Beginning students of TESOL (Teaching English to Speakers of Other Languages) usually have two purposes: (1) to learn the academic skills they need to succeed at graduate work and (2) to discover the best ways to teach English to non-native speakers. In this course, students will achieve the first purpose, mastering necessary academic skills, while getting a head start on the second, understanding methods and issues of TESOL study. Academic skills include getting the most out of lectures and research articles, taking notes, accessing library and internet resources, answering essay test questions, giving presentations, and writing papers using proper forms of citation, paraphrasing and bibliographic references.

This course is designed for students who are new to the Master of Science in Education program, who have little or no experience studying in an English-language university, or who are not familiar with formal academic writing style (APA style). For such students, this course is recommended as the first course in the MSEd curriculum. Registrants who are not native speakers of English should have a TOEFL score of at least 550 on the paper-based test or 80 on the internet-based test.

There will be 13 regular class sessions for this course and in addition to the regular class sessions, all the students will be required to attend any one of the two online Distinguished Lecturer Weekend Seminars (only the first three hours of the Saturday public session) scheduled in summer. The professor will provide you with further details about the seminar requirement later in the classroom.

The session 12 on Wednesday, March 26 is cancelled. In lieu of this cancelled session, students are required to attend the first three hours public session of one of the two seminars scheduled in spring 2025.

Required Textbook:

• Lightbown, P. M., & Spada, N. (2022). How languages are learned. (5th ed.). Oxford University Press.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. (4th ed.). Routledge  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

The acquisition of morphology and syntax (i.e., morpho-syntax) has been at the heart of the field of second language acquisition since its modern inception in the 1970s. The reason for this focus is simple: Acquiring these aspects of a foreign language is extremely difficult for most adult foreign language learners given the complexity and abstractness of many morpho-syntactic forms. This course has three main goals. The first goal is to become more familiar with basic aspects of English morpho-syntax (e.g., the syntax of declarative statements, question formation, negation, and embedding) in order to better understand some of the key morpho-syntactic mechanisms used in the English language. The second goal is to become conversant with a wide variety of empirical studies into the acquisition of English morpho-syntax. This body of research includes theoretical investigations of the cognitive mechanisms held responsible for the acquisition of morpho-syntax as well as classroom applications of various pedagogical approaches used to teach particular aspects of English grammar. The third goal is to give course participants an opportunity to conduct a hands-on teaching project in which they use a pedagogical approach that is new to them for teaching one aspect of English morpho-syntax. In this way, the participants can expand the pedagogical techniques available to them. Other course assignments include weekly readings, sentence-diagramming tasks, leading and participating in small group discussions, and a final examination. Participants should read Chapters 1-5 in The Grammar Book before the first class meeting.

Required Textbook:

• Larsen-Freeman, D., & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers. (3rd ed.). Heinle Cengage Learning. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This course will explore, with breadth and depth, the state of the art in second language teaching pedagogy. The issues covered will be: the history of the field; theories of language learning and the principles connecting these theories to effective classroom practice (e.g., input, output, form-focused instruction, content- and task-based instruction); teaching the 4 skills, motivation, strategies-based instruction, assessment, form vs. function focused teaching, the role of the first language, and the evaluation of methods and materials. Other critical issues include the roles that culture, and personality play in learning/teaching, assessment, and syllabus/curriculum writing. These issues will be covered by reading current articles from the ESL/EFL literature, as well as the textbooks. Students will produce lesson plans, a course syllabus, and a teaching philosophy. Active participation in discussion and frequent short papers are required. By the end of this course, students will be able to:

1. 1. Express and defend the strategies, methods, and activities s/he wants to use as a teacher.
2. 2. Describe the role(s) of the teacher in language learning.
3. 3. Understand and appropriately employ the technical terminology of the field.
4. 4. Discuss and write about the methods and the major issues that presently define second/foreign language teaching.
5. 5. Design effective lesson plans and syllabi suited to multiple pedagogical contexts.
6. 6. Apply theoretical principles to classroom practice.

