SOLUTION: Oral Communication and Pedagogy | My Assignment Tutor

Faculty of the Arts, Social Sciences and Humanities School of Education Subject Outline EDGT931 Oral Communication and Pedagogy Autumn 2021 Wollongong On-Campus UOW Online Credit Points: 6 Pre-requisites: None Co-requisites: None Restrictions: None Contact Hours: 90 minute tutorials as per timetable (for on-campus students) Table of Contents Section A: Subject Information 2 Subject Contacts 3 Subject Details 4 Subject Description 4 Subject Learning Outcomes 4 ELearning, Readings, References and Materials 6 Lectures / Tutorials 9 Lecture / Tutorial Times 9 Minimum Attendance Requirements 9 Lecture Schedule 9 Section B: Assessment 10 Assessment Tasks 10 Assessment 1 11 Assessment 2 12 Assessment 3 13 Assessment 4 11 General Assessment Information 19 Section C: General Advice for Students 20 Student Support 20 Policies and Guidelines 21 Copyright Commonwealth of Australia Copyright Regulations 1969 © 2020 University of Wollongong The original material prepared for this guide is covered by copyright. Apart from fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by any process without written permission. Section A: Subject Information Subject Contacts Subject Coordinator/Lecturer/Tutor NameDr Amanda BakerTelephone(+61) 2 4298 1254Emailabaker@uow.edu.auRoom67.320Consultation TimesBy appointment (just email me to make an appointment) Student Enquiries LocationTelephoneEmailWebHoursStudent Central Building 171300 275 869askuow@uow.edu.auStudent Central9am-5pm Monday – Friday Subject Details Subject Description Spoken language still tends to be ignored in second language teaching. In EFL, and increasingly in ESL, the focus on exams has meant that speaking and listening have been given less attention than those areas which are more easily assessed: reading, writing and grammar. In this subject, you will gain an understanding of spoken discourse, the nature of spoken interaction, the differences between speech and writing, methods for assessing oral skills, and the ways in which oral fluency fosters language development. The subject also addresses different methods for analysing spoken discourse. A major focus of the subject is on how speaking and listening can be developed at beginner, intermediate and advanced levels; how spoken language outcomes can be implemented in the curriculum; and how speaking and listening contributes to the acquisition of second language literacy. Subject Learning Outcomes On successful completion of this subject, students will be able to: Subject Learning OutcomesShow understanding of current research and issues in the field of teaching and learning second language oral fluencyDescribe features and genres of spoken language and be familiar with ways in which second language learning is mediated through speaking and listeningDemonstrate the ability to assess learners’ needs, and to plan and evaluate programs designed to develop fluency and accuracy in listening and spoken EnglishDemonstrate confidence in applying a range of technologies and skills in teaching second language listening and speakingDemonstrate application of second language speaking and listening assessment processes Student Workload Students should note that UOW policy equates 1 credit point with 2 hours of study per week, including lectures and tutorials/workshops/practicals, self-directed study and work no assessment tasks. For example, in a 6 credit point subject, a total of 12 hours of study per week is expected. Extraordinary Changes to the Subject Outline In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the opportunity to provide feedback in relation to the proposed amendment, prior to the amendment being finalised. Learning Analytics “Where Learning Analytics data (such as student engagement with Moodle, access to recorded lectures, University Library usage, task marks, and use of SOLS) is available to the Subject Coordinator, this may be used to assist in analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the use of this data, please refer to https://www.uow.edu.au/about/privacy/index.html”. Subject Outline Version Control Version history and subject improvements 12th editionDr Amanda Baker, UOW. 2021. New textbook and details updated202111th editionDr Amanda Baker, UOW. 2020 details updated.202010th editionDr Amanda Baker, UOW. 2019 details updated.20199th editionDr Amanda Baker & Dr Michael Burri, School of Education, UOW. 2018 details updated.20188th editionDr Amanda Baker & Dr Michael Burri, School of Education, UOW. 2017 details updated.20177th editionDr Amanda Baker, School of Education, UOW. 2016 details updated.20166th editionDr. Amanda Baker & Dr Steve Pickford, School of Education, UOW, Updated Subject learning outcomes, content and assessment tasks revised based on 2013 TESOL Review and AQF requirements.20155th editionDr Amanda Baker/Dr Steven Pickford, Faculty of Education, UOW. 2014 details updated.20144th editionDr Steven Pickford, Faculty of Education, UOW. 2013 