Problem statement
教學場域問題


Although university students often need to apply academic oral communication skills in many different tasks, according to Bruce (2011), these skills tend to receive the least formal attention in both research and in the classroom. In other words, there are not many courses that are designed to help students to communicate effectively and appropriately in academic settings. Furthermore, of all the academic oral communication tasks, making academic presentations is one of the tasks that pose great challenges to the English as a Foreign Language (EFL) students (Al-Nouh, Abdul-Kareem, Taqi, 2015; Ferris & Tagg, 1996; Zappa-Hollman, 2007).

Objectives
計畫目標


Developing academic oral communication skills, especially academic presentation skills, is essential for the students in Taiwan. However, promoting oral communication skills which requires students to use the language in the real-life situation is completely overlooked.        It is EAP instructors’ responsibility to socialize our students into academic discourses so that they can perform appropriately and professionally in the international academic community. Therefore, the aim of this teaching practice research is to explore effective instructional design and various presentation skills, both language skills and critical thinking skills, to help our EFL university students to make professional academic presentations.  In particular, this teaching practice research covers the following objectives in academic presentations:

Using appropriate language use

including formal word choice, reporting verbs and hedging languages, in academic presentations

Using presentations structure and signaling devices

such as signpost phrases in academic presentations

Using effective paralinguistic features

including intonation, emphasis and pauses, in academic presentations

Using non-verbal communication skills

including eye contact, gestures, and posture, in academic presentations

Integrating critical thinking skills

to guide the organization and the content of academic presentations

Instructional Design
課程理念


The instructional design will be divided into two semesters. In both semesters, language skills and critical thinking skills will be covered at the same time. In the first semester, instructional focus from the language skills will be on the paralinguistic features (linguistic competence) and presentation structure and signaling devices (pragmatic competence); whereas the instructional focus from the critical thinking skills will be on Elements of Thought, which is used to guide the reasoning process. In the second semester, instructional focus from the language skills will be on the language use (linguistic competence) and non-verbal communication skills and PPT design (intercultural competence); whereas the instructional focus from the critical thinking skills will be on Intellectual Standards, which is used to evaluate the reasoning process.

Learning Outcomes
學習成效


After this one-year course, it is expected that the students will improve in their academic presentation performance. Particularly, they will use appropriate language, including formal word choice, reporting verbs and hedging languages; they will present with structure and signaling devices such as signpost phrases; they will use effective paralinguistic features, including intonation, emphasis and pauses; they will use non-verbal communication skills, including eye contact, gestures, and posture; and they will apply the tips of making PPT slides, such as using visuals, in their academic presentations. Most importantly, they will integrate critical thinking skills to guide the organization and the content of their academic presentations.

Syllabus
課程大綱


Course Info
Course Title: English Academic Note-taking & Presentation Skills High-intermediate
Semester: 2018 Fall
Instructor: D. Yang
Credit Hours: 3 credits
Course Level: CEFR B1-C1

This course will…

  1. use authentic sources from National Geographic and TED to connect students to the important issues in the world
  2. integrate the important issues and skills in 21st century to consolidates core academic note-taking and presentation skills
  3. inspire critical thinking through the connection of the thematic content and students’ lives

After completing the course, students will be able to…

  1. summarize the important issues the that world is currently facing, and express personal opinions about these issues
  2. apply academic listening skills (e.g. listening for supporting evidence, listening for multiple viewpoints, identifying the speaker’s purpose and recognizing the speaker’s attitude) to comprehend a variety of genres
  3. use note-taking skills (e.g. using visuals, noting the sequence, and noting the cause and effect) to capture and organize important information
  4. apply speaking skills (e.g. using pauses, stressing important information, and speaking with thought group) in presentations
  5. apply critical thinking skills (e.g. elements of thought) to organize information in presentations
  6. use specific and relevant examples to support points made in presentations
  7. use formal academic language in oral presentations
  8. use non-verbal presentation skills (e.g. body language) in oral presentations
  9. apply critical thinking skills (e.g. intellectual standards) in evaluating presentations

After completing the course, students will be able to…

  1. Placement Test + Post test            12%
  2. Attendance, Participation & SAL   23%
  3. Weekly Assignments & Quizzes    25%
  4. Midterm exam + Final exam         30%
  5. Final project                                    10%

Tasks
計畫活動


Lectures
講座

  1. How to Make an Effective Presentation: Essentials & Skills
  2. How to Make an Effective Presentation: Describing & Interpreting Visuals
  3. How to Make an Effective Presentation: Non-Verbal Communication Skills

Learning tasks
學習活動

  1. Spelling Bee: Academic Vocabulary
  2. Academic Challenge: Presenting it

Online resources
線上資源


Reference
參考書目


  1. Bankowski, E. (2010). Developing skills for effective academic presentations in EAP. International Journal of Teaching and Learning in Higher Education, 22(2), 187-196.
  2. Bruce, I. (2011). Theory and Concepts of English for Academic Purposes. Hampshire: Palgrave Macmillan.
  3. Hyland, K. & Shaw, P. (2016). Introduction. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for academic purposes (pp. 1-13). New York: Routledge.
  4. Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.
  5. Liao, P. (2012). Academic English Oral Presentation. Taipei: Jong Wen Books Co., Ltd.