The acquisition of a living Second Foreign Language (German, Spanish, French, Russian, etc.) gains more weight in the near future for Taiwanese Junior and Senior High School students. Nevertheless, the methodology of teaching a second foreign language differs significantly from the acquisition of English as the first second language.(This approach ist called: Foreign Language Teaching after English as a First Foreign Language) Three major reasons do underline this statement: Before learning a second foreign language all students have to learn English. Consequently, teachers of any other European language are confronted not only with linguistic interference of Chinese but also – and mainly - of English. The teacher is also confronted with already fossilized habits of foreign language learning. Furthermore, the time given to learn a second foreign language is limited. Those reasons leads to the conclusion, that teaching (and learning) of a second foreign language differs from teaching English as the major first foreign language esp. in Taiwan and in order to keep up with the need of further foreign language acquisition this course is offered.

評量方式 Grading
10% attendance
30% class participation
40% big presentation
20% small presentation



進度 Syllabus
Syllabus
下學期
禮拜 題目 老師
1 Introduction and Organisation / Who gives what presentation etc 何任遠 / 林湘漪
2 Dictionaries 1: How to choose an appropriate dictionary (theory) 何任遠
3 Dictionaries 2: Analysis of dictionaries (application) 何任遠
4 Textbook analysis 1: How to choose an appropriate textbook (theory). 何任遠
5 Textbook analysis 2: Analysis of textbooks (application). 何任遠
6 European Reference Frame1 林湘漪
7 Euopean Reference Frame 2 林湘漪
8 Learning strategies 1: The role of culture in language learning and teaching. 林湘漪
9 Miderms
10 Learning strategies 2: How to teach learning? 林湘漪
11 (Didactical planning) How to organize your teaching 1 (Theory) 何任遠
12 (Didactical planning) How to organize your teaching 2 (Application) 何任遠
13 (Didactical plan