Angel Lee-Oral English Course For Masters Students in China

Running head: ORAL ENGLISH FOR MASTERS STUDENTS
Course Design: Oral English for Masters Students in China Angel Lee Azusa Pacific University
ORAL ENGLISH FOR MASTERS STUDENTS Table of Contents Chapter 1: Context of Course............................................................................................... 3 Chapter 2: Beliefs................................................................................................................. 7 Language is Relational............................................................................................. 7 Uniqueness of Language Learners............................................................................ 9 Teacher as Facilitator and Encourager of Learner Autonomy..................................10 Empowerment of Learners through SRLS Teaching............................................... 11 Chapter 3: Needs Assessment.............................................................................................. 13 The Importance of Needs Assessment..................................................................... 13 Stakeholders of this Course...................................................................................... 15 Data Collection......................................................................................................... 16 Chapter 4: Learning Outcomes............................................................................................. 22 Goal and Outcomes................................................................................................... 22 Chapter 5: Syllabus............................................................................................................... 27 Structure of the Course Content................................................................................ 27 Strand 1: Long-term assignments to foster learner autonomy....................... 27 Strand 2: Long-term assignment for communicative practice....................... 30 Strand 3: Learning skills................................................................................ 30 Sequencing of skills........................................................................... 30 Helping Students Achieve Outcomes........................................................................ 31 Chapter 6: Materials............................................................................................................... 33 Chapter 7: Assessment........................................................................................................... 37 References.............................................................................................................................. 43 Appendices............................................................................................................................. 46
ORAL ENGLISH FOR MASTERS STUDENTS Course Design: Oral English for Masters Students in China Chapter 1 - Context of Course This course will take place in Tianjin, China at Tianjin Foreign Studies University (TFSU). TFSU is one of eight public foreign language universities in China that focuses
primarily on teaching foreign languages and cultures. The majority of the 10,000 students who attend TFSU major in English. The university offers both undergraduate and graduate programs in English. TFSU has two campuses, one that has been in the center of Tianjin city since 1921 and another recently built campus on the outskirts of Tianjin city. This course will be held on the main campus of TFSU, located in the center of Tianjin city, conveniently situated near public transportation and famous historical landmarks. Tianjin is a northeastern coastal city in China. The center of the city is about an hours drive away from the coast, so students at TFSU do not often visit the coast but instead visit nearby attractions. The campus itself is part of the Wudadao (Five Big Avenues), an area of the city that contains protected historical architecture in French, British, Italian, Spanish, and German styles. The unique architecture in this area draws many tourists from around China. During the spring and autumn months, students and tourists alike take advantage of horse-drawn carriage and tandem bicycle rides that are offered by tour guides in the area. In addition to the Wudadao area, students can also enjoy the Binjiang Dao shopping area, which is about a tenminute bus ride from the campus. This area contains movie theaters, designer stores, and a food street where visitors can find a variety of international and Chinese cuisine. The convenient location and the academic focus on culture and language make TFSU an appealing choice for students interested in pursuing further studies in English language.
ORAL ENGLISH FOR MASTERS STUDENTS This course is a required year-long course for first-year graduate students earning a masters degree (MA) in an English-related field, such as Business English, Translation, Linguistics, English Education, American Culture and Society, and British and American
Literature. The majority of the students taking the course will be Chinese nationals whose first language is Mandarin. There may be one or two international students from other Asian countries or Eastern Europe enrolled in the course who have come to China to pursue further study in English. Any international students in the course will have a thorough knowledge of Chinese language and culture. In order to be admitted into an English language MA program at TFSU, students are required to demonstrate English proficiency on an entrance examination designed by the university. The exam tests students knowledge of English vocabulary, expressions, and sentence structures and students reading comprehension, translation ability, and writing ability. Students who score high enough on the exam must then pass an interview in which their oral English and personality are assessed by Chinese professors from the departments to which the students are applying (M. Han & B. Jee, personal communication, December 17, 2013). Many of the students will have completed undergraduate English major programs in China, so they will have successfully completed the Test for English Majors (TEM) Band 4 and Band 8 required for all Chinese English majors. Therefore, upon beginning this course, the students will have already demonstrated a strong command of English grammar, vocabulary, listening, reading, and writing. Although they will have a high enough level in oral English to have passed the interview required for admittance, the majority of the students will be less confident and skilled in their oral English ability than in their reading, writing, and listening abilities. This is due to the prevalence of teacher-centered, grammar-translation method education in China (Yu, 2001; Rao,
ORAL ENGLISH FOR MASTERS STUDENTS 1996) and the fact that none of the students previous standardized English exams have tested speaking abilities (Sun & Henrichsen, 2011). I have been unable to access standardized rubrics or levels of English achievement required to pass the graduate entrance exam, TEM-4, and TEM-8, so I cannot easily place the students on an internationally recognized scale of proficiency based on their successful
completion of these exams. However, based on my own experience teaching and interacting with first-year Chinese MA students at TFSU, I can use the guidelines given on the American Council on the Teaching of Foreign Languages (2012) website to classify the majority of the students proficiency level. I would classify most students in this course as Advanced Low in writing, Advanced High in listening, Advanced High in reading, and Intermediate High in speaking. My classifications are based on student work that I have received in the past when I have taught this course and on informal observations of students during and outside of class as they have participated in class activities or communicated with me. All of the students in this course will be between the ages of 21 and 26. None of the students will be married or have children. This is not because of a school policy, so it is possible that in the future, students with families may be present in the course, but until now, all students in this course have been single and recently graduated from their undergraduate programs. About 90% of the students will be female, since more females than males tend to enroll as language majors in China. There will be about 100 students in the course, with about 50 students in each of two course sections. Each section will meet once a week for 100 minutes at the main TFSU campus. The room provided will have a projector, a computer (generally without internet access), a
ORAL ENGLISH FOR MASTERS STUDENTS chalkboard, and movable desks and chairs. The size of the room will be large enough to
comfortably fit more than 50 students. The course will last for two semesters, about 35 weeks. The university calls this course which roughly translates to Improve English Proficiency. The university does not clarify which of the specific skills of English is supposed to be improved in this course. It is the only course these MA students will have with a native-speaking English teacher during their program, so most students will be motivated to learn and take advantage of the unique perspective on English language that a native-speaking teacher can bring. The university does not provide a curriculum, a textbook, or any expectations for assessments in this course. The teacher of this course is only required to provide a final grade at the end of each semester for each student. Considering the lack of institutional guidance and the students weakness in oral English compared to other English skills, this course will best serve the students if it focuses primarily on improving students speaking skills. Students generally recognize their deficiency in oral English and appreciate the opportunity to focus on it after years of focusing more on grammar, listening, reading, and writing skills. In the future, many of these students will find jobs as teachers, translators, interpreters, or workers in international companies. For these jobs, students will not only need solid English literacy skills, but they will also need corresponding oral English skills. In addition, because of the students strong command of English vocabulary and grammar and students education level, this course will best serve them if it encourages development of critical thinking skills and learner autonomy. In this way, students will be able to continue developing their oral English skills in the future without the help of a native English teacher to notice and analyze their mistakes.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 2 - Beliefs
Course design necessarily involves making decisions. Time limitations prevent any single language course from teaching all topics and skills students will ever need to know, so the course designer must make strategic decisions. Graves (2000) encourages teachers to articulate their beliefs when designing a course because those beliefs provide a basis for making choices (p. 26). Therefore, I will first outline several of my key beliefs to reveal the foundation for the decisions I have made in designing this course. Language is Relational I believe that language is primarily learned for communicative, relational purposes. As a Christian, I agree with the Biblical perspective explained by Poythress (1996) that as part of Gods design for creation, language is given to human beings for divine-human communication as well as human-human communication (p. 37). I also believe that God gave us multiple languages in order to remind us of the need for humility (Genesis 11:1-9). When we work to learn a second language, we must reveal both vulnerability and a commitment to relationally engaging in another persons language and culture. In my previous experiences studying second languages and teaching English as a foreign language, I have learned that it is important to remind students that language is meant for communication. Although we may devote extensive time during our language study to learning technical, ostensibly non-relational aspects such as grammar and pronunciation, the overarching purpose of mastering these aspects of language is to communicate clearly with others. For example, students may question why it matters that we memorize rules about when to use commas in English writing. However, as many Internet jokes and memes have emphasized, a comma can make all the difference between communicating the writers intended meaning or
ORAL ENGLISH FOR MASTERS STUDENTS
grossly confusing readers (Favilla, 2013). Students will be better able to grasp the importance of learning the technical aspects of language if they understand how those aspects facilitate the communicative, relational aspect of language. In addition to reminding students of the communicative nature of language, teachers need to actually provide students with opportunities to communicate in the classroom. This will allow students to practice interpreting and misinterpreting language, just as they would in the real world. Vygotskys (1978) theory that language is learned through social interaction supports my belief that language is relational and that social interaction is necessary in the classroom. Students need interaction not only with the teacher, an expert in the language, but also with one another. Swain and Lapkin (as cited in Lightbown & Spada, 2001) showed in their research that students can deepen their understanding of a language through working with other students. Therefore, students should be engaged in relational communication both with the teacher and with one another. Even though students in this oral English course will be learning about technical aspects of English pronunciation, they will also be given ample time each class session to communicate with one another. To ensure that students take full advantage of the opportunity to communicate in English in class and because this is a graduate-level course, the course will have an English-only policy for the first and final 45 minutes of class. During the ten-minute break in the middle of class, students may speak either English or Chinese, which will allow them to mentally relax and to clarify any confusing concepts in Chinese. In a study of first-year undergraduate English majors in China, Tang (2002) recommends that no more than 10 percent of class time should be spent using Chinese (p. 41). Tang explains that English major students in China tend to be highly motivated to learn English and prefer to use English for the majority of class.
I do believe that using students L1 in the language classroom can provide many benefits such as clarifying new ideas learned in the L2, explaining complicated grammar or linguistic concepts, and alleviating affective obstacles (Nation, 2003; Auerbach, 1993). However, through informal observations of other teachers classes and through personal communication with students at TFSU, I have learned that non-native speaking teachers at TFSU tend to use students L1 more than 50% of the time during class. This is far beyond the 10% recommended by Tang (2002) and is likely detrimental to students ability to communicate effortlessly in English. Students at TFSU are familiar with analyzing English language and culture using their own L1, but they admit that they are much less comfortable communicating in English. Consequently, even graduate-level students often lapse into speaking their L1 out of familiarity and complacency rather than strategic necessity. Since this course is the only course taught by a native speaker of English, it should maximize English input and output. Students can gain the benefits of using their L1 in the rest of their courses, as well as outside of class and during their 10-minute break in this course. Implementing an English-only policy during the majority of the class session will assure that students have sufficient chance and encouragement to communicate in English, which will enhance their understanding that language is relational. Uniqueness of Language Learners I believe that all human beings are created in the image of God, sharing qualities of God, such as the capacity for speech, intelligence, and creativity. However, God has also gifted each human being with a unique set of abilities, and this necessarily leads to individualized strengths and weaknesses (1 Corinthians 12). Gardners (2006) theory of multiple intelligences aligns with my belief that each person has a unique set of intelligences. Gardner first proposed his theory in 1983 as a reaction to the traditional view that intelligence could be measured through
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standardized tests. Gardner argues that our traditional understanding of intelligence should be expanded to areas such as musical, bodily-kinesthetic, interpersonal, and intrapersonal intelligence. A person may be weak in mathematical or logical intelligence but strong in interpersonal intelligence. Teachers who are aware of multiple intelligences can better help students learn effectively. Kinsella (1995) explains that each individual has a unique set of learning styles, their natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills (p. 171). In light of the varied strengths and weaknesses that exist uniquely in each person, language learners may require varied teaching methods in order to learn most effectively. What works well for one learner may be unsuccessful for another learner. The uniqueness of learners means that teachers must be conscious of utilizing a variety of learning strategies and assignment styles in their courses. In addition, teachers should help learners analyze their learning styles and teach them how to capitalize on their strengths and compensate for their weaknesses. This is especially needed in Chinese culture, where learners are often taught in a teacher-centered style that does not encourage students to actively develop metacognitive learning strategies (Zeng & Murphy, 2007; Xiao, 2006). This course will include activities that appeal to a variety of students and that help them notice their strengths and weaknesses in learning and develop their own effective learning strategies. Teacher as Facilitator and Encourager of Learner Autonomy Because this course meets only once a week and has more than 100 students, it will be impossible to cater to all learners unique set of dominant intelligences and learning style preferences. Therefore, the teacher of this course should encourage students to develop learner autonomy and self-regulated learning strategies. Learner autonomy has been defined by Holec
ORAL ENGLISH FOR MASTERS STUDENTS (as cited in Nunan, 2003) as the ability to take charge of ones learning (p. 193) and further
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defined by Benson (as cited in Nunan, 2003) as abilities that allow learners to plan their own learning activities, monitor their progress and evaluate their outcomes (p. 194). Self-regulated learning strategies (SRLS) are closely tied with learner autonomy. An autonomous learner is one who knows how to develop, monitor, and improve SRLS (Kormos & Csizr, 2013). The relatively high English level of this particular group of students creates an even stronger need to help them take charge of their own learning by developing SRLS. The students level of English and probable lack of previous training in SRLS provide the perfect opportunity for the teacher of this course to act as a facilitator, encouraging students to enter the next stage of their language development. I believe the teacher of this course should follow Browns (2007) suggestion: Think of yourself not so much as a teacher who must constantly deliver information to your students, but more as a facilitator of learning whose job it is to set the stage for learning, to start the wheels turning inside the heads of your students, to turn them on to their own abilities, and to help channel those abilities in fruitful directions. (p. 94) After finishing this course, students should be able to continue monitoring and improving their own language ability without the necessity of relying on a native speaker or a teacher expert to point out all of their deficiencies and offer guidance on how best to improve. Empowerment of Learners through SRLS Teaching With the teacher acting as a facilitator rather than a transmitter of knowledge, students can experience a greater level of freedom and power in their learning. Teaching SRLS not only helps students to take advantage of their own unique learning styles and intelligences; it also empowers students to feel in control of their own lives and learning process. For instance, in a
ORAL ENGLISH FOR MASTERS STUDENTS traditional, teacher-centered classroom in which the teacher transmits knowledge, a North American teacher might teach all students to attempt English pronunciation with a North American accent. Even if the teacher wanted to avoid promoting his or her own accent, in a teacher-centered model, the teacher is likely to teach what he or she knows. However, in a