Required Textbook:

• Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. (4th ed.). Pearson Education.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Concise guide to APA style. (7th ed.). Author.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This course, designed for aspiring and current language educators, covers error analysis and effective feedback in second and foreign language instruction. We will explore the nature and sources of learner production and comprehension errors and how this can inform strategies for providing feedback that enhances learning, motivation, and language development. Key topics related to production error analysis include theoretical foundations (the underlying theories of language errors, including transfer theory, interlanguage, and stages of language development), error identification and classification (techniques for detecting and categorizing errors, including grammatical, lexical, phonological, and pragmatic errors), and sources of errors (covering the various factors that contribute to errors, such as first language interference, overgeneralization of rules, developmental errors, and socio-cultural influences). Key topics related to effective feedback include the principles of feedback (e.g., clarity, timeliness, accuracy, and the culturally sensitive tension between corrective and positive feedback), feedback strategies (this includes practical strategies for both oral and written feedback, as well as methods for individual, peer, and group feedback), feedback techniques (i.e., techniques for ensuring feedback provides actionable information and promotes learner autonomy), practical applications (i.e., applying error analysis and feedback strategies in real scenarios), and reflective practice (receiving feedback on your emerging error correction and feedback methods). The course includes lectures, interactive group work, case studies, and peer-reviewed teaching practice. Participants will engage in many practical exercises to apply error analysis and feedback strategies in real-life teaching scenarios. Evaluation will be based on the analysis of learner errors, the development and implementation of feedback strategies, and a final project that demonstrates the integration of error analysis and feedback into a comprehensive instructional plan. Participants will also be assessed on their reflective practice and ability to adapt feedback to diverse learner needs.

Required Textbook:

• Ruiz-Primo, M.A., & Brookhart, S.M. (2017). Using Feedback to Improve Learning (Student Assessment for Educators).   Routledge.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• Nassaji, H., & Kartchava, E. (2024). The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Cambridge Handbooks in Language and Linguistics). (2nd ed.). Cambridge University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Pawlak, M (2014). Error Correction in the Foreign Language Classroom: Reconsidering the Issues.   Springer.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This is an introduction to English phonetics and phonology, with an emphasis on areas of interest to language teachers. The course objectives are: 1) to introduce the basic concepts of phonetics and phonology; 2) to provide practice in transcribing and analyzing the sound system of native speakers and learners of English; 3) to examine theoretical and practical aspects of the teaching pronunciation, with a focus on Japanese learners of English.

Emphasis will be on consonant and vowel articulation, intonation, stress, contextual alterations and rhythm. Students will also become familiar with theories of acquisition of sounds and their practical realization in the speech of non-native speakers.

Requirements: Students will complete a number of weekly assignments (details will be provided at the first class meeting), a mid-term examination, a final examination, a research paper project in which students will ultimately design a series of pronunciation teaching activities to aid non-native speakers in acquiring a language and a 10-minute course project presentation.

Required Textbook: 

• Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. (2nd ed.). Cambridge University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Avery, P., & Ehrlich, S. (Eds.). (1992). Teaching American English pronunciation. Oxford University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. A set of other optional/suggested readings will be provided later.(Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

A set of other optional/suggested readings will be provided later.

The overarching purpose of this course is to canvass ten contemporary theories that are central to modern discussions of second language development (SLD) and to thereby provide the participants with an opportunity to further develop and consolidate their understanding of SLD, models of language representation and use, and issues that directly affect classroom teaching. In the first part of the course, we look at (a) the nature of theories, (b) linguistic theory and universal grammar, and (c) the concept-oriented approach to SLD. In the second part of the course, the focus is on a number of modern theoretical positions, including (a) usage-based approaches, (b) skill-acquisition theory, and (c) input processing. Finally, in the third part of the course, we read about (a) research on the brain and SLD, (b) processability theory, (c) input, interaction, and output; (d) sociocultural theory, and (e) instructed second language development. Students will participate in and lead numerous small group discussions, take in-class examinations, write a paper about a self-selected SLD topic and make a presentation on the same topic. Course participants should read Chapters 1-7 in Theories in Second Language Acquisition: An Introduction before the first class meeting.

The course is best taken by students who have already completed TESL 5611, TESL 5612, TESL 5613, TESL 5614 and TESL 5616. 

