• Revised September, 2002

I.  CORE

• The Study of Second Language Acquisition, (1994), Rod Ellis

•  Teaching Language in Context, (2001), 3rd Edition, Alice Omaggio Hadley

• Teacher's Handbook: Contextualized Language Instruction, (1999, 2^nd ed.) Judith Shrum and Eileen Glisan

•  Making Communicative Language Teaching Happen, (1995), James Lee and Bill Vanpatten

• More than Meets the Eye.  Foreign Language Reading Theory and Practice,
  (1989).  Marva A. Barnett

•  The Elements of Language Curriculum, (1995).  James Dean Brown.

• Assessing Language Ability in the Classroom, (1994), Andrew Cohen

•  Authentic Assessment, (1996), J. Michael O'Malley

•  Technology-enhanced Language Learning, (1997), Michael Bush and R. Terry.

In addition to the core, all students must select one of the following concentrations.

II.  CONCENTRATIONS

A) THEORY AND RESEARCH:

• Second Language Classroom Research, (1996), Susan Gass and Jacqueline Schachter

•  Breaking Tradition: An Exploration of the Historical Relationship between Theoryand Practice in Second Language Teaching, (1997), D. Musumeci

B) FLES:

•  Critical Issues in Early Second Language Learning: Building our Children's  Future, (1997), Myriam Met (ed.)

Languages and Children: Making the Match, (1994), Helen Curtain and Carol Ann Pesola

I.  GENERAL SECOND LANGUAGE ACQUISITION RESEARCH 

• Communicative competence
• Krashen’s Monitor model
• Output Hypothesis
• Structured Input & Structured Output
• Error correction models (Hendrickson’s, Cohen’s, Ervin’s, etc.)
• L1 Transfer, Interference & Interlanguage
• Impact of explicit grammar instruction 
• ACTFL guidelines
• National Standards for Foreign Language Learning

• Psycholinguistic processes involved 
• Comprehensible input
• Listening as communication (collaborative vs. non-collaborative listening, modality, skills, strategic responses, maintaining the discourse, gambits)
• Teacher talk, foreigner talk, & redundancy 
• Illocutionary meaning
• Richard’s model for listening comprehension

• Characteristics of good readers
• Reading comprehension models (Grellet’s, Rumelhart’s, Coady’s, etc. )
• Schema theory
• Effects of text features on comprehension

• Communication theory (expression, interpretation and negotiation of meaning, breakdowns, purposes and contexts of communication, multilayered communicative events, speech styles and functions, gambits)
• Communicative competence
• Proficiency
• Fossilization
• Structured Output
• Classroom discourse, wait time
• Information-exchange & Information-gap tasks

• Flower and Hayes model of writing
• Characteristics of good writers
• Product vs. Process orientation
• Teacher feedback and its impact on L2 writing skills
• Peer editing
   

• Seeyle’s goals of cultural instruction
• Hanvey’s levels of cultural awareness
• Acculturation
• Culture shock
• Ethnocentrism
• Assimilation
• Cultural activities for the FL classroom (culture capsules, clusters, assimilators, etc.)

• Types of tests (achievement, criterion-referenced, norm-referenced, diagnostic, etc.)
• Item & task types (discrete point, open-ended, integrative, interactive, etc.)
• Guidelines for item construction
• The OPI (history, structure, level checks, probes, etc.)
• Test features (validity, reliability, economy, acceptability, comparability)
• Contextualization
• Elicitation procedures
• Holistic vs. Analytic scoring
• Intrarater & Interrater reliability issues
• Portfolio assessment
• Computer-based testing
• New developments in L2 testing
   

• Aptitude
• Motivation
• Anxiety
• Learning styles
• Learning strategies

• Types of syllabi (structural, notional/functional, skill-based, task-based, content-based)
• Factors involved in design of syllabi
• Linguistic and pedagogical theories that influence syllabus design
• Textbook evaluation criteria