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classroom that promotes SRLS and learner autonomy, students can examine their own needs and decide which English accent makes the most sense for them. Perhaps a student has been crafting a Received Pronunciation accent for many years, or perhaps a student desires to maintain a Chinese English accent in order to more strongly identify with his or her own ethnic group (Jenkins, 2005). When students are responsible for making their own choices about language learning and are then given the necessary SRLS to achieve language learning goals, students can go beyond the knowledge of one individual teacher and can attain knowledge that is more relevant to their own particular needs. Because learner autonomy leads to greater empowerment and more relevance to students particular needs, SRLS can provide students with greater motivation to learn (Noels, 2003). While students of lower proficiency levels may not benefit as much from SRLS (Cohen, as cited in Rivera-Mills & Plonsky, 2007), the advanced-level students in this course are likely to thrive under a model that teaches and encourages them to take responsibility for their own learning. Since this will likely be the first time the students will have received training in learner autonomy and since students will be used to a teacher-centered model, the benefits of learner autonomy will need to be clearly explained at the beginning of the course. In addition, the teacher will need to be easily accessible to the students, providing guidance in SRLS and occasionally moving into the role of knowledge transmitter when students require it.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 3 - Needs Assessment
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Although I have experience teaching first-year MA students at TFSU and can apply my general knowledge of this student population to the design of this course, I should not assume that each new set of students will have the same expectations, needs, and interests as previous students. Therefore, a needs assessment plan is essential so that new students in this course can express their unique needs. Graves (2000) defines needs assessment as a systematic and ongoing process of gathering information about students needs and preferences, interpreting the information, and then making course decisions based on the interpretation in order to meet the needs (p. 98). In this chapter, I will open with a story from my first semester teaching English writing to undergraduate students that highlights the importance of needs assessment. I will then define the stakeholders of this oral English course and finally explain the data collection process that will be used to determine the students needs. The Importance of Needs Assessment Before I came to China to work as an English teacher several years ago, I had little training or experience in education. Still, I recognized how important it was to assess the needs of my students and to design my courses accordingly. However, as I soon learned, informal precourse needs assessment was not enough to help me truly assess needs. I was lacking the systematic and ongoing process of needs assessment advocated by Graves. I had already been hired as an English writing teacher by a university in China, and before I left my home in the United States, I attempted an informal needs assessment so I could plan my courses. I did not have access to the administrators or students at the university that hired me, so I contacted friends who had been teachers there in previous years. They encouraged me to teach resume writing and research writing since the students would have little experience
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with these practical genres. They assured me that the students would have an advanced enough level of English to cope with such demanding tasks. Armed with this knowledge, I planned a syllabus and prepared to teach my first English writing course, centered around writing research papers, cover letters, resumes, and a book report. Based on my informal needs assessment, I thought this would be a well-rounded set of tasks that would meet my students needs. After my classes began, I gradually realized that these tasks were much too difficult for my students. Most of the students had never even had a part-time job, so creating a resume was frustrating for them. It was also irrelevant because the students were only freshmen and sophomores and did not plan on applying for jobs for at least another two years. For the research writing assignment, I tried to teach the students how to use Modern Language Association (MLA) style to reference sources. However, I learned that the students had never been taught the differences between a direct quote and a paraphrase, so learning the nuanced rules of MLA format was far beyond the ability of most of them. The book report was also a failure. Most students had never read a full-length book in English before and found the assignment too difficult. In the end, I was rather certain that many of them did not actually read their books but just looked up summaries online to help them write the report. While a few students did seem to benefit from my course, it became clear by the end of the semester that my informal needs assessment had not given me sufficient information to design a good course. Without a contingency plan to adjust the course assignments and lessons to meet students true needs, my course was unsuccessful. After communicating with the students and learning the curriculum expectations of the university, I was better able to modify my course content for the next semester and to teach a new group of students useful writing skills for their current context. I also learned to develop a
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systematic and ongoing approach to needs assessment, in which I asked students to give me selfintroductions and feedback online, and I planned a more flexible schedule that would allow me to make adjustments based on students needs. As a result, my later writing courses looked vastly different than they did in my first semester and were able to benefit a majority of the students. This story illustrates the importance of systematic, ongoing needs assessment. As I design the curriculum for this oral English course, I will follow the needs assessment plan outlined in the data collection section below. I will also plan a course schedule that allows for flexibility based on students needs. This will ensure that this course is as useful as possible for the majority of the students. Stakeholders of this Course In many contexts, courses have a variety of stakeholders. Stakeholders of a course consist not only of students themselves but of anyone who is affected by the course or has a right to comment on its content (Richards, 2001). Stakeholders can include parents of students, current or future employers of students, and administrators in the institution. Because the students in this oral English course are young adults in an MA program, their parents are not key stakeholders in needs assessment. Most students live at the university and not at home, so their parents are not actively involved in their school life and have no contact with the teacher of the course. It would also be difficult to involve future employers in the needs assessment of this course. The students in this course are in the first year of their MA programs, and most do not yet know where they will work in the future. In addition, the students come from a variety of programs, so they will have diverse career paths. While it will be helpful to consider students
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possible future career paths and the skills they may need in the future, it will not be possible to contact specific future employers about their expectations for this course. The administration of the university is a stakeholder of this course but not one that will provide much help in needs assessment. When I first came to teach at this university and asked an administrator about the expectations for this course, I was told to contact the foreign teacher who had taught it in the past. The teacher who taught it in the past told me that he often just showed movies in class or had students listen to and discuss podcasts about various topics. He did not take attendance and gave few formal assignments. His assessments were subjective and not planned in detail. Since this course is not related to the students specific programs and is intended simply to give students exposure to a native English speaker, the administration does not seem to have high expectations for the course and does not require an evaluation of student progress or final score details. The only guidance the administration has provided to me is a suggestion that students average final scores fall within the 80% range. Therefore, because of the lack of specific guidance from the university administration and because of the age range of the students in this course, the primary stakeholders who should be consulted for a needs analysis of this course are the students themselves. Data Collection To implement a systematic and ongoing process of needs assessment, Graves (2000) recommends that, if possible, students needs be assessed before the course begins, at the beginning of the course, and during the course. Graves also acknowledges that course designers should not expect to gather all possible information related to students needs. Instead, data should be strategically gathered according to the course purpose, the beliefs of the teacher, information that is already known about the students, and information that will actually be used.
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Keeping Graves advice in mind, I have prepared a list of procedures (see Table 3.1) to assess students needs for this course. In my needs assessment procedures, I will focus on information that I can actually use. Because there are so many students enrolled in this course, it is not practical for me to inquire deeply about students learning styles. With such a large group, there will certainly be a large variety of learning styles and intelligences present, so collecting this information at the beginning of the course would only provide massive amounts of data I would not easily be able to use.
Table 3.1 Needs Assessment Plan Data Collected Pre-Course Classroom size and resources available Method of Collection Observation Rationale To ensure that the size and equipment of the room are suitable for all potential classroom activities. If not, activities may need to be adapted. To show the teacher how much training students will need in technology-based assignments; to determine students familiarity with and openness to communicative language learning and learner autonomy beliefs; to help the teacher plan specific topics of interest to the students; to show the teacher which assignments should receive highest priority To allow the teacher to adjust assignments or expectations if students are finding the course too challenging or not challenging enough; to show the teacher specific areas in which students may need more explanation or practice
Initial
Students previous education Online Questionnaire background, experience with (See Appendix A) technology, expectations of foreign teachers, topics of interest, and confidence in English.
On-Going
Students willingness to participate and ability to perform in-class tasks; students ideas about how the class is meeting or not meeting their needs; students ongoing attitude toward autonomous learning and their ability to perform autonomous learning tasks successfully
Informal Observation of Students Participation in Class; Group Feedback Discussions and Online Questionnaires every 1 - 2 months (See Appendix B); Biweekly Assessment of Students Goals and Discussion Videos
Instead, through administering an online questionnaire at the beginning of the course (see Appendix A), I will focus on gathering data about the students educational background,
ORAL ENGLISH FOR MASTERS STUDENTS including their familiarity with technology and their expectations for studying English with a
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foreign teacher. This information will help me understand how much explanation will need to be given in class to help students complete technology-based assignments. It will also help me understand students current beliefs about communicative language teaching and learner autonomy. Based on students openness to or understanding of such beliefs, I will know whether the communicative and autonomy-building assignments in the course will need to be explained more deeply or adapted to suit students expectations and comfort level. In the initial questionnaire, I will also ask students to give their opinions about specific conversation topics that may be included in the course. This will help me plan relevant topics and will help empower students to be part of the decision making process. Finally, I will ask students to rank their confidence level in various aspects of oral English, such as pronunciation, listening, conversation skills, and public speaking. This information will help me prioritize the assignments in the course to ensure that students focus on areas that they need the most help in. For example, if the majority of students in the course feel very confident in pronunciation, we may spend less time in the course focusing on pronunciation and more time focusing on other areas of need, such as public speaking. To ensure that students continue to benefit from the course as it progresses, I will integrate the following ongoing needs assessment tasks. First, I will informally observe students during class activities. This will show me whether students are actively engaged in the discussion topics or in-class assignments. If students are not willing to communicate or are unable to perform the tasks assigned, I may need to make adjustments to the course. An unwillingness to communicate may indicate that students are bored by the topics or find them too challenging. If I find after discussing with the students that this is indeed the case, I would adjust the topics of
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conversation and perhaps ask students to vote again on topics they would like to discuss in class. I would also consider letting groups of students discuss different topics at the same time. Although this would give the course less uniformity, it would encourage learner autonomy and student motivation by making the course content more relevant to the students and giving them power to decide what they will learn. Furthermore, in small groups, students will be required to meet once each semester and discuss how they feel the course is going. Students will be encouraged to have these discussions outside of class so that they can discuss honestly and use Chinese if necessary to express their true feelings. After discussing with their groups, each group must complete an online questionnaire (see Appendix B) and summarize how they feel the course is meeting or not meeting their needs and whether their group thinks any improvements could be made. To encourage students to actually complete this feedback questionnaire, a homework score of 5/5 points will be given to groups who complete the questionnaire, regardless of how they answer the questions. Therefore, the group members will need to include their names on their questionnaire, and the feedback will not be completely anonymous, but since the feedback will be turned in by the entire group, students will be able to hide their individual opinions within the context of their group. For example, if one student feels that the course is not meeting her needs, she does not need to individually express her dissatisfaction, but instead can mask her opinion as her entire groups opinion. This should make Chinese students who are often reluctant to share honest feedback with teachers to feel bolder in expressing their true feelings and effecting positive change in the course. After feedback forms are submitted, I will address the feedback generally in class within one or two weeks, without mentioning which groups gave which opinions. I will tell the students about any changes enacted from their feedback. If I am unable to
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make certain changes, I will explain why and try to provide students with outside resources that can help them meet their own goals. In this way, I can also continue to help students build learner autonomy skills. Finally, after learning about goal setting during the second week of the course (see the course schedule in Appendix D), students will be required to write bi-weekly goals about how they want to see their oral English improve. Students will need to keep a journal throughout the course reflecting on how they worked to improve their goals and whether they saw improvement or not. Students will choose the goals after watching a video recording in class of a bi-weekly small group discussion that students will have with classmates outside of class. (For further details about this project, see an explanation of the LIG Assignment in Strand 1: Long-term assignments to foster learner autonomy in Chapter 5.) As students watch and discuss their video recordings in class, I will watch a few seconds of each groups video to ensure that the quality of the video is good and that students are engaging in appropriate informal conversation in their discussions outside of class. At that time, I will informally review students journals to ensure they are setting reasonable goals and sensibly measuring their progress. If a student sets a broad goal like, In the next discussion I will not make any grammar mistakes, I will talk with them about how this goal may be unrealistic and should be more targeted so that the student has a chance of reaching the goal. Instead of focusing on all grammar mistakes, for example, they might choose to only focus on the goal of using he/she pronouns accurately. Through monitoring students goals, I can learn more about students specific language needs and determine whether the entire class needs more direction about certain concepts.
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Through all of these methods, I will be able to gauge students interest in the course and determine if course activities are meeting students language needs. By individualizing the goalsetting process, students will be able to focus on aspects that are most meaningful to them. However, if it seems that many students are struggling with a particular aspect of oral English during the bi-weekly goal-setting, I can allot more time in class to teach all students about these aspects. I can also provide further resources and opportunities for practice to help students develop their skills in their free time. Through the monthly or bi-monthly group feedback questionnaires, students will have a chance to suggest general course improvements to me, and I can implement positive changes or have discussions with students to help them better understand the purpose of course activities. In these ways, the course should successfully meet the diverse language needs of this large group of students.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 4 - Learning Outcomes With context and beliefs articulated and a needs assessment plan formulated, it is essential to develop goals for a course. Graves (2000) uses the analogy of a destination to
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describe goals. If a course is the journey, the goal is the destination - where students will be by the end of the course. In order to reach a course goal, outcomes should be developed that provide specific, measurable, attainable, and timely guidance. Without developing goals and outcomes for a course, a teacher may simply move from one activity to the next without a cohesive plan for student growth and achievement. Likewise, students may fail to see the overarching purpose of a course and may be unable to articulate exactly what they have learned in the course. Outcomes can provide structure for the course and a map to the destination of the course for both the teacher and the students. However, it is important to note that outcomes should be dynamic and flexible (Graves, 2000, p. 93). Because students needs and progress will be assessed throughout the course, specific outcomes or measurements may require adjustment. Institutional changes in the course schedule may necessitate changes in the timeliness of outcomes. Since teaching can be unpredictable, outcomes should provide guidance but not rigid restrictions. Goal and Outcomes Based on the context of this course and on my belief that learner autonomy and SRLS are important, the overarching goal for this course is that students who complete the course will develop strategies to notice and analyze the pronunciation, nonverbal aspects, and language content of their own and others oral English. The outcomes that will help students achieve this goal and the rationales behind the outcomes are explained in Table 4.1.

