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インテソルの特長　（２）
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インテソルのオンライン講座は、ただ知識をインプットするだけではありません。タスク（課題）と呼ばれる英文レポート課題で、自分のアイデアをアウトプットすることが求められます。どのような教材を使って、どのような授業を組み立てれば、生徒が生き生きと楽しめる授業になるのか考えます。

語句の説明：
英文レポート課題

Unit 1: Being an Efficient Distance Learner

• study skills – managing your time efficiently – organising your schedule – note-taking – overcoming the loneliness of the distance learner – how this course works.

Unit 2: Semantics/Language Awareness

• Module 1 – form and function – lexical meaning: denotation, connotation, synonyms, antonyms, hyponyms, polysemes, homonyms – the importance of collocation – time and tense – presents – past tenses – futurity – conditionals and hypothetical meaning
• Module 2 – progressive and perfect aspects: form and meaning – the progressive aspect and stative verbs – form and meaning of the perfect aspect – sentence structure: units of language; sentence elements
• Module 3 – negatives: types of negation – questions: question types – modality – word classes and phrases – adjectives and adverbs – determiners
• Module 4 – prepositions and multi-word verbs – word formation: morphemes

Unit 3: Phonology and Phonetics

• Module 1 – attitudes to pronunciation teaching – terminology in phonology and phonetics – organs of speech – phonemes – the phonemic chart – consonants: description and practical applications – vowels – cardinal vowels chart – diphthongs – place of articulation – research based project – materials evaluation
• Module 2 – the syllable – consonant clusters – strong and weak syllables – word and sentence stress – the ‘schwa’ sound – marking stress – primary and secondary stress – tendencies in word stress – research based project – weak forms – English as a time-stressed language – Features of connected speech – Materials evaluation
• Module 3 – spoken and written forms – intonation – tone units – the tonic syllable – pitch movement – intonation and discourse – teaching and learning intonation – research based project – pronunciation and ‘which’ English – are native speakers the best ESOL teachers? – Strategies for personal development in the teaching of pronunciation

Unit 4: Psycholinguistics

• Module 1 – attitudes toward language teaching – good language learners: characteristics and strategies – the teacher’s influence on learner strategies – cognitive strategies – metacognitive strategies – communication strategies – social strategies – learner training – learner training materials evaluation – research based project – observation task
• Module 2 – motivation – motivational factors – the teacher’s influence – motivational differences – learner styles – Multiple Intelligence Theory – research based project
• Module 3 – first language acquisition: behaviourism, innatism, interactionism – second language acquisition: behaviourism, innatism (aka cognitivism), information processing, interactionism.

Unit 5: Discourse Analysis

• Module 1 – brief history of Discourse Analysis: structuralism, sociolinguistics, post-modernist – coherence in language – cognitive interpretation of language: Schema Theory – social context of language – political context of language – approaches to encourage coherence in discourse (practical case) – discourse communicative methodology and student centredness
• Module 2 – teacher talk in the ESOL class – turn-taking research – text structure: cohesive devices (lexical cohesion, tense concordance, pronoun referencing, article referencing, conjunctions, ellipsis, substitution, parallelism) – cohesive devices in the classroom: a practical case – differences between written and spoken language – discourse intonation – teaching discourse intonation in the ESOL classroom – transcribing spoken language

Unit 6: Syllabus Design

• Module 1 – pros and cons of a syllabus – types of syllabus – needs analysis – planning the syllabus – action research project

Unit 7: Materials Design and Exploitation

• Module 1 – evaluating course books – exploiting published materials – resources and technology – using the internet – adapting authentic materials – action research project

Unit 8: Methodology

• Module 1 – Second Language Acquisition Theory – behaviourism versus cognitivism – the natural approach – the lexical approach – more recent approaches and views on the teaching-learning relationship

Unit 9: Teacher Development

• Module 1 – factors that contribute to teacher demotivation – a basis for professional progress – peer training – sources of valuable feedback – meetings as a forum for sharing reflections and further development – practical ideas for moving forward as a teacher: practical case

Unit 10: English as a World Language

• Module 1 – English as an international language – English in the country you wish to teach and research project – standard English and varieties of English – teaching language and culture – teaching in monolingual and multilingual classes – implications for teaching: practical cases

Diploma in TESOL

Dear trainees,

Teaching qualifications are becoming more and more important these days. While there are still opportunities for those who can rely on being a native speaker or having a degree in education, the better career opportunities now require more specialised experience and training. One of the reasons behind this is how much globalisation has influenced people’s working lives and career goals, making a shift from learning English as a hobby or interest to learning English as a need.

As such, the English Language Teaching (ELT) industry has grown substantially, with more opportunities available nowadays. This can include education management, teacher training, curriculum development and assessment. It is common now for educational institutions to request a Diploma in TESOL for its academic managers rather than just having a Certificate in TESOL (which has become commonplace). With students learning English as a necessity, it has increased their expectations of their teachers and English programmes, so much so that Diploma level TESOL educators are utilised as senior teachers in schools, often being responsible for the professional development of the staff room. Courses and coursebooks are updated more frequently these days to keep up with demand, so the responsibility for this type of development often ends up with teachers with higher level qualifications. Experience by itself may not be enough to be eligible for all of these career opportunities.

The INTESOL Japan Diploma in TESOL has been designed to cater for educators who are in need of more specialised knowledge in English language teaching, which can assist with career enhancement. Each module explores deeper concepts in semantics, phonology, psycholinguistics, discourse, syllabus design, the use of materials, methodology and teacher development to name a few. The programme makes good use of proven academic resources, with tasks that make our trainees more aware of some of the finer points of TESOL.

I look forward to welcoming you onto the course.

Yours sincerely,

Rocco Nigro
Director of Studies
INTESOL Japan