details updated20133rd editionSteve Pickford, Faculty of Education, UOW, update 201220122nd editionBev Derewianka, Faculty of Education, UOW20101st editionDora Lafkas and Dr Ken Cruickshank, Faculty of Education, UOW2007 ELearning, Readings, References and Materials Major Text Nation, P., & Newton, J. (2021). Teaching ESL/EFL listening and speaking (2nd ed.). New York: Routledge. (Available as an e-book). Additional Required Readings In addition to assigned chapter readings from the Required Text, a list of ereadings are outlined in the Lecture schedule below. These additional readings will be drawn from: Crystal, D. (2010). The Cambridge Encyclopedia of Language (3rd ed.). Cambridge: Cambridge University Press. (Chapter 20 “Discourse & Text” and Chapter 21 “Pragmatics”) Goh, C. C. M. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247-260. doi:http://dx.doi.org/10.1017/S0261444816000483 Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge. CHAPTERS 2 & 3. Liu, D. (2013). Describing and explaining grammar and vocabulary in ELT: Key theories and effective practices. London: Taylor & Francis Group. CHAPTERS 6 & 7 LoCastro, V. (2012). Pragmatics for language educators: A sociolinguistic perspective. New York: Routledge. (Chapter 6: “Politeness”) Song, J. (Early Online View). “She Needs to Be Shy!”: Gender, Culture, and Nonparticipation Among Saudi Arabian Female Students. TESOL Quarterly, Early Online View. doi:doi:10.1002/tesq.488. Thompson, G., & Yanagita, M. (2017). Backward yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in language learning and teaching, 11(2), 177-187. doi:10.1080/17501229.2015.1088856 Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge. (Chapter 2: “Listening Competence”) Yu-Chih, S. (2008). The Toastmasters approach: An innovative way to teach public speaking to EFL learners in Taiwan. RELC Journal, 39(1), 113-130. Recommended Readings Acton, W. (2001). FocalSpeak: Integrating rhythm and stress in speech-pronunciation. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 197-217). Ann Arbor: University of Michigan Press. Bailey, K. M. (2005). Practical English language teaching: Speaking. New York: McGraw-Hill. CHAPTER 2 (Speaking for intermediate learners) Brouillette, L. (2012). Advancing the speaking and listening skills of K-2 English language learners through creative drama. TESOL Journal, 3(1), 138-145. doi:10.1002/tesj.8 Burns, A., & Siegel, J. (Eds.). (2018). International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing. Cham, Switzerland: Palgrave Macmillan. Chang, A. C.-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. Chappell, P. (2014). Engaging learners: Conversation- or dialogic-driven pedagogy? ELT Journal, 68(1), 1-11. doi: 10.1093/elt/cct040 Chou, M.-H. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English-Medium Instruction Contexts. TESOL Quarterly, 52(3), 611-633. doi:doi:10.1002/tesq.455 Coombe, C., England, L., & Schmidt, J. (2008). Public speaking and presentation skills for ELT educators. In C. Coombe, M. L. McCloskey, L. Stephenson & N. J. Anderson (Eds.), Leadership in English language teaching and learning (pp. 50-62). Ann Arbor, MI: University of Michigan Press. Corbett, D. & Brawn, P. (2002). Listening to Australia: Advanced. Sydney: AMES. Cutting, J. (2002). Pragmatics and discourse: A resource book for students. de Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285. doi:doi:10.1016/j.system.2009.01.001 Driscoll, S. (2000). Language is more than words. In K.L. Ogulnick (Ed.), Language crossings: Negotiating the self in a multicultural world (pp. 79-84). New York: Teachers College Press. Ellwood, C., & Nakane, I. (2009). Privileging of speech in EAP and mainstream university classrooms: A critical evaluation of participation. TESOL Quarterly, 43(2), 203-230. Field, J. (2008). Listening in the language classroom: Cambridge: CUP. Folse, K. S. (2006). The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Ann Arbor, MI: University of Michigan Press. Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian Modern Language Review, 61(3), 325-353. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. (Chapter 2 “Classroom talk: Creating contexts for language learning”) Giroir, S. (2014). Narratives of participation, identity, and positionality: Two cases of Saudi learners of English in the United States. TESOL Quarterly, 48(1), 34-56. doi:10.1002/tesq.95 Hamada, Y. (2016). Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension. Language Teaching Research, 20(1), 35-52. doi:10.1177/1362168815597504 Helgesen, M., & Brown, S. (2007). Practical English language teaching: Listening. New York: McGraw Hill. (Chapter 2: “Listening for beginning level learners”) Hill, K., & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly, 43(3), 537-545. Kayi-Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686-714. doi:10.1002/tesq.139 Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25(4), 479-489. Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. Liyanage, I., & Canagarajah, S. (Early Online View). Shame in English language teaching: Desirable Pedagogical Possibilities for Kiribati in Neoliberal Times. TESOL Quarterly, Early Online View. doi:doi:10.1002/tesq.494 Luoma, S. (2004). Assessing Speaking (pp. 9-28). Cambridge: Cambridge University Press. Chapter 2: The nature of speaking. Lynch, T. (2009). Teaching second language listening. Oxford: Oxford University Press. Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(01), 1-40. doi:10.1017/S0261444812000365 Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214. Morell, T. (2007). What enhances EFL students’ participation in lecture discourse? Student, lecturer and discourse perspectives. Journal of English for Academic Purposes, 6(3), 222-237. Murphy, J. (1991). Oral Communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25(1), 51-75. Nunan, D. (Ed). (1995). New ways in teaching listening. Washington, DC:TESOL. Popko, J. (2010). Reading while listening to build receptive fluency. In N. Ashcraft & A. Tran (Eds.), Teaching listening: Voices from the field (pp. 105-114). Alexandria, VA: TESOL. Puspani, I. A. M. (2011). Teaching listening and speaking to young learners through folktales. Sino-US English Teaching, 8(8), 499-504. Rost, M. (2002). Teaching and researching listening. Harlow, UK: Pearson Education. Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. Harlow, England: Longman. CHAPTER FOUR (pp. 33-48) (Oral work). Shin, D., & Nation, P. (2008). Beyond single words: The most frequent collocations in spoken English. ELT Journal, 62(4), 339-348. doi:10.1093/elt/ccm091 Slade, D. & Thornbury, S. (2006). Conversation: From description to pedagogy. Cambridge: CUP. Stocker, S. (2000). Learning my native language. In K. L. Ogulnick (Ed.), Language crossings: Negotiating the self in a multicultural world (pp. 85-91). New York: Teachers College Press. Sun, Z., Lin, C.-H., You, J., Shen, H., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324. doi:10.1080/09588221.2017.1308384 Swan M. & Smith, B. (Eds.). (2001). Learner English: A teacher’s guide to interference and other problems. Cambridge, UK: Cambridge University Press. Talandis, G., & Stout, M. (2015). Getting EFL students to speak: An action research approach. ELT Journal, 69(1), 11-25. doi: 10.1093/elt/ccu037 Thornbury, S. (2005). How to teach speaking. Harlow, England: Pearson Education. Wingrove, P. (2017). How suitable are TED talks for academic listening? Journal of English for Academic Purposes, 30, 79-95. doi:https://doi.org/10.1016/j.jeap.2017.10.010 Wong, J., & Waring, H. Z. (2009). ‘Very good’ as a teacher response. ELT Journal, 63(3), 195-203. doi:10.1093/elt/ccn042 Yanagi, M., & Baker, A. A. (2016). Challenges experienced by Japanese students with oral communication skills in Australian universities. TESOL Journal, 7(3), 621-644. doi:10.1002/tesj.229 Yeldham, M., & Gruba, P. (2016). The development of individual learners in an L2 listening strategies course. Language Teaching Research, 20(1), 9-34. doi:10.1177/1362168814541723 Yim, S. Y. (2016). EFL young learners: Their imagined communities and language learning. ELT Journal, 70(1), 57-66. doi:10.1093/elt/ccv037 Yerian, K., Mikhaylova, A., Pashby, P., & Kato, M. (Early Online View). Native and nonnative teacher candidate perceptions of professional language development in an MA TESOL program. TESOL Quarterly, Early Online View. doi:doi:10.1002/tesq.486 This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources including the e-readings list: https://ereadingsprd.uow.edu.au/ Subject eLearning The University uses the eLearning system Moodle to support all coursework subjects. The subject Moodle site can be accessed via the eLearning link in SOLs. SOLs can be accessed from this page: https://www.uow.edu.au/student/index.html You can find guidelines to eLearning here https://www.uow.edu.au/student/learningcoop/index.html Teacher Education Blog All School of Education students have access to the School of Education Teacher Education blog – http://www.uowblogs.com/ted/. This online site lists relevant teacher education sites and explains how to access ICT tools such as Scootle and Interactive Whiteboard (IWB) software (SMART Notebook). Additional Requirements / Materials to be Purchased by All students (On-Campus & UOW Online) Free-standing poster board with minimum dimensions of 55 X 70cm. Lectures/TUtorials On-Campus Tutorial Times Current timetable information is located at http://www.uow.edu.au/student/timetables/index.html Minimum Attendance Requirements Students are expected to attend all classes. Attendance records are kept for all classes and students are required to attend a minimum of 80% of all tutorials. Where attendance is affected due to illness or misadventure an application for academic consideration should be lodged. Failure to comply with mandatory minimum attendance requirements may constitute grounds for the award of a grade of Technical Fail (TF) in this subject. Lecture Schedule This is a guide to the