Required Textbook:

• VanPatten, B., Keating, G. D., & Wulff, S. (Eds.). (2020). Theories in second language acquisition: An introduction. (3rd ed.). Routledge.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. A set of other optional/suggested readings will be provided later.(Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

A set of other optional/suggested readings will be provided later.

This course offers an in-depth exploration of curriculum design for foreign and second language teaching. Participants will engage with theoretical frameworks, practical strategies, and innovative approaches to developing effective and engaging language curricula. The course covers key components of curriculum design, including needs analysis, goal setting, instructional strategies, and assessment methods. Throughout the course, students will examine various models of language curriculum development and apply these models to create comprehensive, learner-centered curricula. Emphasis will be placed on integrating communicative language teaching principles, incorporating cultural contexts, and leveraging technology to enhance learning outcomes. Key topics include the theoretical foundations of language acquisition and curriculum design, methods in needs analysis, the design of clear, measurable learning objectives, the creation and organization of instructional materials and activities, development of formative and summative assessments, the adaptation of curricula for diverse learner populations, the integration of technology and multimedia resources, using outcomes and feedback to evaluate and revise curricula, and myths about learning and teaching that negatively impact outcomes. By the end of the course, participants will have conducted a curriculum analysis and developed a detailed and research-supported plan for its improvement. This course is ideal for educators, curriculum developers, and language program coordinators seeking to enhance their skills in designing effective and responsive language education programs.

Required Textbook:

• Macalister, J., & Nation, I. S. P. (2020). Language curriculum design. (2nd ed.). Routledge.  (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Richards, J. C. (2017). Curriculum development in language teaching. (2nd ed.). Cambridge University Press. Additional readings will be provided.(Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This course will guide you in understanding and applying principles of curriculum design and teacher-based assessment. Course readings and assignments, plus recorded lectures and ample opportunity for 1:1 consults with your professor will guide you through thinking about how to best teach multilingual learners by adapting a curriculum that has been handed to you (i.e. a mandated curriculum), by building upon existing curricula in your instructional setting, or by creating a curriculum from scratch.  In this course, curriculum is conceived of as an instructional cycle which includes planning, instructing, assessing, and assessment-driven instruction. A foundational principle of this course is that formative assessments can and should be used to guide instruction.  As such, you will learn how to sequence interrelated lessons in response to students’ performance on a variety of formative assessments.  You will also learn approaches to environment and needs analysis and will experience how these analyses can inform teaching and curriculum design. Toward the end of the course, the Continua of Biliteracy will be used as an organizing framework that will guide you toward taking a critical stance when reflecting upon the curriculum you have created.

The Canvas site for this course will open approximately one week before the semester starts. This site will contain the syllabus and all course materials.

Required Textbook:

There is no required textbook for this course.

Students are required to register for this course in the semester they take the MSEd Comprehensive Examination. This course is a Pass/Fail course. If the student is taking the January Comprehensive Exam, the student must register for this course in the spring semester. If the student is taking the May Comprehensive Exam, the student must register for this course in the summer semester. 

This course introduces participants to qualitative research methods and related theoretical frameworks used to investigate second language learning. We will begin by reviewing the historical and philosophical roots of qualitative inquiry. We will then examine how different qualitative research approaches have been employed to investigate questions in the field of second language acquisition. Approaches that will be covered include language socialization, the ethnography of communication, interpretive qualitative research, narrative inquiry, critical ethnography, and the analysis of (multimodal) interaction. Theoretical frameworks associated with each of these approaches will be introduced. A major focus of this course will be to consider methodological and ethical issues related to negotiating access, interviewing, observation, data management and analysis, and representation. Building on the class lectures, our readings and discussions, participants will conduct a small-scale study to obtain practical experience working within a specific approach to qualitative research in SLA.

Course activities will be organized around lectures, group discussions, student presentations, and participants’ research projects. Major assignments include a group presentation on an approach to qualitative research in applied linguistics, three writing assignments involving data collection and analysis, and an oral presentation on each student’s research project.

As this course requires participants to negotiate access to and collect data within a social scene, participants are strongly encouraged to begin considering what sites are available and what related research topics are of interest to them prior to the start of this course.

*For more details about the schedule, please check the chart below.

