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TESOL教育硕士课程和多样化教学语境研究:The Links between a Master of TESOL Program and Its Graduates Diverse Teaching  [6]

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2010-12-15编辑:anterran点击率:12330

论文字数:8109论文编号:org201012151335222675语种:英语论文 English地区:中国价格:免费论文

关键词:TESOL课程教学语境多样化关联

ively practical course, which had 6 respondents.
Table 3 presents the responses.
Table 3.Participants comments about usefulness/relevance of the content of the course Syllabus Designand Materials Writing
•It is relevant to all 6 respondents teaching and has been useful in 4 respondents contexts.
•Three of them indicated that the useful/meaningful component was a deeper insight into how todesign a syllabus and how to write materials, and 2 of them stated that the assignments of thecourse were particularly useful in providing a greater understanding of the complex nature ofsyllabus design and writing materials.
•Practicality and applicability were also raised as the strength of the course by 4 participants.
•Two respondents stated that more examples of syllabus design should have been provided.
•One respondent pointed out that the course only focused on syllabus design, even though teachersnormally need not design a syllabus themselves, but need to understand fully the teaching materialsand make some adjustments according to the teaching context.
Considering both these statements and the participants current teaching contexts, in which 6 of the10 participants had syllabi/curricula to follow and 8 participants had textbooks (see 4.1), for someteachers, knowledge and techniques of syllabus design and material writing may not be directly related totheir teaching as much as teaching methodologies. This may be the reason for the course s more limitedcontribution to the participants teaching rather than Methodology in Teaching a Second Language
course, despite its applicability. However, since all of the participants either have syllabi/curricula ormake their own lesson plans and use teaching materials, this course is still closely intertwined with theirdaily tasks of teaching. Additionally, there are participants whose contexts require further application oftheir knowledge and techniques for adjustment of their given syllabi/curricula. Again, what the coursemay need is more sensitivity towards the students diverse contexts and facilitating them to make
appropriate adjustments and modifications as needed in their contexts.
Principles of Second Language Learning is a theoretical core course, which also attracted a highcontribution ranking. The course had 6 responses. Their comments are presented in Table 4.
Table 4.Participants comments about usefulness/relevance of the content of the course Principles ofSecond Language Learning
•It is relevant to all 6 respondents teaching and has been useful in 4 respondents contexts.
•“Theories which explain how SL learners learn”were raised as useful/meaningful course
components by 3 respondents.
•These respondents stated that there were relevant to their teaching because they helped them todevelop a theoretically underpinned perspective for language teaching and provided a clear pictureof different methods for teaching as well as an appropriate approach to examine them.
•Two respondents pointed out that there was a gap between the theories and the real world andwished to learn about applications of those in the course.
•One respondent also stated that the course is not as practical as other courses, and anotherrespondent affirmed that pedagogy should have been taught in the course.
What these results exposed is that, although practicability is highly valued by the participants, it isnot neces论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。
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