weekly lecture topics however the delivery date of these topics may on occasion vary due to unforeseen circumstances, such as the availability of a guest lecturer or access to other resources. Autumn Session Week Beginning (Monday)Topics coveredReadingsTasks DueWeek 1 1 MarchUnderstanding the Listener/SpeakerDriscoll (2002) Stocker (2000)Week 2 8 MarchOral Language: Grammar, Vocab & PronunciationNation & Newton, Chp 6 Liu (2013), Chps 6 & 7Week 3 15 MarchOral Language: Discourse, Pragmatics & Politeness On-Campus Tutorial: 1:30-2:30pm in Building 20, Room 4Crystal, Chapter 20 “Discourse & Text” Crystal, Chapter 21 “Pragmatics” LoCastro, Chp 6Task 2 Due **Week 4 22 MarchSpeaking & Listening Processes & SkillsGoh & Burns, Chps 2 & 3 Vandergrift & Goh, Chp 2Week 5 29 March*Approaches to Course Design and AssessmentNation & Newton, Chps 1, 2 & 12Task 2 Due **Week 6 5 April*ListeningNation & Newton, Chps 3-4Task 1 DueWeek 7 12 AprilSelf-Directed Work: Focus on Tasks 2 and 319 April – 23 AprilMid-Session RecessWeek 8 26 AprilDeveloping L2 Oral Communication PedagogyNation & Newton, Chps 7, 8 & 10Task 2 Due **Week 93 MayLanguage Focused Learning On-Campus Tutorial: 1:30-2:30pm in Building 20, Room 4Nation & Newton, Chps 5 & 10Week 10 10 MayDesigning and Evaluating Materials & Using TextbooksNation & Newton, Chp 9 Helgesen & Brown, Chp 2 Bailey, Chp 3Task 2 Due **Week 11 17 MayAccess to Fluent CommunicationNation & Newton, Chp 11 Goh (2017) Yu-Chih (2008) Optional: Gatbonton & Segalowitz (2005)Week 12 24 MayExploring Issues in L2 Oral CommunicationSong, J. (Early Online View) Yim (2016) Thompson & Yanagita (2017)Task 2 Due **Week 13 31 MayFinal Discussion On-Campus Tutorial: 1:30-2:30pm in Building 20, Room 4Task 3 Due **Public Holiday 2 April, 5 April, 14 June Section B: Assessment Assessment Tasks Minimum Performance Requirements All assessment tasks must be submitted. Students who do not meet the minimum performance requirements (i.e. complete all assessment tasks) will be given a TF (Technical Fail) grade on their Academic Transcript. Where Professional Experience is attached to a subject students must pass/satisfactorily complete both the coursework and the professional experience to pass this subject. Students will be required to repeat both the coursework and the professional experience if they fail the subject. See the General Course Rules at http://www.uow.edu.au/handbook/generalcourserules/index.html See also the Code of Practice – Student Professional Experience at http://www.uow.edu.au/about/policy/UOW058662.html Requirements Related to Student Contributions Group assignments are typically assessed as a group product, usually with the same mark allocated to each group member. However, the subject co-ordinator reserves the right to allocate individual marks for students for an assessment task when necessary (for example, in cases where contributions of group members have been unequal). Referencing Referencing is an essential component of academic writing or presentation as it enables the reader to follow up the source of ideas and information presented in your work, and to examine the interpretation you place on the material discovered in your research. Reliable referencing clearly indicates where students have drawn their own conclusions from the evidence presented. Importantly, much of the material students will use is covered by copyright which means that they must acknowledge any source of information, including books, journals, newsprint, images and the internet. It is obligatory for students to reference all sources used in their written work including electronic material. Different programs use different referencing styles to reflect the needs of their discipline. It is the student’s responsibility to ensure they use the correct referencing style as advised in this Subject Outline. Clear examples of how to reference correctly, across a wide variety of source materials, can be found on the UOW Library website: Library Resources – Referencing and Citing http://www.library.uow.edu.au/resourcesbytopic/UOW026621.html Academic Integrity The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to acknowledge the work of others: http://www.uow.edu.au/about/policy/UOW058648.html The University’s Academic Integrity Policy, Faculty Handbooks and subject guides clearly set out the University’s expectation that students submit only their own original work for assessment and avoid plagiarising the work of others or cheating. Re-using any of your own work (either in part or in full), which you have submitted previously for assessment, is not permitted without appropriate acknowledgement or without the explicit permission of the Subject Coordinator. Plagiarism can be detected and has led to students being expelled from the University. The use by students of any website that provides access to essays or other assessment items (sometimes marketed as ‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a website) are considered by the University to be