Table 4.1 Course Outcomes and Rationale Outcome 1. By the fourth week of the course, students will be able to identify at least two sounds they often have trouble pronouncing in English and accurately explain how the target English sounds are produced in comparison to their substitute sounds, according to standard IPA pronunciation sounds found on Armstrongs (n.d.) website. 2. By the mid-point of the course, students will be able to accurately explain and demonstrate good active listening and turn-taking skills (attentive body language, strategic tone and volume of voice, rephrasing and asking questions, sensible interruption, balanced speaking and listening, and staying on topic) in conversational English. 3. By the mid-point of the course, students will be able to transcribe a short passage using standard IPA symbols with at least 80% accuracy. Rationale
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This will draw students attention to target English sounds and substitute English sounds. It will prepare them to transcribe their speech (Outcome 3) and to analyze their pronunciation more deeply and formulate a plan for future improvement (Outcome 5). These abilities will help equip students who will go on to teach English to other non-native speakers and will empower all students to continue focusing on segmental pronunciation improvement after they complete this course and no longer have regular access to a native English speaker. This will equip students to communicate naturally and effectively in interpersonal situations, especially with native speakers of English who expect speakers to use emphatic body language and active listening skills to demonstrate interest in a conversation.
After achieving Outcome 1 and receiving guidance from the teacher about how to transcribe, students will be prepared to transcribe their own speech sample. This will give them a reference point to use in the second semester of the course to analyze their pronunciation progress throughout the entire course and to develop a plan for future study (Outcome 5). After their initial transcription, students will work with a partner in class to edit one anothers transcriptions. This should ensure that most students achieve at least 80% accuracy. In speeches given during the second semester of the course, students will be assessed on how well they can demonstrate effective public speaking skills and will be expected to achieve at least 80% accuracy. It is unrealistic to expect that all students will be able to overcome anxiety about public speaking in order to demonstrate effective public speaking skills in English with full accuracy, but it is expected that all students be able to accurately identify and explain effective public speaking skills. This will demonstrate students readiness to make improvement in these areas after the course is finished if they find the need to continue improving public speaking skills and will also help develop SRLS. To continue developing SRLS in the area of pronunciation, students will prepare a second transcription of the same passage transcribed for Outcome 3 and will then prepare a report analyzing the progress in their pronunciation and explaining their plan for future pronunciation work or teaching.
4. By the end of the course, students will be able to accurately identify and explain effective and ineffective public speaking skills, including organization of the speech, examples or research used to support points in the speech, body language, and tone and volume of voice and will be able to demonstrate effective public speaking skills with at least 80% accuracy. 5. By the end of the course, students will be able to accurately assess their strengths and weaknesses in pronunciation and formulate a specific plan for future improvement after the course is finished.
ORAL ENGLISH FOR MASTERS STUDENTS These five outcomes provide a map for the course. In the beginning of the course, students will learn about segmental pronunciation of individual sounds and suprasegmental pronunciation such as word stress and intonation. After receiving instruction from the teacher
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and online resources for further study, students will give a short presentation in small groups to the rest of the class explaining a pair of sounds that are often confusing for Mandarin L1 speakers but are generally similar across most native English accents. The group will then give suggestions for how to produce the target sounds accurately and how to practice them until they become more comfortable. (See Appendix C for a sample lesson plan.) Although some students may present on sounds that are not particularly challenging or relevant for them, this activity will equip students with the SRLS they need to analyze segmental pronunciation in general. They can then apply these SRLS to analyze English sounds that are difficult for them and to help other learners notice and improve segmental pronunciation. Achievement of this outcome will lay the foundation for later course outcomes that focus on pronunciation. After the unit on pronunciation, students will study effective conversational English skills, such as active listening and good turn-taking skills. The teacher will show students video clips and help them to identify positive and negative behavior in conversational English. Students will then have the chance to demonstrate and practice these skills with one another. Through drawing students attention to positive and negative examples, the teacher will help students develop the ability to monitor their own usage of effective conversational English skills. Near the end of the first semester, mid-way through the course, students will work with a partner to transcribe their own audio recording of a short passage. Through working with their partner, students will gain experience in transcribing not only their own speech but also their
ORAL ENGLISH FOR MASTERS STUDENTS partners speech. Transcribing speech will lay the foundation for the final objective, in which students must do more detailed analysis of their own pronunciation. In the second semester, students will learn about public speaking skills. Through
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watching video clips of others speeches, the teacher will again help students to notice positive and negative public speaking skills. Through analyzing example speeches in groups, students will discuss effective and ineffective organization and support in speeches. The teacher will assess students ability to identify and explain effective public speaking skills through observing their small group discussions in class. In public speaking assignments, students will have the chance to demonstrate effective public speaking skills themselves, and the teacher will assess their ability to put into practice their understanding of effective public speaking skills. By the end of the course, students will record and transcribe the same passage they had recorded in the previous semester and analyze whether there have been any improvements in their pronunciation. Students will submit a written report assessing their strengths and weaknesses in pronunciation and their specific plan for future improvement after the course is finished, when a native English speaking teacher is no longer accessible to them. In this way, students will be armed with SRLS and will be able to continue improving their pronunciation after this course has ended. The focus of these five outcomes on pronunciation, interpersonal conversation, and public speaking will allow students to learn about many of the microskills of oral communication that Brown (2007) mentions in his chapter on teaching speaking. Some of these microskills, such as producing English phonemes, stress patterns, and intonational contours and using nonverbal cues to express meaning, will be explicitly taught in class. Other microskills will be explored by students on their own as they analyze their own language and develop strategies to improve. See
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 5 for a detailed discussion of long-term assignments in this course which will require
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students to choose their own goals for oral English improvement and develop sensible strategies for improvement.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 5 - Syllabus
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At the beginning of this course, students will receive an electronic syllabus to help orient them to the course. A syllabus is the product of organizing and sequencing a course (Graves, 2000, p. 125) and should explain a courses instructional focus and content (Richards, 2001, Chapter 6, Section Planning the course structure, para. 2). Some syllabi contain only the content of a course, while other syllabi also include information about behavior expectations, learning objectives, teaching methods, and assessments (Krahnke, 1987). The course content in the syllabus can be arranged in a variety of organizational structures. Graves (2000) gives examples of organizing syllabi by topics, writing texts/tasks, academic skills, and theme-based field trips (p. 135). The syllabus makes the course expectations clear to the students and ensures that the teacher and students have similar ideas about the purpose and direction of the course. In the syllabus for this course, I have included (a) teacher contact information; (b) the course place and time, text, purpose, and outcomes; (c) the policies for attendance, English usage, and plagiarism; (d) the grades for both semesters; (e) key assignment information; (f) the course schedule; (g) a bibliography of useful electronic resources (see Appendix D). The syllabus for this course will provide students with a single document they can quickly refer to throughout the course in order to find essential information. Structure of the Course Content The students age and cognitive level, along with my belief in the importance of teaching SRLS and my decision to focus on improving students oral English in this course have led me to organize the course content using three strands. Strand 1: Long-term assignments to foster learner autonomy. The first strand of the course content contains two long-term assignments to foster students SRLS. In the first
ORAL ENGLISH FOR MASTERS STUDENTS assignment, Language Improvement Groups (LIG), students will meet in self-selected small groups of three to five members outside of class. Each LIG will watch an English television episode or short English speech or piece of news together, and then they will have a 15 to 20
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minute discussion about what they watched. The group will video record their discussion. The following week in class, students will be given 45 minutes to meet with their LIG and review their recorded discussion. They will help each other notice and analyze their oral English and take notes about both positive and negative features they noticed in their LIG journals. Based on their notes, each student will need to choose key language improvement goals to work on throughout the project and will need to develop a specific strategy plan for improvement and journal about whether their plans have been successful and why. Students will be required to periodically show their LIG journals to the teacher in order to receive informal verbal feedback. At the end of each semester, all groups will present a short oral report to the class highlighting what they have learned through the LIG assignment and how they will continue working to improve their oral English in the future. Students will also submit their journals to the teacher for a formal score and written feedback. The LIG assignment is designed to foster learner autonomy and to respect students multiple intelligences through allowing students to choose their own input, notice their own language strengths and deficiencies, and choose their own goals for improvement. The project will teach students the SRLS of recording their own speech and analyzing it for strengths and weaknesses, noticing and analyzing others language in television shows, and keeping a written record of their language learning goals and progress. The project will also allow students to discover and experiment with their own effective strategies outside of class. The guidance and
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encouragement of fellow group members and the teacher during this project will allow students to develop learner autonomy in a supportive environment. The second long-term assignment is designed to teach students to notice and analyze their pronunciation. Students will transcribe a short recording of their own speech during the first semester. They will be given time in class to work with a partner on revising their transcription, and the teacher will later provide feedback on the accuracy of students transcription. The following semester, students will devise a plan for improving any weaknesses in their pronunciation and will work outside of class to improve their pronunciation. Near the end of the second semester, each student will again record and transcribe the same passage that was transcribed in the first semester. Students will then analyze both transcriptions for differences in pronunciation to determine whether they have made progress. Again, students will be given time in class to work with a partner on revising and analyzing their transcription. At the end of the course, students will submit a short written report analyzing their pronunciation and progress throughout the course. The transcription assignment is also designed to encourage learner autonomy and to respect students varied language needs and goals. Students will be responsible for choosing their own unique pronunciation goals and target accents. Students will be free to choose any specific aspects of segmental or suprasegmental pronunciation to focus on for improvement. This assignment will further enforce the SRLS of recording ones own speech and analyzing it for strengths and weaknesses and keeping a written record of language learning goals and progress. Again, with guidance from the teacher and a partner, students will receive support as they develop learner autonomy in this project.
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Strand 2: Long-term assignment for communicative practice. In the LIG assignment, students will receive communicative practice in their group discussions. The second strand of the course, the long-term group debates assignment, will give students further communicative practice while also preparing students to practice their public speaking and persuasion skills. At the end of the second semester, students will debate a controversial topic in teams of five or six (see Appendix I for the rubric for this assignment). To prepare for the debates, students will spend time throughout the course learning about controversial topics through watching short video clips, reading short articles in their textbook, and engaging in small group discussions in class. The topics will be selected after students have completed the initial online questionnaire (see Appendix A). Strand 3: Learning skills. The third strand of the course involves a skills-based organizing structure. In order to facilitate students ability to notice and analyze their own and others oral English, the teacher must give students explicit guidance. This is especially important because most students will have never received instruction in SRLS before this course. Therefore, some class time must be devoted to explaining oral English skills and helping students analyze effective and ineffective skills. Sequencing of skills. The oral English skills that will be taught in this course are sequenced using the principle of building, in which the first skill provides knowledge or skills required to do or understand the second skill (Graves, 2000, p. 136). The first and most basic skill that will be taught is strategy development. Students will be taught Oxfords (1990) definition of learning strategies: specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations (p. 8). Students will also learn about several of the strategies mentioned by Oxford,
ORAL ENGLISH FOR MASTERS STUDENTS including memory, cognitive, compensation, metacognitive, affective, and social strategies.
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Students will be asked to think about and discuss language learning strategies they have used in the past, strategies they have not tried yet but seem promising, and strategies they do not think will help them. This focus on strategy awareness will allow students to more quickly grasp and develop SRLS as the course proceeds. After strategy awareness, the course will begin to focus on specific aspects of oral English. First, students will learn about the most micro-level, technical aspect of oral English: segmental pronunciation. Students will focus on individual English sounds and learn about common substitute sounds that can create confusion and a lack of intelligibility. Next, students will learn about suprasegmental pronunciation, including intonation patterns, word stress, and sentence stress. After focusing on the technical aspects of pronunciation, the course will shift to consider a broader aspect of oral English: interpersonal or conversational skills, including appropriate body language, turn-taking skills, and active listening skills. Next, students will learn about public speaking skills and how they differ from conversational skills. Students will learn that public speaking is more formal and must involve more convincing logic and evidence for speaking points than conversational speaking. Finally, students will learn to apply their public speaking skills to persuasion and quick thinking in debate. Helping Students Achieve Outcomes Although the syllabus for this course is long and contains a great deal of information, the education level of the students should ensure that they are able to understand it and use it to gain a clearer picture of the course. Because the course will last for an entire academic year, it should
ORAL ENGLISH FOR MASTERS STUDENTS be possible for students to complete the long-term assignments while simultaneously learning about the specific oral English skills I have described. Both Richards (2001) and Krahke (1987) point out that a limitation of a skills-based
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organizational style is its potential lack of applicability to global, communicative tasks. However, because I am balancing a skills-based approach with several long-term communicative assignments that are also designed to teach SRLS, I believe I have effectively addressed this concern. Through the structure of this course, students should be able to learn both discrete oral English skills and SRLS strategies within a communicative context, all while achieving the course objectives.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 6 - Materials With the exception of informal English conversation practice, most English learning requires materials to provide students with language input and modeling. Materials can be
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authentic, meaning they are taken from real-world settings, or materials can be created, meaning they are designed specifically for English-teaching purposes. Richards (2001) states that authentic materials are beneficial because they can increase students motivation, they can expose students to authentic native-English culture and language usage, and they can bring more creativity to the classroom. On the other hand, created materials can be beneficial because they can also increase students motivation if they are high-quality, they can be more effective since they contain appropriate language input that the students can manage and they tend to present content in a systematic way, and they can help teachers save time in finding and organizing authentic materials. In this course, I will use both authentic materials and created materials in order to take advantage of both sets of benefits mentioned by Richards. Because the students in this course have been studying English for many years and already have a solid foundation of English grammar and vocabulary, they will be able to understand many authentic materials and will likely find them motivating and interesting. Since it is one of my beliefs that this course should help teach students the ability to notice and analyze others language, thus promoting learner autonomy and SRLS, exposing students to both native and non-native authentic speech is important. The contrived audio recordings often included in textbooks will not help students to notice and analyze speech in the same way that authentic materials will. Therefore, I plan to use short video clips from YouTube, TED Talks, and television shows that students are familiar with in order to draw their attention to authentic English speech.
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While authentic video clips will provide students with realistic speech to analyze, it can be time-consuming to gather video clips and edit them for length and suitability. To save myself time in organizing the materials, I will also use a course textbook, New Inside Out Advanced (Kay, Jones, Gomm, Maggs, & Dawson, 2010; see the syllabus in Appendix D for textbook ordering information). This multiskills book contains 12 chapters organized by themes such as Conversation, Taste, City, and Story. (See Appendix E for the complete Table of Contents.) Each chapter contains at least one exercise focused on each microskill of English: speaking, writing, reading, listening, grammar, vocabulary, and pronunciation. Based on students responses in the initial online questionnaire (Appendix A), I will select some of the speaking, listening, and vocabulary activities in this book to give students conversational practice in class and to introduce them to topics that will be used in the group debates. I will also select some of the textbooks pronunciation activities to teach students concepts of suprasegmental pronunciation. I will not use the entire textbook systematically in class. The first reason for this is that many of the exercises in the book focus on reading and writing, which is not the purpose of this course. While reading and writing can certainly enhance speaking skills, students will have other courses focused exclusively on reading and writing. It will be a better use of our time in this class to focus more directly on oral English since students will not receive much training in oral English in their other courses. The second reason for not using the textbook systematically is that this course should develop learner autonomy. Forcing students to complete each exercise in a textbook will not allow them any choice in learning, will detract from time that could be spent on the activities I have developed to teach SRLS, and will likely lead to irrelevant learning for some students. With such a big class, there will be many different language learning needs. Some
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students will be weak in grammar and may find it helpful to complete the grammar exercises in the textbook. However, other students who are stronger in grammar might find these activities simple and pointless. They may feel frustrated and bored if the teacher required all students to do them in class. To solve the problem of conflicting language learning needs, I will encourage students to use the remaining textbook exercises as an optional resource outside of class for their transcription and LIG assignments. (See the explanation of these assignments in Chapter 5). In this way, students who find the additional textbook exercises helpful can choose to use the textbook while other students can find authentic or more advanced materials to support their language learning. Because authentic materials and the course textbook do not explicitly teach language learning strategies, I will select exercises from Oxfords (1990) Language Learning Strategies: What Every Teacher Should Know integrated with updated concepts from Oxfords (2011) Teaching and Researching Language Learning Strategies to teach students about SRLS. Although these books excel in explaining language learning strategies, I will not use them as primary texts. First, they are too technical for those who will not become English teachers in the future. Second, they are much more expensive to buy in China than the New Inside Out textbook. I will recommend the books to students who are interested in learning more about strategies or who plan to become English teachers, but I will not require students to purchase them for this course. Instead, I will use my own copies of the book to prepare a Power Point and handouts for students. Finally, I will show students how to use the websites listed in the bibliography of the syllabus (see Appendix D) to provide them with created materials about segmental pronunciation and public speaking. It will be difficult for students to notice segmental pronunciation from
ORAL ENGLISH FOR MASTERS STUDENTS authentic materials, and the course textbook provides mainly suprasegmental pronunciation information. Therefore, students will need supplemental resources that focus on segmental
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pronunciation. All students will be required to use Armstrongs (n.d.) website to compare target sounds with their own speech while they work on their transcriptions. Students will also frequently use The Speech Accent Archive (George Mason University, 2013) to compare their own transcription to other English speakers. The remaining pronunciation websites are optional and will provide students with more detailed history and description of segmental pronunciation if they have further questions. To learn about public speaking, students will analyze authentic materials such as TED Talks, but students will also need created materials to guide them in explicitly learning techniques for public speaking. Rather than requiring students to purchase another textbook that focuses on public speaking, I will direct students to the final two websites listed in the bibliography. These will provide students with free supplemental resources to prepare for their public speaking assignments. Altogether, the authentic materials, course textbook, exercises from Oxfords language learning strategies books, and websites, along with input from the native-speaking teacher, will provide students with a well-rounded, affordable set of English input materials. Together, these materials should enable students to achieve the course outcomes and learn the target oral English skills of strategy development, pronunciation, conversational English, and public speaking.
ORAL ENGLISH FOR MASTERS STUDENTS Chapter 7 - Assessment To measure whether a course has been successful or not, teachers must engage in assessment, which Graves (2000) suggests includes three parts: assessing students needs,
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assessing students learning, and evaluating the course. According to Graves, these three areas address the following questions: Needs assessment: What (and how) do students need to learn with respect to ____? Learning assessment: What have students learned with respect to ____? Course evaluation: How effective is/was the course in helping them learn ____? (p. 208). I have already discussed the first aspect, needs assessment, in previous chapters. Based on information I already know about the students in this course (as outlined in Chapter 1), my preliminary needs assessment reveals that students in this course need to learn oral English skills in a manner that develops learner autonomy. This aligns with my belief explained in Chapter 2 that students multiple intelligences and unique learning styles should be nurtured. As I have explained in Chapter 3, in addition to the information I already know about this group of students, I will conduct initial and ongoing needs assessment to determine whether the course should be adjusted in order to better meet students specific needs and interests. In order to determine what my students have learned with respect to oral English and learner autonomy, I will assess their learning through both formal and informal assessments. Formal assessments will involve numerical scores and rubrics so that students may concretely measure their progress. Informal assessments will not involve direct scores or direct feedback but will be done through the teachers observations and will lead to general feedback given to the whole class.
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To organize student learning assessments, I have designed a course with three strands (as explained in Chapter 5): one strand that focuses on long-term assignments to develop learner autonomy and SRLS, one strand that focuses on a long-term assignment to give students communicative practice and public speaking practice, and one strand that focuses on teaching specific speaking skills related to pronunciation, interpersonal conversation, and public speaking. To measure whether students have succeeded in learning during this course, I have developed course learning outcomes, as explained in Chapter 4. In order to assess students progress in meeting each outcome and in developing learner autonomy, I have developed the student learning assessment plan outlined in Table 7.1.
Table 7.1 Assessment Plan for Student Learning Type of Assessment Formal Assessment Description When Learning Outcome(s) Addressed This assessment will not address any specific outcomes but will give the T an idea of how committed Ss are to the course and the learning process.
Each week Attendance. Coming to class late or missing class without an excused absence will result in deduction of points. Excused absences may be received if the student (S) has a good reason and contacts the teacher (T) before class. Participation. Deductions will occur if Ss are engaged in disruptive behavior during class, are working on assignments from other courses during class time (unless given permission to do so), use Chinese during class time, or fail to follow the Ts instructions. Homework and Quizzes. Will test Ss understanding of requirements for long-term assignments and comprehension of pronunciation skills taught in class. See course schedule in the syllabus (Appendix D) for details about specific homework assignments and quizzes. Each week
Formal
This assessment will not address any specific outcomes but will give the T an idea of how committed Ss are to the course and the learning process.
Formal
Most weeks during the fall semester
This assessment will not address specific outcomes but will help the T to know whether Ss are following instructions in the long-term assignments and whether Ss need more information about assignments or pronunciation skills.

