Foundations:
These three courses introduced me some social, historical, and theoretical foundations of the field of Applied Linguistics and TESL.
APLNG 482 Introduction to Applied Linguistics (Meets objectives 3, 4)
In this course, some major areas of applied linguistics were discussed, which include language teaching and learning, second language acquisition, English as a Lingua Franca, language and identity, language in professional contexts, and critical applied linguistics. We were introduced some key debates within applied linguistics.This helped me develop an understanding of the different theories which affect second language teaching and learning.
For my final project of this course, I wrote a research paper about "Cultural untranslatability in translations from English to Chinese". In this paper, I discussed how a country's culture and history influences the translation from English to Chinese. This I think definitely shed light on how I should take the cultural, social factors into consideration in my future teaching to my Chinese students, especially in cases of English translation (objective 4). Below is my final research paper of this course.
- APLNG 482 Introduction to Applied Linguistics
- APLNG 484 Discourse Functional Grammar
- APLNG 491 Second Language Acquisition
These three courses introduced me some social, historical, and theoretical foundations of the field of Applied Linguistics and TESL.
APLNG 482 Introduction to Applied Linguistics (Meets objectives 3, 4)
In this course, some major areas of applied linguistics were discussed, which include language teaching and learning, second language acquisition, English as a Lingua Franca, language and identity, language in professional contexts, and critical applied linguistics. We were introduced some key debates within applied linguistics.This helped me develop an understanding of the different theories which affect second language teaching and learning.
For my final project of this course, I wrote a research paper about "Cultural untranslatability in translations from English to Chinese". In this paper, I discussed how a country's culture and history influences the translation from English to Chinese. This I think definitely shed light on how I should take the cultural, social factors into consideration in my future teaching to my Chinese students, especially in cases of English translation (objective 4). Below is my final research paper of this course.
cultural_untranslatability_in_translations_from_english_to_chinese.doc | |
File Size: | 36 kb |
File Type: | doc |
APLNG 484 Discourse Functional Grammar (Meets objectives 1, 2, 4, 6)
Grammar is always the most important things I learned throughout my English study process in China. Due to fact that it is the great examination point in all required English tests in China, Chinese students all get used to such grammar-based language learning. I was really looking forward to having this course and to experience grammar learning/teaching from a whole new perspective, and it turned out really interesting and opened my eyes. When taking this course, I was thinking about my future teaching of English grammar as well. What kind of instructional materials should I use to introduce and teach grammar to my students? Should I explain them by just telling them the rules and asking them do textbook exercises as I did when I was learning? In this course, we had taken a look at a variety of data and did some in-depth analysis, which I think is way more helpful and effective in learning (Objective 1, 2, 6).
As for the final project, I did an error analysis of written English essays of ESL students. A statistics was made about the most frequent grammatical errors the students made and the examples were displayed and analyzed in this paper. By this error analysis, some pedagogical implications could be concluded and reflected for my future teaching. Below is my final paper of this course.
Grammar is always the most important things I learned throughout my English study process in China. Due to fact that it is the great examination point in all required English tests in China, Chinese students all get used to such grammar-based language learning. I was really looking forward to having this course and to experience grammar learning/teaching from a whole new perspective, and it turned out really interesting and opened my eyes. When taking this course, I was thinking about my future teaching of English grammar as well. What kind of instructional materials should I use to introduce and teach grammar to my students? Should I explain them by just telling them the rules and asking them do textbook exercises as I did when I was learning? In this course, we had taken a look at a variety of data and did some in-depth analysis, which I think is way more helpful and effective in learning (Objective 1, 2, 6).
As for the final project, I did an error analysis of written English essays of ESL students. A statistics was made about the most frequent grammatical errors the students made and the examples were displayed and analyzed in this paper. By this error analysis, some pedagogical implications could be concluded and reflected for my future teaching. Below is my final paper of this course.
error_analysis_of_written_english_essays_of_esl_students.doc | |
File Size: | 77 kb |
File Type: | doc |
APLNG 491 Second Language Acquisition (Meets objectives 3, 5)
In this course, we examined various aspects of first language and second language learning/acquisition processes, and we discussed issues related to bi/multilingualism. It provided a framework for us to think about some basic questions in SLA research.
For the final project of this course, I wrote the research paper about English in Malaysia together with two of my classmates. We examined Malaysian's policy about English use and education and discussed the problem of the low performance of English literacy in rural areas, and some implications and suggestions were also provided at the end. Below is my final paper of this course.
In this course, we examined various aspects of first language and second language learning/acquisition processes, and we discussed issues related to bi/multilingualism. It provided a framework for us to think about some basic questions in SLA research.
For the final project of this course, I wrote the research paper about English in Malaysia together with two of my classmates. We examined Malaysian's policy about English use and education and discussed the problem of the low performance of English literacy in rural areas, and some implications and suggestions were also provided at the end. Below is my final paper of this course.
english_in_malaysia.docx | |
File Size: | 198 kb |
File Type: | docx |