intentionally or recklessly helping other students to cheat. Uploading an assessment task, subject outline or other course materials without express permission of the university is considered academic misconduct and students place themselves at risk of being expelled from the University. Assessment 1EssayDue DateWeek 6, Saturday, 10 April 2021 by 11:55pmDescriptionBased on the topics and required readings from Weeks 1-4 listed in the subject outline, write an essay outlining important theories and issues related to the learning of L2 oral communication, specifically focusing on speaking/listening competence, as would be most relevant to a target group of ESL or EFL learners. As part of your introduction, briefly describe a specific target group of learners. This target group of learners should be a class of students whom you’ve taught in the past or expect to teach in the future (e.g, a specific class of primary students in Australia; a class of junior high school students in Indonesia; a class of adults in Egypt, etc.). This target class will also serve as the target group for your Task 3. Your essay should include: 1) a brief introduction (include a description of a specific class of students and thesis statement); 2) a critical analysis of the target learner group/class, focusing on their current/future oral communication-related needs and goals (related this to relevant language/language learning theories/models, 3) a discussion of the strengths and weaknesses that this learner group typically possess in relation to learning L2 oral communication (relate this back to research/literature/theory), and 4) brief conclusion). The majority of your essay should focus on this third part. Intertwined throughout this essay should be a strong connection to relevant L2 oral communication reference literature, focusing on L2 listening/speaking theories and concepts/issues (specifically relating to Topics and Readings from Weeks 1-4), as well as any specific affective, emotional or other contextual factors that may impact language learning for this group. You may need to read beyond the subject readings to gather sufficient information on your target group and context (highly recommended).Note: Task 1 is focused on theories/issues relevant to the learning of L2 oral communication. This is different from Task 3 which is focused primarily on teaching pedagogy/methodology.Weighting35% of the final GradeFormat / Length / DurationEssay – 1500 wordsAssessment CriteriaYour work will be assessed according to the following criteria: Knowledge: Evidence of understanding of important terms, theories issues and background to topic and target group; Critical thinking: Ability to connect oral communication theories/principles and personal insights to your writing and in relation to your chosen target group; Research: Evidence of background reading and referencing (At minimum, you must make appropriate reference to some of the required readings from Weeks 1-5) Written presentation & Genre: Clear presentation of argument and development of thesis Clear and coherent organizational structure for your essay Evidence of proof reading to correct grammar, spelling and formatting; Adherence to word limit. Accurate and complete APA referencing of all sources, including the internet, used in the assessmentSubject Learning Outcomes AssessedShow understanding of current research and issues in the field of teaching and learning second language oral fluency Describe features and genres of spoken language and be familiar with ways in which second language learning is mediated through speaking and listening Demonstrate the ability to assess learners’ needs, and to plan and evaluate programs designed to develop fluency and accuracy in listening and spoken EnglishMethod of SubmissionMoodle – Assessment Submission Area This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Assessment 2Discussion & ReflectionDue DateMultiple: Discussion Forum 1: Weeks 1-3 Discussion Forum 2: Weeks 4-5 Discussion Forum 3: Weeks 6-8 Discussion Forum 4: Weeks 9-10 Discussion Forum 5: Weeks 11-12DescriptionFor each of the 5 time frames outlined above, you need to locate an article from a good quality journal (from UOW’s online library/provide URL) that relates to one of the topics of that timeframe and present it in the discussion forum. This is to be done in the first week of the forum. Then, in the final week of the forum discussion, read through some of your peers’ postings and comment on at least 2 of them. More specific instructions will be provided on the subject’s Moodle site.Weighting20% of final GradeFormat / Length / DurationMinimum 3 forum postings within each of the five time frames indicated above. The 2-3 week timeframe (as indicated above) requires one post in the first week of the timeframe and at least 2 postings in the final week of that timeframe. (Monday-Sunday)Assessment CriteriaYou must complete a minimum of three (3) postings per timeframe indicated above on two separate weeks of the given