Oral presentation 8
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6 h.s
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13.
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- 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.
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- In-class reading & discussion
- Oral presentation 9
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6 h.s
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14.
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- 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.
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- In-class reading & discussion
- Oral presentation 10
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6 h.s
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15.
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- 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).
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- In-class reading & discussion
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6 h.s
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16.
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- 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.
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- In-class reading & discussion
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6 h.s
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17.
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Oral presentations of the research proposal
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6 h.s
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18.
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Oral presentations of the research proposal
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8 h.s
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