Formal Group Pronunciation Presentation. Ss will work together in a self-selected group of 5 or 6 to research and present on a pair of sounds that are often confusing or troublesome to Mandarin L1 speakers. See Appendix C for a lesson plan introducing this assignment. See Appendix F for a rubric for the presentation. Week 4 of the fall semester 1
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Informal/Formal
Ongoing 1, 2, 4, 5 LIG Journal Entries. Ss will complete LIG journal entries that during both identify problems they notice in their oral semesters English after watching their recordings with their group members. Ss should identify reasons why they may be having the problems and plans for improvement. The T will informally review and assess Ss journals throughout the semester and give general feedback to ensure Ss are understanding the LIG project and the course skills being taught. At the end of each semester, journals will receive a summative formal score (see Appendix G). LIG Video Recordings. Ss will watch recordings of their LIG discussions in class bi-weekly. The T will observe whether videos show Ss using good active listening and turntaking skills in interpersonal conversation. Also, when Ss give their LIG presentation at the end of each semester, they will show selected video clips from their LIG work. The T can then observe whether Ss are demonstrating effective interpersonal speaking skills. Small Group Discussions. In class, as Ss participate in group discussions, the T will observe whether Ss are using effective interpersonal speaking skills. When Ss discuss skillsbased teaching, the T will informally assess whether Ss have understood the teaching and are noticing, discussing, or practicing effective skills. Transcription. Ss will complete a transcription of their own recording of the Stella passage on George Mason Universitys (2013) Speech Accent Archive website. See Appendix H for a rubric for this assignment. Ongoing 2 during both semesters
Informal
Informal
Ongoing 1, 2, 4 during both semesters
Formal
Week 11 during the fall semester