timeframe. More postings are, of course, encouraged! In the first week of the forum discussion, the first posting must present an article from a quality journal accessed through UOW’s online library (provide URL), following the criteria provided in the subject’s Moodle site. The remaining two (or more) postings need to happen in the final week of the forum discussion and need to comment on at least two of the articles posted by your peers. All postings most demonstrate critical reflection/thinking as opposed to just description.Subject Learning Outcomes Assessed1. Demonstrate a deep understanding of the needs of diverse learners 3. Demonstrate the principles of reflective practice and engage in critical self-reflection in order to facilitate the needs of diverse learnersMethod of Submission5 separate forum discussions Assessment 3Professional Task: Unit Design, Rationale & PosterDue DatePoster Presentation: Week 13, Wednesday 3 June, 2021 (1:30pm) Unit Design & Rationale: Week 13, Saturday 5 June, 2021 (11:55pm)DescriptionDesign a 3-hour, innovative unit (3 consecutive 1-hour lesson plans) that addresses a “problem” or “dilemma” identified in Task 1. This unit should form a part of a broader focus on second language oral communication skills and thus the problem/dilemma needs to focus on speaking/listening development as related to the identified problem/dilemma. This unit needs to also be based on an authentic listening text (provide internet link/URL or written transcript of oral text) that serves to support a way to address the identified problem/dilemma. (The listening text cannot originate from an ESL/EFL textbook). You should provide: Scripted Lesson plans for an original* 3-hour unit: Includes learning outcomes/lesson objectives that you’ve written yourself based on the identified weaknesses of your target learning group. Includes activities, timing, language focus, and assessment tool(s), a variety of scaffolded listening and speaking activities leading to a final communicative task; Includes specific identification of meaning-focused input/output, language focused-learning, fluency development based on Nation and Newton’s (2021) criteria of each activity and final communicative task. Includes sample scripted speech to be used by the teacher to introduce and give instructions for each activity and final task. (Include this as a separate column in your lesson plans). Includes a URL (internet link) to the authentic listening text OR, in the appendix, provide the transcript of the movie (or audio) segment *Note: This unit must be original. You must create the entirety of the unit and lesson plans. You do NOT need to create or provide any materials for the unit other than the listening text. In addition, if you are enrolled in or have taken EDGT930, do not use a similar unit to the assignment that you did for EDGT930. This must be an original unit that you design for this subject. Rationale: Provide an in-depth discussion that critically examines the design of your unit and how it addresses the identified “problem” or “dilemma”. As part of your discussion, Discuss the overall expected effectiveness of the approach taken to teach the listening/speaking skills that targeted in your unit to your specific target learner group. This approach should be grounded in the theory and research as discussed throughout the subject. Discuss how your unit is creative or innovative in design and how it will capture learner interest and enhance the learning experience. Discuss the selection and appropriateness of the authentic listening text. Discuss selection of learning outcomes/objectives, teaching methods, activities/tasks, sequencing/timing, materials, and resources. Give details of the activities/tasks you have designed and why you have chosen them. Discuss the appropriateness of your scripted speech in introducing and explaining lesson components (e.g., activities, task, outcomes/objectives) to your class. Poster Presentation: Create a poster demonstrating key features of your 3-hour unit to be presented to the class via video in the Week 13 Poster Presentation space in the Moodle site.Weighting45% of final GradeFormat / Length / Duration1,500 word rationale + lesson plans (unit) + posterAssessment CriteriaYour work will be assessed according to the following criteria:Rationale: Comprehensiveness of explanation for the unit design and selection and scaffolding of activities to achieve specified learning outcomes as outlined in the Task Description above.Research: Evidence of academic background reading and referencing to support design (especially in relation to second language acquisition and teaching).Unit Design: Design of an innovative, three hour unit, complete with scripted lesson plans including a variety of scaffolded listening and speaking activities to address the identified problem or dilemma that originates from the weaknesses identified in Assignment One. (Must include specific objectives or learning outcomes for each lesson as based on