ppt-1-LANGUAGE-EDUCATION-RESEARCH-IN-PURPOSIVE-COMMUNICATIONpptx

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1. LANGUAGE EDUCATION RESEARCH

2. T his 3-unit course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting research, an independent investigation, to find answers to questions concerning contemporary and relevant issues in language education. COURSE DESCRIPTION

3. The emphasis is on the evaluation aspects of language research and its scientific preparation. In addition, it provides them with an avenue to learn how the critical review of extant literature in the field can aid in conceptualizing their research topics. COURSE DESCRIPTION

4. Considerably, their content knowledge on the fundamental aspects of language teaching and learning shall be bases of a scholarly language research. COURSE DESCRIPTION

5. At the end of the course, the pre-service teachers should be able to: Organize research-based information of an identified pressing issue and problem in language teaching and learning to arrive at a concept paper; COURSE LEARNING OUTCOMES

6. Show skills in the positive use of ICT to obtain, to organize, and to present relevant information into a scholarly language research proposal COURSE LEARNING OUTCOMES

7. Conduct research concerning the teaching and learning of the English language. COURSE LEARNING OUTCOMES

8. SYLLABUS TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 At the end of these weeks, the pre-service teacher (PST) should be able to: I . Fundamentals of Language Education Research

9. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 a. discuss the importance of the key concepts, theories, methods specific to language education research through a summary paper; 1 . What makes a good language research? Literature Circles The class will be grouped and they will be given the time to: Summary Paper The students develop a summary paper of the salient points through a summary paper.

10. SYLLABUS TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 - discuss the fundamentals of a language research for them to develop and to demonstrate an understanding of the systematic process of research ;

11. SYLLABUS TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 -explain the systematic process of constructive inquiry by describing the aspects, stages, and process of developing and writing an educational research;

12. SYLLABUS TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 - Identify qualities of a quality paper

13. SYLLABUS TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 2. Concepts in Language Education Research Organizing and presenting Let’s be critical - Offer critical suggestions to fellow class members on the choice of a research topic.

14. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 b. Justify the choice of the topic for research by using the concepts specific to language teaching 3. Identifying a Research Topic - the student presents the concepts in a unique way. Input and feedback shall be embedded in the sharing. 2. Formulate and present probable research topics

15. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 1-2 c. Submit a concept paper of a chosen topic 4. Parts of a Language Research Paper Task: Explain the fundamental language phenomena specific to the teaching of English 3. Submit a concept paper of a chosen topic

16. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 At the end of these weeks, the pre-service teacher (PST) should be able to: 2. Writing the Rationale/Introduction Speaker’s Note A speaker/resource person may be invited to talk about the essentials in writing the rationale/introduction to a research paper An Introduction to a Research Paper

17. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 2. Writing the Rationale/Introduction Speaker’s Note A speaker/resource person may be invited to talk about the essentials in writing the rationale/introduction to a research paper An Introduction to a Research Paper

18. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 Parts of a Rationale Organizing the Rationale The teacher may start with a sample rationale

19. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 have the class examine it for comments focusing on the parts: General introduction to the topic and thesis statement

20. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 The students visit: http://www.crisresearchguide.org/17_Writing _Introduction.asp and https://explorable.com/how-to-write-an-introduction

21. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 to find answers to: Why do it? When do I do it? How do I do it?

22. TIME ALLOTMENT INTENDED LEARNING OUTCOMES (ILOs) CONTENT TEACHING-LEARNING ACTIVITIES ASSESSMENT Weeks 3-4 Open forum/sharing of inputs/Rationalizing the concepts and essentials in writing an introduction