Required Textbook: 

• Hatch, J.A (2023). Doing Qualitative Research in Education Settings. (2nd ed.). State University of New York Press. An additional set of readings will be available at the beginning of the course.(Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

An additional set of readings will be available at the beginning of the course.

The purpose of the course is to provide an intensive overview of the basic research design and statistical procedures used in second language quantitative research. In the first part of the course, we cover topics such as the concepts of basic descriptive statistics, levels of measurement, basic probability theory, hypothesis testing, t-tests, and F-tests. In the second part of the course, we look at quantitative research designs and how they have been utilized in the field of second language acquisition. This topic leads into a discussion of methods of evaluating quantitative data assumptions of various multivariate techniques and of how common multivariate procedures such as the Analysis of Variance (ANOVA) family, correlation analysis, and multiple regression models are used. Two non-parametric procedures, the one-sample chi-square test and two-way contingency table analysis, are also introduced. Students have opportunities to become familiar with statistical techniques through course readings, the critical analysis of published research, and by using statistical computer packages such as JASP.

*For more details about the schedule, please check the chart below.

Required Textbook: 

• Goss-Sampson, M. A. (2024). Statistical Analysis in JASP: A Guide for Students. (6th ed.).

The required text is available on JASP’s website New Tab for free.
A set of readings will be provided by the instructor. 

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

A set of readings will be provided by the instructor. 

This course introduces participants to qualitative research methods and related theoretical frameworks used to investigate second language learning. We will begin by reviewing the historical and philosophical roots of qualitative inquiry. We will then examine how different qualitative research approaches have been employed to investigate questions in the field of second language acquisition. Approaches that will be covered include language socialization, the ethnography of communication, interpretive qualitative research, narrative inquiry, critical ethnography, and the analysis of (multimodal) interaction. Theoretical frameworks associated with each of these approaches will be introduced. A major focus of this course will be to consider methodological and ethical issues related to negotiating access, interviewing, observation, data management and analysis, and representation. Building on the class lectures, our readings and discussions, participants will conduct a small-scale study to obtain practical experience working within a specific approach to qualitative research in SLA.

Course activities will be organized around lectures, group discussions, student presentations, and participants’ research projects. Major assignments include a group presentation on an approach to qualitative research in applied linguistics, three writing assignments involving data collection and analysis, and an oral presentation on each student’s research project.

As this course requires participants to negotiate access to and collect data within a social scene, participants are strongly encouraged to begin considering what sites are available and what related research topics are of interest to them prior to the start of this course.

*For more details about the schedule, please check the chart below.

Required Textbook:

• Hatch, J.A. (2023). Doing Qualitative Research in Education Settings. (2nd ed.). State University of New York Press. An additional set of readings will be available at the beginning of the course.(Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

An additional set of readings will be available at the beginning of the course.

The purpose of the course is to provide an intensive overview of the basic research design and statistical procedures used in second language quantitative research. In the first part of the course, we cover topics such as the concepts of basic descriptive statistics, levels of measurement, basic probability theory, hypothesis testing, t-tests, and F-tests. In the second part of the course, we look at quantitative research designs and how they have been utilized in the field of second language acquisition. This topic leads into a discussion of methods of evaluating quantitative data assumptions of various multivariate techniques and of how common multivariate procedures such as the Analysis of Variance (ANOVA) family, correlation analysis, and multiple regression models are used. Two non-parametric procedures, the one-sample chi-square test and two-way contingency table analysis, are also introduced. Students have opportunities to become familiar with statistical techniques through course readings, the critical analysis of published research, and by using statistical computer packages such as JASP.

*For more details about the schedule, please check the chart below.

Required Textbook: 

• Goss-Sampson, M. A. (2024). Statistical Analysis in JASP: A Guide for Students. (6th ed.).

The required text is available on JASP’s website New Tab for free.
A set of readings will be provided by the instructor. 

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

A set of readings will be provided by the instructor. 

PhD students are required to take two 3-credit Research Apprenticeship courses.

If you wish to take an apprenticeship course, you first need to write a 300-400-word abstract of your proposed project (unless you are assisting a professor with one of his or her studies). This abstract should include basic information such as (a) the gaps in the literature you are addressing, (b) the purpose(s) of the study, (c) specific research questions, and (d) your methodology, including information about the participants, instruments, procedures, and the analyses you will perform. You will then need to send the abstract to the advisor you wish to work with (Consult the list of Apprenticeship advisors on the registration form to see who is available), and if the advisor approves your plan, you can then register for the course with that advisor. 