Formal At the end LIG Presentation. Ss will deliver 5-minute presentations to of each the rest of the class summarizing key semester language points they have noticed and worked on during the LIG project. They will share analysis about their language problems and steps for improvement. See Appendix G for the rubric for the presentation.
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Because this is a public speaking assignment, outcome 4 will be directly assessed. Since students are free to analyze any of their own oral English skills, this assignment may show progress on the other outcomes as well. Finally, it will show students progress in developing learner autonomy and noticing their own language weaknesses. 4
Formal
Informative Speech. Ss will present 3-minute individual informative speeches on the topic of their choice. See Appendix I for a rubric for this assignment. Group Debate. Ss will participate in group debates on a controversial topic in teams of 5 or 6 each. See Appendix J for a rubric for this assignment. Final Transcription and Report. Ss will analyze their Stella recording from the first semester, choosing a target accent from the Speech Accent Archive to compare with their own transcription. Ss will then note deficiencies in their pronunciation and formulate a plan for improvement to complete outside of class during the second semester. At the end of the second semester, Ss will record and transcribe the Stella passage again and compare and contrast their two transcriptions, noting whether they have made improvement or not. Ss must submit a short written report highlighting what they noticed and did during this project. See Appendix K for a rubric.
Weeks 4 -6 of the spring semester At the end of the spring semester Ongoing and at the end of the spring semester
Formal
Formal
1, 3, 5
The final area of assessment that should be conducted is evaluation of the course itself. Although I will be using students language learning assessment results to help evaluate the course, course evaluation is different from language learning assessment because course evaluation looks at how successful the structure and methods of the course were in helping students to learn what the course was designed to teach. Language learning assessment, on the
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other hand, looks directly at whether or not students have achieved the course outcomes. Some students may successfully achieve course outcomes even though the course did not help them gain that knowledge. Perhaps they were already capable of the behavior described in the outcomes or perhaps they engaged in self-study outside of class to achieve course outcomes. Other students may not be able to achieve course outcomes even though the course was well designed and well implemented. Perhaps they had personal issues that prevented them from attending class regularly or applying themselves to the coursework. Since students learning may give skewed results about the success of the course, valid course evaluation must not rest solely on students learning assessment results but should rely on a variety of methods. The methods I will use to evaluate the effectiveness of this course are as follows. First, I will use online needs assessment questionnaires that students will complete in groups during the course (see Appendix B). Second, I will take note of students performance in both formal and informal assessment. In particular, students journal entries can provide insight into whether they are meeting course objectives or need further guidance. These two methods will be of great help in providing formative evaluation of the course, which Richards (2001) defines as evaluation that focuses on ongoing development and improvement of the program (Chapter 9, Section Formative evaluation, para. 1). As I gather data from the online needs assessment questionnaires and students journals, I will discover potential problems, such as students discomfort with the amount of autonomy expected in the course or gaps in students knowledge of the skills being taught in the course. Identifying these problems will give me insight into topics that should be addressed in course and may lead to restructuring of the course or assignments.
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A third course evaluation method I will use is my own teacher-written reflections, which will take into account students attentiveness and participation in class, their performance on formal and informal assessments, their questions outside of class, and my own feelings about the work required to plan and implement specific features of the course. My reflections can be used for further formative evaluation and also for summative evaluation to determine at the end of the course if the course has been successful as it was designed and implemented or if the course requires improvements before it is taught again. Finally, after the course has finished, I will give students an optional course evaluation to complete online (see Appendix L). This evaluation will be completely anonymous so that students may feel comfortable giving their honest opinion about the success of the course in helping them to improve their oral English and learner autonomy. Students comments and recommendations will be taken into consideration as I consider how to improve the course for the future.
ORAL ENGLISH FOR MASTERS STUDENTS References
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American Council on the Teaching of Foreign Languages (2012). ACTFL proficiency guidelines 2012 - English. Retrieved from http://www.actfl.org/publications/guidelines-andmanuals/actfl-proficiency-guidelines-2012/english Armstrong, E. (n.d.). IPA charts. Retrieved from http://www.yorku.ca/earmstro/ipa/ Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). White Plains, NY: Pearson Education, Inc. Favilla, E. (2013, February 27). 25 biggest comma fails. BuzzFeed. Retrieved from http://www.buzzfeed.com/emmyf/25-biggest-comma-fails Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books. George Mason University. (2013, December 18). The speech accent archive. Retrieved from http://accent.gmu.edu/ Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle. Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535-543. Kay, S., Jones, V., Gomm, H., Maggs, P., & Dawson, C. (2010). New inside out advanced. New York, NY: Macmillan Publishers Limited. Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. In J. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 170-194). Boston, MA: Heinle.
ORAL ENGLISH FOR MASTERS STUDENTS Kormos, J., & Csizr, K. (2013). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly. doi: 10.1002/tesq.129
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Krahke, K. (1987). Approaches to syllabus design for foreign language teaching. Englewoods Cliffs, NJ: Prentice-Hall, Inc. Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford, England: Oxford University Press. Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8. Noels, K. A. (2003). Learning Spanish as a second language: Learners orientations and perceptions of their teachers communication style. Language Learning, 53(S1), 97-136. Nunan, D. (2003, November). Nine steps to learner autonomy. Paper presented at the Symposium 2003: Arena andrasprk, Stockholm, Sweden (pp. 193-204). Stockholm, Sweden: National Centre for Swedish as a Second Language. Retrieved from http://www.andrasprak.su.se/polopoly_fs/1.84007.1333707257!/menu/standard/file/2003 _11_Nunan_eng.pdf Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers. Oxford, R. L. (2011). Teaching and researching language learning strategies. Essex, UK: Pearson Longman. Poythress, V. S. (2009). In the beginning was the word: Language - a God-centered approach. Wheaton, IL: Crossway Books. Rao, Z. (1996). Reconciling communicative approaches to the teaching of English with
ORAL ENGLISH FOR MASTERS STUDENTS traditional Chinese methods. Research in the Teaching of English, 30(1), 458-471.
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Richards, J. C. (2001). Curriculum development in language teaching [Kindle ebook version]. Retrieved from Amazon.com Rivera-Mills, S. V., & Plonsky, L. (2007). Empowering students with language learning strategies: A critical review of current issues. Foreign Language Annals, 40(3), 535-548. Sun, C., & Henrichsen, L. (2011). Major university English tests in China: Their importance, nature, and development. TESL Reporter, 44(1&2), 1-24. Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Xiao, L. (2006). Bridging the gap between teaching styles and learning styles: A cross-cultural perspective. TESL-EJ, 10(3). Retrieved from http://tesl-ej.org/ej39/a2.html Yu, L. (2001). Communicative language teaching in China: Progress and resistance. TESOL Quarterly, 35(1), 194-198. Zeng, Z., & Murphy, E. (2007). Tensions in the language learning experiences and beliefs of Chinese teachers of English as a foreign language. TESL-EJ, 10(4). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume10/ej40/ej40a1/
ORAL ENGLISH FOR MASTERS STUDENTS Appendix A
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Questions to be asked in the initial online questionnaire. Students will receive a homework score of 10/10 points for completing the entire questionnaire. Scores will not depend on students answers but only on their completion of the questionnaire. The online questionnaire can be viewed at https://www.esurveycreator.com/s/2c1c1bf.
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ORAL ENGLISH FOR MASTERS STUDENTS Appendix B
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Questions to be asked in the group feedback online questionnaires as the course progresses. All members of the group will receive a score of 5/5 for completing the entire questionnaire on time. Scores will not depend on students answers but only on their completion of the questionnaire. The online questionnaire can be viewed at https://www.esurveycreator.com/s/c6dc098.
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ORAL ENGLISH FOR MASTERS STUDENTS Appendix C Sample lesson plan introducing segmental pronunciation and a homework assignment for students to prepare a short presentation on two assigned sounds.
Introduction to the Lesson
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This lesson will take place in the third week of the fall semester. It introduces students to Internet websites that will allow them to research and present information to their classmates about English sounds that Mandarin L1 speakers commonly have trouble pronouncing accurately. The lesson uses a Test, Presentation, Test model that first tests what students know about the subject, then presents information to them, and finally tests their understanding of the information. The final test for students understanding will continue during the next class session when all groups will give their presentations. The classroom used for this lesson typically does not have working Internet, so the lesson is planned assuming that the teacher for this class will not have Internet available. However, if Internet is available in the classroom, the teacher should use it during the lesson to more dynamically show students how to use the websites. Also, students should be given the chance to practice using the websites at the end of the lesson while they are beginning to prepare for their presentations. Learning Objectives of the Lesson 1. Students will be able to navigate George Mason Universitys (2013), Armstrongs (n.d.), and other pronunciation-focused websites in order to listen to and compare sounds represented by standard IPA symbols and find ideas for preparing a pronunciation presentation. 2. Students will be able to describe the correct physiology involved in pronouncing the two sounds that have been assigned to their group. 3. Students will be able to demonstrate accurate pronunciation of the two sounds that have been assigned to their group. 4. Students will be able to design and present a specific plan to their classmates which will help students improve pronunciation of the two sounds assigned to their group.

Materials Needed
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Projector and computer, if possible with Internet access. If classroom computer does not have Internet access, the teacher should also prepare screen shot videos of the websites before class to show students how to navigate the websites on their own at home. See http://www.youtube.com/watch?v=jLh381ZnI_c for a sample screen shot video created by the author with Debut (NCH Software, n.d.) showing students how to use Armstrongs (n.d.) website. Power Point (see below) 10 slips of paper for each class, each slip containing a different sound pair Procedure Phase Hook/WarmUp (Testing What Students Already Know) Teacher activities 1. As students (Ss) come into the room, Power Point (PPT) slide 1 should be displayed - the agenda for todays class. 2. Show PPT slide 2 giving Ss instructions for the group activity. Help Ss choose small groups of 5 to 6. There should be 10 groups total in the class. Once Ss are in groups, assign each group an English sound and tell them to think of at least 10 words in English that have that sound. 3. Show PPT slide 3, one sound at a time. Ask Ss to give example words their group thought of and to compare their words with the spelling of words on the slide. Draw attention to the irregularities in English spelling. Students activities Timing (25 min)
2. Divide into groups. Brainstorm and write down at least 10 words that contain their groups assigned sound.
3. Answer questions informally. If Ss are quiet, teacher (T) may call on individuals to answer.

