This course is designed to provide English majors with basic knowledge of semantics in terms of word meaning and sentence meaning, with which students can develop their capacity for deep understanding and skills in linguistic meaning analysis. Also, students are expected to be able to apply the acquired knowledge and skills in the process of language learning and research as well as in daily communication. Moreover, students are equipped with a system of English semantic concepts, terminology and study skills helping them enhance their foreign language capacity.

This course is to explore the nature of language and its relationship to societies. Investigations into some of the ways in which language is actually used in context in different cultures are explored. Issues such as dialect, variety, pidgin, code-switching, and identity are investigated. The emphasis is on understanding and describing how people actually make use of the language and how this impacts on communication and miscommunication. Some of the theoretical and practical issues in the investigation of authentic language use are tackled. The practical implications for teachers and language curriculum developers are also examined.

This intensive course is designed to provide TESOL students with a deeper insight into characteristics of young learners and adolescents regarding learning styles, attitude, and needs. This knowledge enables them to choose suitable teaching approaches, methods, strategies and technique for different groups of learners. Students have a opportunity to design lesson plans and sharpen their teaching skills during the micro-teaching session. The course also fosters students’ competence in communication, collaboration, critical thinking and reflection through a wide range of teaching and learning activities.

This course provides third-year students majoring in TESOL Studies with a systematic overview of key concepts, methods, instructional strategies and classroom management techniques relevant to English language teaching. Students are required to work in groups, to practice designing lesson plans and conducting micro-teaching sessions of language components (Grammar, Vocabulary, Pronunciation) and the four macro skills (Reading, Listening, Writing, Speaking). They also observe classmates’ performance and give comments in relation to teaching principles. Feedback from peers and lecturers supports students’ learning to better their teaching practices. 

Teaching practicum is an integral component of teacher education. This course provides the final year students with opportunities to make class observations and to practice teaching English as a Foreign Language in a real-life classroom. It is expected that student teachers are able to integrate theory and practice of teaching and learning English as a Foreign Language and their links. Through supervised teaching practice, student teachers will gain insight into the classroom teaching and learning, develop a range of teaching skills and understandings necessary to design lesson plans, conduct micro-teaching, actually deliver lessons as well as successful classroom management. Student teachers also have further ESP teaching practice.