identified problem or dilemma).Technical and Written Presentation: Readability of written work. Absence of spelling mistakes and grammatical inconsistencies. Accurate and complete APA referencing of all sources. Adherence to word limit. IMPORTANT: To be submitted as one Word doc file.Poster Presentation: Quality of poster demonstrating key features of the unit. Please note that this must be an actual physical poster presented on free-standing poster board with minimum dimensions of 55 X 70cm. Distance students will need to take a picture of this physical poster and upload the picture to the designated space in the subject’s Moodle site. Ability to discuss poster details and also participate in the on-campus or online poster presentations of other students.Subject Learning Outcomes Assessed3. Demonstrate the ability to assess learners’ needs, and to plan and evaluate programs designed to develop fluency and accuracy in listening and spoken English 4. Demonstrate confidence in applying a range of technologies and skills in teaching second language listening and speaking 5. Demonstrate application of second language speaking and listening assessment processesMethod of SubmissionPoster Presentation of Unit: Video presentation containing your poster and you presenting your poster. Video link to be uploaded to the Poster Discussion Forum (using the Moodle video feature)Unit Design & Rationale: This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. UOW Grade Descriptors The UOW Grade Descriptors are general statements that communicate what our grades represent, in terms of standards of performance, and provide a frame of reference to ensure that assessment practice across the University is appropriate, consistent and fair. Grade Descriptors are expressed in general terms so that they are applicable to a broad range of disciplines. For more information on the UOW grade descriptors see: http://www.uow.edu.au/curriculum-transformation/aqc/uowgradedescriptors/index.html GradeMark (%)DescriptorHigh Distinction HD85-100A high distinction grade (HD) is awarded for performance that provides evidence of an outstanding level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a distinction grade plus (as applicable) one or more of the following: consistent evidence of deep and critical understanding substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches critical evaluation of problems, their solutions and their implications use of quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work creativity in application as appropriate to the discipline eloquent and sophisticated communication of information and ideas in terms of the conventions of the discipline consistent application of appropriate skills, techniques and methods with outstanding levels of precision and accuracy all or almost all answers correct, very few or none incorrect.Distinction D75-84A distinction grade (D) is awarded for performance that provides evidence of a superior level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a credit grade plus (as applicable) one or more of the following: evidence of integration and evaluation of critical ideas, principles, concepts and/or theories distinctive insight and ability in applying relevant skills, techniques, methods and/or concepts demonstration of frequent originality in defining and analysing issues or problems and providing solutions fluent and thorough communication of information and ideas in terms of the conventions of the discipline frequent application of appropriate skills, techniques and methods with superior levels of precision and accuracy most answers correct, few incorrectCredit C65-74A credit grade (C) is awarded for performance that provides evidence of a high level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a pass grade plus (as applicable) one or more of the following: evidence of learning that goes beyond replication of content knowledge or skills demonstration of solid understanding of fundamental concepts in the field of study demonstration of the ability to apply these concepts in a variety of contexts use of convincing arguments with appropriate coherent and logical reasoning clear communication of information and ideas in terms of the conventions of the discipline regular application of appropriate skills, techniques and methods with high levels of precision and accuracy many answers correct, some incorrectPass P50-64A pass grade (P) is awarded for performance that provides evidence of a satisfactory level attainment of the relevant subject learning outcomes, demonstrating (as applicable) one or more of the following: knowledge, understanding and application of fundamental concepts of the field of study use of routine arguments with acceptable reasoning adequate communication of information and ideas in terms of the conventions of the discipline ability to apply appropriate skills, techniques and methods with satisfactory levels of precision and accuracy a combination of correct and incorrect answersFail F