Phase Presentation Teacher activities 1. Show PPT slide 4. Ask Ss questions before giving answers on the slide. Include other questions if time (such as, Who has used IPA before?) 2. Show PPT slide 5. Ask Ss if they know the difference between /i/ and // (some will know it, but those who have not used standard IPA in the past will not know). Explain the difference and mention that these are standard IPA symbols, which may be different from what some Ss have been taught by other Ts. 3. Show PPT slide 6. First, show Ss the questions but not the answers. Invite them to give possible answers before showing the Twritten answers. 1. Display PPT slide 7 which announces that it is break time. Be available to answer questions Ss have during the break time. 1. Address any questions Ss asked during the break to the whole class if necessary. 2. Show PPT slide 8. Explain that Ss are going to learn about some helpful websites related to pronunciation. Show Ss how to use each website, pointing out prominent features of the sites. If the room has Internet connection, show the Ss live how to use the sites. If no Internet is available, show pre-recorded video screen shots of each website. (Continue on through PPT slide 12.) 3. Show PPT slide 13 and explain that Ss will use these sites to improve their pronunciation outside of class and to prepare for 2 assignments. Students activities 1. Answer Ts questions. If no Ss volunteer to answer, T may call on Ss to answer. 2. Answer Ts questions.
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Timing (20 min)
3. Answer Ts questions.
Break
Presentation
1. Relax, talk with one another in Chinese, use the restroom. Some Ss may debrief from the first half of class and ask the T follow-up questions. 1. Answer Ts questions. If no Ss volunteer to answer, T may call on Ss to answer. 2. Watch T use websites or explain websites as the video screen shot plays. Ask questions if necessary.
(10 min)
(20 min)

Phase Preparing for Final Test (What Ss have learned) Teacher activities 1. Show PPT slide 14 and explain that Ss will work in the same groups they worked in earlier to prepare a brief presentation about two sounds. 2. Show PPT slide 15 and explain the requirements of the presentation. 3. Show PPT slide 16 and bring an envelope with assigned sound pairs written on slips of paper. Each group should draw one slip of paper, which will tell them their order of presenting and their sound pair. 4. Show the final slide and give Ss the rest of the class time to begin preparing for their presentation. Ss may use Internet on their phones to get started using the websites or may take turns using the classroom computer if it has Internet access. 1. Remind Ss that the presentation is due next week and that they can find the rubric and reminders about the presentation on the class website as they prepare. Address any questions asked during the previous phase if it will benefit the whole class to hear the answer. Students activities
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Timing (20 min)
2. Ask any questions they have about the assignment. 3. Draw a slip of paper.
4. Work on preparing presentation. Ask T questions if necessary.
Wrap-up
1. Ask any final questions about the presentation.
(5 min)
Assessment Throughout the lesson, the teacher should informally assess students understanding by asking questions, occasionally to the whole group and occasionally calling on individuals to answer questions. If the classroom is equipped with Internet, the teacher may also informally assess students ability to use the websites during the Preparing for Final Test phase when students are using the classroom computer to research their assigned sounds. In the following class session, when students present information about their assigned sounds, the teacher will formally assess how well students have used the websites and other resources to find
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information about their two assigned sounds. The teacher will also assess students achievement of the learning objectives. See the rubric in Appendix F for details about how the presentation will be scored and how it will assess the lessons objectives. Websites Used in the Lesson Armstrong, E. (n.d.). IPA charts. Retrieved from http://www.yorku.ca/earmstro/ipa/ Bowen, C. (2013, January 26). Word lists: Minimal pairs. Retrieved from http://www.speechlanguage-therapy.com/index.php?option=com_content&view=article&id=134:mp2& catid=9:resources&Itemid=108 EnglishClub. (2014). Minimal pairs. Retrieved from http://www.englishclub.com/pronunciation/ minimal-pairs.htm English phonology. (2014, January 10). In Wikipedia, The Free Encyclopedia. Retrieved January 15, 2014, from http://en.wikipedia.org/w/index.php?title=English_phonology&oldid=590016662 George Mason University. (2013, December 18). The speech accent archive. Retrieved from http://accent.gmu.edu/ Lateral consonant. (2013, December 10). In Wikipedia, The Free Encyclopedia. Retrieved January 15, 2014, from http://en.wikipedia.org/w/index.php?title=Lateral_consonant&oldid=585477655 NCH Software. (n.d.). Debut video capture software. Retrieved from http://www.nchsoftware.com/capture/ Phonological history of English diphthongs. (2014, January 11). In Wikipedia, The Free Encyclopedia. Retrieved January 15, 2014, from http://en.wikipedia.org/w/index.php? title=Phonological_history_of_English_diphthongs&oldid=590277094 University of Iowa. (2005). Phonetics: The sounds of American English. Retrieved from http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html Vowel length. (2013, November 23). In Wikipedia, The Free Encyclopedia. Retrieved January 15, 2014, from http://en.wikipedia.org/w/index.php?title=Vowel_length& oldid=583008121

Power Point Slides for the Lesson
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ORAL ENGLISH FOR MASTERS STUDENTS Appendix D

Syllabus for Oral English Course ()
Teacher Contact Information: Email - ms.angel.e.lee@gmail.com Phone - 13612021440 Website - http://www.classjump.com/msangelenglish
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Course Place/Time: This course will meet in room AX201 once a week for 100 minutes. If you are enrolled in the first section, you will meet from 8:00 to 9:40 on Tuesdays. If you are enrolled in the second section, you will meet from 10:00 to 11:40 on Tuesdays. Course Text: We will use mainly electronic resources to learn in this course. (See the bibliography at the end of the syllabus.) However, we will also occasionally use activities from the New Inside Out Advanced textbook, and you may find this to be a useful resource for further grammar and speaking practice outside of class. The textbook is less than 40 RMB on Amazon.cn, so please try to buy one for yourself or at least have one to share with a classmate. See the ordering information at the end of the syllabus. Course Purpose: This course is a required course for first-year students in English-related masters degree programs at Tianjin Foreign Studies University. This course is designed to improve your oral English in order to help you effectively communicate in English and give you the tools you need to help others improve their English speaking ability. The course teaches learning strategies that will enable you to develop learner autonomy (learning without depending on the presence of a teacher, a foreigner, or an all Englishspeaking environment). The course also seeks to develop your awareness of effective and ineffective English speaking skills related to pronunciation, interpersonal (conversational) English, and public speaking in English. Course Outcomes: 1. By the fourth week of the course, you should be able to identify at least two sounds you often have trouble pronouncing in English and accurately explain how the target English sounds are produced in comparison to the substitute sounds you make, according to standard IPA pronunciation sounds found on the Yorku.edu website. 2. By the mid-point of the course, you should be able to accurately explain and demonstrate good active listening and turn-taking skills (attentive body language, strategic tone and volume of voice, rephrasing and asking questions, sensible interruption, balanced speaking and listening, and staying on topic) in conversational English. 3. By the mid-point of the course, you should be able to transcribe a short passage using standard IPA symbols with at least 80% accuracy. 4. By the end of the course, you should be able to accurately identify and explain effective and ineffective public speaking skills, including organization of the speech, examples or research used to support points in the speech, body language, and tone and volume of voice, and you should be able to demonstrate effective public speaking skills with at least 80% accuracy. 5. By the end of the course, you should be able to accurately assess the strengths and weaknesses in your pronunciation and formulate a specific plan for future improvement after the course is finished. Attendance Policy: 10 points are possible each week for your attendance score. If you come to class on time and stay for the whole class session, you will get 10 points for the week. If you are late to class, you will lose 1 point for every 10 minutes you are late. If you dont come to class at all, you will get a 0 for the week unless you ask for an excused absence. To ask for an excused absence, send me a text message BEFORE class including your name, student ID number, and the reason for missing class. If I think your reason is good
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and believable, you will still get 10 points for your attendance grade. Phone calls are not acceptable. You MUST send a text message to receive an excused absence. You are still expected to submit assignments on time and catch up on materials learned in class, even when you have an excused absence. Use the ClassJump website to review materials you missed and to submit homework assignments. English Only Policy: In this class, I expect you to try to use only English to communicate, whether you are talking to me or a classmate. If I notice you speaking Chinese during class, I will take 0.1 away from your weekly participation score of 1.0. I know it may be difficult and tiring for you to use English all the time in this class, so I will give you a 10-minute break in the middle of class. First 45 minutes of class: English ONLY 10 minute break: Chinese or English is okay Second 45 minutes of class: English ONLY Plagiarism Policy: You are expected to do your own work on assignments in this course. If I discover that you have seriously plagiarized (pretended others work is your own), you will receive a 0 for the assignment with no chance to make it up. If you use outside sources in any of your work for this class, you must follow proper rules for direct quotes and paraphrases and acknowledge the original source. Otherwise, you will lose points on the assignment. Grades for Fall Semester: Attendance (5%) Participation (5%) Homework/Quizzes (15%) Group Pronunciation Presentation (15%) Transcription Assignment (20%) Language Improvement Group (LIG) Project (40%) Grades for Spring Semester: Attendance (5%) Participation (5%) Transcription Assignment (20%) Informative Speech (15%) Group Debate (25%) LIG Project (30%)
Assignment Information: Three important assignments will have ongoing components throughout both semesters of this course. 1. LIG (Language Improvement Groups) Project 2. Transcription Assignment 3. Group Debate 1. LIG: In this assignment, you will work with a small group of 3 - 5 students to practice conversational English outside of class. Your group will select an English TV show or short speeches (i.e. TED talks) to watch outside of class. Then your group will meet outside of class to discuss what you watched. You must video record your discussion. The following week, in class, you will be given half the class period to review your recording together and discuss what you notice about your oral English. Each student will take notes in a journal about his or her oral English progress and will need to choose one specific, focused goal for improvement each time your group views its recording. At the end of each semester, you will prepare a short report of your progress to share with the rest of the class. 2. Transcription: In the fall semester, we will learn about pronunciation of individual sounds in English. You will receive several electronic resources to help you study the differences between various sounds in English (see the Bibliography below). With this knowledge, you will transcribe a recording of yourself using the Stella passage from the accent.gmu.edu website. After receiving feedback about your transcription from a partner and from the teacher, in the spring semester, you will form a plan for improvement of your English pronunciation. If you prefer, you may choose to work on intonation, word stress, connected speech, or other more nuanced parts of pronunciation. At the end of the spring semester, you will re-record and transcribe the Stella passage to see if you have made any
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improvement. You will submit a written report to the teacher which analyzes your pronunciation progress throughout this course and gives a specific plan for future pronunciation work. 3. Group Debate: In order to practice public speaking and critical thinking skills, you will participate in a group debate near the end of the spring semester. To help prepare you for this debate, throughout both semesters, we will learn about and discuss controversial topics which will serve as the topics for your group debates. See the ClassJump website for more details and specific due dates for these assignments.
Tentative Course Schedule: Fall Semester Week 1 First Half of Class - Activities/Topics Introduction to Teacher and Course Second Half of Class - Activities/Topics English Names, Small Group Discussions about Names, Homework Assignment (Review Language Improvement Group Assignment Instructions on the Class Website and Complete Self-Introduction Questionnaire) Strategy Awareness and Goal Setting (Using activities from Rebecca Oxfords 1990 book Language Learning Strategies. You do NOT need to buy this book; I will provide the materials we need in class, but those of you who will go on to teach in the future may find this book very useful.) Pronunciation (Target Sounds and Substitute Sounds, Transcription, Select Groups for Pronunciation Presentation), Homework Assignment (Complete 2nd LIG Recording, Prepare Pronunciation Presentation on Assigned Sound Pairs)
Quiz about LIG Assignment, Finalize Selections for Groups and TV Show, Homework Assignment (Submit LIG member names and TV Show choice; Complete 1st LIG Recording)
1st LIG Recording Due; LIG Work (Review 1st Recording and Discuss with Group Members; Develop 1st Goal)
4 5
Pronunciation Presentations (10 groups will present on 10 sound pairs; each group will have no more than 8 minutes to present), Homework Assignment (Practice Transcription) 2nd LIG Recording Due; LIG Work (Review 2nd Recording and Discuss with Group Members; Analyze/Revise Goal) Interpersonal Skills (Review Video Clips, Small Group Discussions and Practice) Transcription Q&A, Intonation, Word Stress, Homework Assignment (Practice Marking Word Stress, Complete 3rd LIG Recording) Debate Preparation Topic 1 (Video Clip and Small Group Discussions), Homework Assignment (Complete Online Group Feedback Questionnaire with LIG Group) Review/Practice Time (Pronunciation, Intonation, Word Stress, Transcription), Homework Assignment (Complete 4th LIG Recording) Debate Preparation Topic 2 (Video Clip and Small Group Discussions)
3rd LIG Recording Due; LIG Work (Review 3rd Recording and Discuss with Group Members; Analyze/Revise Goal) Review/Practice Time (Interpersonal Skills)