This course is for those PhD students who have passed the Preliminary Examination and working on their dissertation proposal.

The PhD students are required to take Culminating Courses (6 semester hours overall, minimum 2 semester hours of EDUC 9999). Culminating Courses: Preliminary Preparation Course (EDUC 9994), Dissertation Proposal Design Course (EDUC 9998) and Doctor of Education Dissertation Course (EDUC 9999).

Minimum 2 credit hours of EDUC 9999 are required for the PhD students.

Students wishing to register for this course should obtain permission from the professor and complete the registration process during the registration period.

Pedagogical Approaches to L2 Grammar by Dr. Frank Boers, Western University, Canada, will be conducted by 3-hour online Zoom sessions for four days: Saturday, February 15, Sunday, Feburary16, Saturday, February 22, and Sunday, February 23 from 9:00 a.m. to 12:00 p.m. (JST).  Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 13:00 on February 15.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, February 15 from 9:00 a.m. to 12:00 p.m. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, February 14 at 12:00 p.m. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, February 14. 

Mastering the grammar of a second or foreign language (L2) is challenging, especially if the grammar patterns are very different from those of one’s mother tongue. This seminar examines diverse approaches to helping language learners tackle this challenge.

The seminar first looks at approaches where learning is expected to happen as a by-product of activities where students are engaged mostly with communicative content (what is said) rather than the language code (how it is said). Such approaches include the modification of texts so that certain grammar patterns become more noticeable, and the use of interactive activities intended to raise students’ awareness of the relevance of grammar for meaning making. In the second part, the seminar turns to instructional approaches which put grammar center stage. These approaches include guided discovery learning, processing instruction (where students need to interpret sentences based on their grammatical features), and a re-appraisal of PPP (present-practice-produce). It will also examine how grammar is tackled in mainstream (EFL) textbooks and whether such materials are properly informed by the available research in applied linguistics and in cognitive psychology. At the end of the seminar, it is hoped that participants will have a solid understanding of what makes an approach to L2 grammar truly pedagogical.

Throughout the seminar, each of the approaches will be evaluated with reference to published intervention studies. Rather than taking them at face value, these publications will be reviewed critically, for example by asking whether the tried interventions would be realistic in actual language courses.

Who Put the “Qual” in Qualitative Research? A Brief Introduction to Qualitative Research by Dr. Dwight Atkinson, University of Arizona, U.S.A., will be conducted by 3-hour online Zoom sessions for four days: Saturday, March 1, Sunday, March 2, Saturday, March 8, and Sunday, March 9 from 9:00 a.m. to 12:00 p.m. (JST).  Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 13:00 on Saturday, March 1.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, March 1 from 9:00 a.m. to 12:00 p.m. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, February 28 at 12:00 p.m. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, February 28. 

It is commonly assumed that there are two kinds of research in applied linguistics—quantitative and qualitative—based on the kinds of data collected and how those data are analyzed. This view is not wrong, but it is inadequate. This seminar examines the distinctive worldviews, epistemologies (theories of how knowledge is made), and histories of qualitative research generally, as well as two specific qualitative approaches widely used in educational research: 1) “situated,” ethnographically oriented research; and 2) the more recently developed multimodal analysis of video-recorded social interaction.

The situated approach seeks to embed researchers maximally in their participants’ lifeworlds in order to attain an “experience-near” perspective on them. Various conceptual and methodological research tools originating in this approach have been generalized to other qualitative approaches, making them to some extent detachable and usable for other research purposes.

The multimodal interaction approach relies on detailed analysis of the combined communicative use of language, gaze, gesture, and other embodied actions in sociomaterial settings and speech events like classrooms, Zoom meetings, and conversations. It has roots in sociological and anthropological theories of social structure as substantially “bottom-up”—i.e., as constructed moment to moment in human interaction.

A third qualitative research approach— “critical qualitative research”—will be briefly considered in comparative perspective with the above approaches. Activities and assignments for this seminar will include small-group discussions, readings, data analysis, and a final paper.