9 4th LIG Recording Due; LIG Work (Review 4th Recording and Discuss with Group Members; Analyze/Revise Goal)
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LIG Work (Draw Numbers for Mid-Term Report Speaking Order, Prepare Rough Outlines for Mid-term Reports)
10 11 12 13 14
Rough Draft of Transcription Due; Work with a Partner to Revise Transcription Final Draft of Transcription Due; Work with LIG Groups to Prepare Mid-Term Reports LIG Mid-Term Reports LIG Mid-Term Reports LIG Mid-Term Reports Spring Semester
Week 1
First Half of Class - Activities/Topics Differences Between Public Speaking and Interpersonal Conversation, Logical Organization of a Speech
Second Half of Class - Activities/Topics Brainstorm and Prepare Rough Outline for a Short Informative Speech, How to Gather Research and Supporting Details, Homework Assignment (Finalize Outline for Speech and Research Supporting Details, Complete 5th LIG Recording) Analyze Public Speaking Examples, Practice Nonverbal Skills for Public Speaking, Homework Assignment (Complete 6th LIG Recording) Debate Preparation Topic 3 (Video Clip and Small Group Discussions)
5th LIG Recording Due; LIG Work (Review 5th Recording and Discuss with Group Members; Analyze/Revise Goal) Review 1st Semester Transcription, Using Technology in Public Speaking, Homework Assignment (Choose Target English Accent and formulate a plan for pronunciation improvement) 6th LIG Recording Due; LIG Work (Review 6th Recording and Discuss with Group Members; Analyze/Revise Goal) Informative Speeches Due (15 Students) Informative Speeches Due (Remaining Students)
Informative Speeches Due (15 students) Homework Assignment (Complete 7th LIG Recording) Informative Speeches Due (15 Students) 7th LIG Recording Due; LIG Work (Review 7th Recording and Discuss with Group Members; Analyze/Revise Goal), Homework Assignment (Complete 8th LIG Recording, Read all Beginner sections of Quinns book) Debate Preparation Topic 4 (Video Clip and Small Group Discussions) Debate Preparation Topic 5 (Video Clip and Small Group Discussions), Homework Assignment (Complete 8th LIG Recording)
5 6
7 8
Persuasive Techniques and Debate in Public Speaking LIG Work (Review Video of Informative Speech and Discuss with Group Members; Analyze/Revise Goal)

9 Instructions for Debate Assignment, Sign Up for Debate Groups/Topics Avoiding Plagiarism in Public Speaking, Gathering Credible Research to Persuade Homework Assignment (Complete Online Group Feedback Questionnaire with LIG Group)
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10
8th LIG Recording Due; LIG Work (Review 9th Recording and Discuss with Group Members; Analyze/Revise Goal) Time to Work in Debate Groups 9th LIG Recording Due; LIG Work (Review 10th Recording and Discuss with Group Members; Analyze/Revise Goal) Debate Group 1 (10 - 12 students) Debate Group 3 (10 - 12 students) Debate Group 5 (10 - 12 students) LIG Final Reports LIG Final Reports
Time to Work in Debate Groups, Homework Assignment (Complete 9th LIG Recording, Submit List of Group Speaking Order and SubTopics for Debate)
11 12
Time to Work in LIG Groups to Prepare Final LIG Reports Debate Group 2 (10 - 12 students) Debate Group 4 (10 - 12 students) Transcription Review with Partners
13 14 15 16 17 18
LIG Final Reports, Final Transcription Report Due
Bibliography (Useful Resources for This Course): http://accent.gmu.edu This website has the passage you will need to record for your own transcription. It also has thousands of recordings of other people reading the passage that you can compare to your own pronunciation. http://www.yorku.ca/earmstro/ipa/ This website lists ALL of the official IPA symbols and gives audio examples of each one. See the assignment instructions for more information on which symbols you do NOT need to use in your transcription. http://ipa.typeit.org/full/ This website is an IPA keyboard to quickly type the symbols. Note that copying and pasting to Word may result in some formatting errors, so double check your work when you copy and paste from this website. http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html This website reviews how the sounds of American English should be made. The animated drawing of the inside of the mouth may be especially helpful for you. http://en.wikipedia.org/wiki/International_Phonetic_Alphabet_chart_for_English_dialects This website shows the IPA symbols for all major native English dialects, so you can choose the accent you like best and try to work on imitating that one. This website may also help you improve your listening skills if certain accents are more difficult for you to understand. You can analyze why they are different from other accents and practice listening to those sounds. http://en.wikipedia.org/wiki/English_phonology under the "Allophones of Consonants" section http://en.wikipedia.org/wiki/Lateral_consonant These two websites explain differences between the "clear l" (also called "light l") and the "dark l" sounds if you'd like more information about these sounds and how they vary between different accents of English http://en.wikipedia.org/wiki/Phonological_history_of_English_diphthongs If you're curious about the history of how diphthongs evolved in various English accents, you can read about it on this website.

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http://en.wikipedia.org/wiki/Vowel_length If you're curious to read more about vowel lengthening (adding the //), you can read about it on this website. http://oald8.oxfordlearnersdictionaries.com/pronunciation.html This website can help you understand more about the British pronunciation of /i/ and /i/ if you are interested in forming an RP (Received Pronunciation, or standard British pronunciation) accent. http://www.myspeechclass.com/informativetopics2.html This website gives some ideas for informative speech topics and contains other information to help you review and prepare for public speaking. http://www.learndebating.com/DEBATING.pdf This free e-book provides lots of helpful information about how to debate in English. We will look at the Beginner sections only for this course.
Ordering Information for Course Textbook: Kay, S., Jones, V., Gomm, H., Maggs, P., & Dawson, C. (2010). New inside out advanced. New York, NY: Macmillan Publishers Limited. Available at http://www.amazon.cn/dp/B008MTAIHG for 31.50 RMB with free shipping. Optional Recommended Books if Youre Interested: Oxford, R. L. (2011). Teaching and researching language learning strategies. Essex, UK: Pearson Longman. Available at http://www.amazon.cn/dp/0582381290 for 433.10 RMB. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers. Available at http://www.amazon.cn/dp/0838428622 for 515 RMB (These books are expensive, so I recommend trying to find them on Taobao or elsewhere if you are interested in them. Theyre very useful for learning about and teaching language strategies, but you do NOT have to buy them for this class. I will provide you with the material you will need from these books for our class. If you plan to teach English in the future, though, I recommend trying to find one or both of these books, as they are quite useful for English educators.)
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Appendix E Table of Contents for New Inside Out Advanced Students Book. Speaking, listening, vocabulary, and pronunciation activities will be used selectively in class depending on students answers to the initial online questionnaire (see Appendix A).
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ORAL ENGLISH FOR MASTERS STUDENTS Appendix F
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Holistic rubric for the Group Pronunciation Presentation (worth 15% of students grade during the fall semester). All students in the group will share the same score.
English Name: ____________ Student ID Number: ___________ Group Number: ___ Sounds: ___________ Score Criteria Will have all of the following characteristics: All members of the group have spoken for approximately equal time during the presentation. The total presentation has lasted for no longer than 8 minutes. The group has thoroughly and accurately explained: How both assigned sounds should be pronounced Why Mandarin speakers often have trouble distinguishing between the two sounds A specific plan that could be used to improve pronunciation of the two sounds All members of the group have spoken loudly and clearly enough for the audience to understand all content presented. Any PPT that was used complemented the presentation content and did not distract from it. Will have one or more of the following characteristics: All members of the group have spoken but one or two members spoke significantly longer or shorter than other members. The total presentation has lasted for no longer than 8.5 minutes. The group has accurately but perhaps not thoroughly explained all of the following: How both assigned sounds should be pronounced Why Mandarin speakers often have trouble distinguishing between the two sounds A specific plan that could be used to improve pronunciation of the two sounds Most members of the group have spoken loudly and clearly enough for the audience to understand most content presented. Any PPT that was used complemented the presentation content and did not distract from it. Will have one or more of the following characteristics: One member of the group did not speak at all during the presentation. The total presentation has lasted for no longer than 9 minutes. The group has mentioned but not always thoroughly or accurately explained all of the following: How both assigned sounds should be pronounced Why Mandarin speakers often have trouble distinguishing between the two sounds A specific plan that could be used to improve pronunciation of the two sounds Some members of the group have spoken loudly and clearly enough for the audience to understand most content presented. PPT used may have somewhat distracted from the presentation content. Will have one or more of the following characteristics: More than one member of the group did not speak during the presentation. The total presentation lasted for more than 9 minutes. The group did not mention one or more of the following: How both assigned sounds should be pronounced Why Mandarin speakers often have trouble distinguishing between the two sounds A specific plan that could be used to improve pronunciation of the two sounds Many members of the group did not speak loudly or clearly enough for the audience to understand the content. PPT used was distracting or unrelated to the presentation content.
10
8-9
6-7
0-5
ORAL ENGLISH FOR MASTERS STUDENTS Appendix G
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Analytic rubric for the LIG Assignment in the fall and spring semesters (worth 40% of students grade during the fall semester and 30% of students grade during the spring semester). The students will receive individual scores for the assignment although they will complete many elements of the LIG project in a group. See Chapter 5 for further explanation of this project.
English Name: ___________________ Student ID Number: _______________________ Journal Entries The student has turned in their LIG journal twice during the semester on their assigned dates. The journal has been thoroughly completed with specific comments written about each recorded discussion noting at least 3 strengths and 3 weaknesses. The student wrote about why these language points may be strengths/weaknesses. In each journal entry, the student wrote about one specific goal for improvement and steps that can be taken to improve (goals may be repeated if necessary). In the following entry, the student wrote about whether the goal was improved and why or why not. Points Possible Points Received 30 Time Limit The student has spoken for 5 minutes or less during the LIG presentation. Points Possible 10 Points Received
Quality of Video Clips The groups video clips were all recorded with good picture and audio quality. Points Possible 10 Points Received
Balanced Video and Speaking The student has balanced the time showing video and speaking to the class about what was learned during the project. The student has not talked while playing video unless there is no audio in that section of the video. All content the student talks about during the presentation is proven/supported by video clips. Points Possible Points Received 20 Content of Speaking The student has organized his or her speech in a logical, intelligible way that is easy for the audience to follow. The majority of the students content is devoted to clear, accurate analysis of his or her own language abilities and progress. The student has stated clear, specific goals for future improvement. Points Possible 20 Points Received
Speaking Quality The student has used good intonation, pronunciation, volume, and stage presence while presenting to the class. This includes regular eye contact, emphatic gestures, and a relaxed, confident posture. Points Possible 10 Points Received
Total Points Possible: 100
Total Points Received:
ORAL ENGLISH FOR MASTERS STUDENTS Appendix H Holistic rubric for the Transcription Assignment in the fall semester (worth 20% of students grade during the fall semester).
English Name: ____________ Student ID Number: ___________ Score Criteria Will have all of the following characteristics: The transcription drafts and recording were submitted on time, printed and typed on the computer with no formatting mistakes (i.e. boxes in place of special symbols) or handwriting on the paper. The online peer evaluation was thoroughly and sensibly completed. The transcription symbols chosen accurately reflected the standard IPA system discussed in class and found on the Speech Accent Archive and Yorku websites. The initial recording of the Stella passage was complete with no missing words. The transcription of the recording was complete with no missing words. The transcription symbols chosen accurately matched the recording of the Stella passage with 100% accuracy. Will have one or more of the following characteristics: The transcription drafts and recording were submitted on time, printed and typed on the computer with no formatting mistakes (i.e. boxes in place of special symbols) or handwriting on the paper. The online peer evaluation was sensibly completed and most points were thoroughly explained. The transcription symbols chosen accurately reflected the standard IPA system discussed in class and found on the Speech Accent Archive and Yorku websites. The initial recording of the Stella passage was complete with no missing words. The transcription of the recording was complete with no missing words. The transcription symbols chosen accurately matched the recording of the Stella passage with 80 to 90% accuracy. Will have one or more of the following characteristics: The transcription drafts or recording may have been late or not printed/formatted correctly or handwritten. The online peer evaluation was completed but not all points were thoroughly explained or sensibly answered. The transcription symbols chosen generally reflected the standard IPA system discussed in class and found on the Speech Accent Archive and Yorku websites but may have had some mistakes. The initial recording of the Stella passage was missing 1 to 5 words. The transcription of the recording was missing 1 to 5 words. The transcription symbols chosen accurately matched the recording of the Stella passage with 60 to 70% accuracy. Will have one or more of the following characteristics: The transcription drafts or recording may have been late or not printed/formatted correctly or handwritten, or the transcription drafts or recording were not turned in at all. The online peer evaluation was not completed or was vaguely completed with few specific or sensible details. The transcription symbols chosen generally did not reflect the standard IPA system discussed in class and found on the Speech Accent Archive and Yorku websites. The initial recording of the Stella passage was missing more than 5 words or was not a recording of the Stella passage. The transcription of the recording was missing more than 5 words. The transcription symbols chosen accurately matched the recording of the Stella passage with 50% or lower accuracy.
72
10
8-9
6-7
0-5
ORAL ENGLISH FOR MASTERS STUDENTS Appendix I Analytic rubric for the Group Debate in the spring semester (worth 25% of students grade during the spring semester). Although students will debate in teams, they will each receive an individual score for this assignment.
English Name: ___________________ Student ID Number: _______________________ Group Debate Topic: ________________________________________________ Order in which you speak in the Initial Phase: Written Initial Statement and Rubric -----------Audience Q & A Question
The student has turned in this rubric and a typed written copy of his or her initial statement to the teacher 1 week before the student's team debates. The written statement is a word-for-word copy of what the student plans to say. The student has submitted at least 1 high-quality question on Weibo to the debate moderator for each debate.
73
Position of your group:

The student has NOT turned in this rubric or a written copy of his or her initial statement to the teacher 1 week before the student's team debates. The student has not submitted any questions to the debate moderator or submitted unintelligible questions for the majority of the debates.
Pro
Con
The student has turned in this rubric and a written copy of his or her initial statement to the teacher 1 week before the student's team debates. The written statement contains the main ideas of the student's statement, but is not a wordfor-word copy. The student has submitted at least 1 question (perhaps not highquality) to the debate moderator for all but 1 debate.
Points Received
Points Possible Time of Initial Statement Points Possible Coherence of Initial Statement
10
Initial Statement was completed in 3 minutes or less.
9-6
Between 50% and 99% of the Initial Statement was completed in 3 minutes.
5-0
Less than 50% of the Initial Statement was completed in 3 minutes.
Points Received
10
The logic used was clear and convincing. The argument consistently supported the team's position and depended upon coherent facts, research, experiences, and other relevant information.
9-1
The logic used was usually clear and mostly convincing. The argument consistently supported the team's position and included some coherent facts, research, experiences, and other relevant information.
0
The logic used was unclear, unconvincing, and/or did not depend on any concrete facts, research, or experiences. The argument did not always support the team's position.
Points Received
Points Possible Speaking Quality of Initial Statement
20
The student spoke loudly, clearly, and passionately. The student did not simply read from his or her prepared statement, but made regular eye contact with the audience. Appropriate gestures were used.
19 - 11
The student spoke loudly and clearly but not passionately enough. The student occasionally read from his or her prepared statement, but made some eye contact with the audience. Inappropriate or no gestures were used.
10 - 0
The student did not speak loudly, clearly, or passionately. The student read from his or her prepared statement and made no eye contact. Inappropriate or no gestures were used.
Points Received
Points Possible
20
19 - 11
10 - 0

Coherence of Open Rebuttal
The student participated at least once during the Open Rebuttal. Within each oneminute time limit, the student made a convincing counterpoint to the opposing team and furthered the student's own team's argument. The student participated at least once during the Open Rebuttal. Within each oneminute time limit, the student made a somewhat convincing counterpoint to the opposing team. The student somewhat furthered his or her own team's argument. The student did not participate in the Open Rebuttal; or the student did not make a convincing/relevant counterpoint or argument.
74
Points Received 5-0

The student did not participate in the Open Rebuttal; or the student did not speak loudly, clearly, and passionately or make eye contact. Inappropriate or no gestures were used.
Points Possible Speaking Quality of Open Rebuttal
10
During the Open Rebuttal, the student spoke loudly, clearly, and passionately. The student made regular eye contact with the audience while speaking. Appropriate gestures were used.
9-6
During the Open Rebuttal, the student spoke loudly and clearly but not passionately enough. The student made a small amount of eye contact. Inappropriate or no gestures were used.
Points Received
Points Possible Coherence of Audience Q & A Section
10
The student participated at least once during the Audience Q & A Section. Within each one-minute time limit, the student logically addressed the audience member's question. The student's response continued to further his or her team's argument and refute the opposing team's argument.
9-6
The student participated at least once during the Audience Q & A Section. Within each one-minute time limit, the student somewhat logically addressed the audience member's question. The student's response somewhat furthered his or her team's argument and somewhat refuted the opposing team's argument.
5-0
The student did not participate in the Audience Q & A Section; or the student did not address the audience member's question or further his or her team's argument.
Points Received 5-0

The student did not participate in the Audience Q & A Section; or the student did not speak loudly, clearly, and passionately or make eye contact. Inappropriate or no gestures were used.
Points Possible Speaking Quality of Audience & A Section
10
During the Audience Q & A Section, the student spoke loudly, clearly, and passionately. The student made regular eye contact with the audience while speaking. Appropriate gestures were used.
9-6
During the Audience Q & A Section, the student spoke loudly and clearly but not passionately enough. The student made a small amount of eye contact. Inappropriate or no gestures were used.
Points Received
Points Possible
10
9-6
5-0
FINAL TOTAL POINTS POSSIBLE: 100 FINAL TOTAL POINTS RECEIVED:
ORAL ENGLISH FOR MASTERS STUDENTS Appendix J
75
Analytic rubric for the Informative Speech in the spring semester (worth 15% of students grade during the spring semester).
English Name: ___________________ Student ID Number: _______________________ Speech Topic: ________________________________________________ Speech Notes The student has turned in notes for the speech that generally match the speech content at least 1 week before the students speech. The notes are typed with no handwriting on the pages. The notes may be word-for-word or an outline of the content of the speech. Enough information is given that the teacher can easily follow along with the students speech while looking at the notes. Any outside sources used have been fully cited on the speech notes. Points Possible Points Received 10 Time Limit The student has spoken for 3 minutes or less. Points Possible 10 Points Received
Topic The topic chosen for the speech is informative and is narrow enough for a short 3-minute speech. Points Possible 10 Points Received
Content The content of the speech makes sense and is well explained with interesting and easily understandable examples, facts, statistics, analogies, and other explanations. Points Possible 15 Points Received
Organization The content of the speech has been organized in a clear, sensible, linear structure (Introduction, Body, Conclusion). Signposts and strategic repetition have been used to direct the audiences attention to transitions and key points. Points Possible 15 Points Received
Voice Quality The student has spoken loudly enough to be heard. Varied, sensible intonation patterns have been used. Pronunciation is clear enough to be understood. Points Possible 20 Points Received
Body Language The students posture is confident and relaxed. Sensible, emphatic gestures have been used. Facial expressions are engaging and match the content of the speech. The student has made regular eye contact with the audience. Points Possible 20 Points Received
Total Points Possible: 100
Total Points Received:
ORAL ENGLISH FOR MASTERS STUDENTS Appendix K
76
Holistic rubric for the Transcription Assignment in the spring semester (worth 20% of students grade during the spring semester).
Name: ____________ Student ID Number: ___________ Group Number: ___ Sounds: ___________ Score Criteria Will have all of the following characteristics: The second Stella recording and typed transcription were submitted on time with no mistakes or missing words. The report was submitted to the teacher on time, typed in Microsoft Word with double spaced Times New Roman size 12 font. The report is written in an academic style with formal grammar structure and vocabulary that is mostly correct and always intelligible. The report begins by explaining the students target English accent and why the student chose it. The explanation is sensible and thorough. The report thoroughly, sensibly, and accurately explains the students weak points in the initial transcription and whether the weak points are consistent errors or accidental mistakes, using specific observations from other sources of the students speech (i.e. LIG recordings). The report then analyzes why the student may have had these weak points. The report thoroughly explains specific steps the student took to improve pronunciation during the second semester and analyzes whether and why this was successful, based on results of the second transcription and other sources of the students speech. The report ends with specific goals and plans for the students future improvement in English pronunciation after this course has finished. Will have one or more of the following characteristics: The second Stella recording and typed transcription were submitted on time with no mistakes or missing words. The report was submitted to the teacher on time with mostly correct computer formatting, though short sections of the report may have been accidentally formatted incorrectly. The report is written in an academic style with mostly formal grammar structure and vocabulary that is somewhat correct and always intelligible. The report begins by explaining the students target English accent and why the student chose it. The explanation is sensible and mostly thorough. The report explains the students weak points in the initial transcription. The explanation may not always be thorough but it is accurate and sensible. The report explains whether the weak points are consistent errors or accidental mistakes, using specific observations from other sources of the students speech (i.e. LIG recordings). The report then analyzes why the student may have had these problems, but the analysis is not deep or complete. The report explains specific steps the student took to improve pronunciation during the second semester and analyzes whether and why this was successful, based on results of the second transcription and other sources of the students speech, though the explanation may not be thorough. The report ends with goals and plans for the students future improvement in English pronunciation after this course has finished.
10
8-9

Will have one or more of the following characteristics: The second Stella recording and typed transcription may have been submitted late or with mistakes or missing words. The report may have been submitted late or with incorrect computer formatting. The report is written in an informal style with mostly intelligible grammar and vocabulary. The report begins by explaining the students target English accent and why the student chose it. The explanation is mostly sensible but not thorough. The report explains the students weak points in the initial transcription. The explanation may not always be thorough, accurate, or sensible. The report explains whether the weak points are consistent errors or accidental mistakes but does not use specific observations from other sources of the students speech. The report analyzes why the student may have had these weak points, but the analysis is not deep or entirely sensible. The report explains steps the student took to improve pronunciation during the second semester but may not deeply or sensibly analyze whether and why this was successful. The report ends with goals or plans for the students future improvement in English pronunciation after this course has finished. Will have one or more of the following characteristics: The second Stella recording and typed transcription may have been submitted late or with major errors or were not submitted at all. The report was not submitted at all or was handwritten. The report is written in an informal style with many unintelligible grammar structures and vocabulary choices. The report does not explain the students target English accent and why the student chose it. The report does not clearly identify the students weak points in the initial transcription or provide explanation about whether the weak points are consistent errors or accidental mistakes. The report gives no analysis about why the student may have had these weak points. The report does not clearly explain steps the student took to improve pronunciation during the second semester or analyze whether and why this was successful. The report does not end with goals or plans for the students future improvement in English pronunciation after this course has finished.
77
6-7
0-5
ORAL ENGLISH FOR MASTERS STUDENTS Appendix L
78
Questions to be asked in the anonymous online course evaluation after the course has finished. The online evaluation can be viewed at https://www.esurveycreator.com/s/361e7c7.
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Angel Lee-Oral English Course For Masters Students in China

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Running head: ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Chapter 2 - Beliefs

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Chapter 3 - Needs Assessment

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Chapter 5 - Syllabus

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

Most weeks during the fall semester

ORAL ENGLISH FOR MASTERS STUDENTS

Ongoing 1, 2, 4 during both semesters

Week 11 during the fall semester

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS References

ORAL ENGLISH FOR MASTERS STUDENTS Appendix A

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Appendix B

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

4. Work on preparing presentation. Ask T questions if necessary.

1. Ask any final questions about the presentation.

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Appendix D

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

LIG Final Reports, Final Transcription Report Due

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS

ORAL ENGLISH FOR MASTERS STUDENTS Appendix F

ORAL ENGLISH FOR MASTERS STUDENTS Appendix G

Total Points Possible: 100

Total Points Received:

Position of your group:

Points Possible Speaking Quality of Initial Statement

ORAL ENGLISH FOR MASTERS STUDENTS

Points Received 5-0

Points Possible Speaking Quality of Open Rebuttal