1. [Principles of Language Learning & Teaching]

This course will familiarize students with theories, methodologies, issues and practices of language learning and teaching. We will examine theories, principles and models in instructed second language acquisition and will evaluate the applicability of recent pedagogical developments in the language skills and systems for L2 learners in the Korean ELT context.

2. [Pedagogical Grammar]

This course consists of a series of workshops designed to enable prospective and practising EFL teachers to develop an up-to-date knowledge and improved awareness of grammatical structures and concepts crucial to the teaching of EFL. The course has both a descriptive and practical focus, to enable students to apply their new understanding to coursebook evaluation and lesson planning as well as materials design and development.

3. [L&S Teaching Techniques and Materials]

This course aims to develop learners’ understanding of different approaches to teaching speaking and listening, while at the same time building their confidence to conduct their own lessons. Learners will first partake in a guided reflection of the key aspects of language learners' speaking and listening development today. They will then be guided through a variety of approaches and activities to teaching listening and speaking and begin to design their own mini speaking & listening lesson. Through hands on practice, reflection, and feedback from their peers and professor, learners will gain a deeper understanding of the strengths and weaknesses of various speaking & listening approaches, methods, and activities, and increase their ability to plan and carry out effective lessons.

4. [R&W Teaching Techniques and Materials]

This course is an introduction to teaching the skills of reading and writing to second language (SL) learners (with an emphasis on pre-intermediate level learners and above). You will learn how to apply theory to practice and create effective skills-focused lessons and learning material. By the end of the course, you should be able to design short, pedagogically sound reading/writing units of study.

5. [Research Methods]

The purpose of this course is to train students to read research reports critically, to master a variety of skills needed to conduct meaningful research in SL/FL situations, and to gain an understanding of the value of reading and conducting research as a crucial part of one's continuing professional development. Topics include design of research, hypothesis construction, data collection procedures, statistical analyses and interpretation.

6. [ELT & Vocabulary]

This course focuses on understanding diverse aspects of EFL vocabulary learning and teaching. The course deals with both theoretical studies and practical experiences through reading course books and doing workshops.

7. [Statistical Analysis]

This course is designed to introduce students to various statistical topics, concepts, reasoning and procedures (i.e. tools) that can help both consumers and producers of statistical data. This course will serve as the basis for research planning and decision making for theses and dissertations, and as groundwork for more advanced statistics courses.

8. [Practical Teaching Methodology for Young Learners]

This is a practical teaching methodology course for young learners. On a macro-level, teachers will develop a critical self-awareness, observation skills and a sense of self-direction. On a micro-level, teachers will experience of a range of practical tasks and activities exemplifying various aspects of L2 methodology directly applicable to the English language classroom. Feedback sessions will highlight teaching strengths and weaknesses.

9. [Practical Teaching Methodology]

This is a practical teaching methodology course. On a macro-level, teachers will develop a critical self-awareness, observation skills and a sense of self-direction. On a micro-level, teachers will experience of a range of practical tasks and activities exemplifying various aspects of L2 methodology directly applicable to the English language classroom. Feedback sessions will highlight teaching strengths and weaknesses.

10. [Creative Drama]

This unit is the first step toward educational drama experts. It aims to introduce techniques that combine artistic activities, such as painting, music, or dance with ‘play.’ It is especially effective for young learners who just began to learn English. Through the semester, the basic and practical methods of creative drama will be introduced.

11. [Story Drama]

Every drama goes with a story. Story Drama is a stage that helps learners make their own drama integrating pre-learned methods in Creative Drama, Process Drama, and Drama and Literacy. Stories, such as old fairy tales, well-known works of literature, singing, and so on, are everywhere. Different types of stories along with appropriate drama techniques are presented in this unit. Students will learn how to create dramas by utilizing the techniques effectively.

12. [Process Drama]

Process Drama is a process-driven educational drama that works without scripts, and is an effective way to develop students’ creativity, empathy, and critical thinking skills. This unit will show how to play process drama and how to instruct it. Based on this learning experience, students will design their own process drama, and will be instructed by peer teaching with rich feedback from professors and colleagues.

13. [Drama and Literacy]

Along with the advancement of technology, the meaning of literacy is gradually expanding and changing. Now literacy means the ability to understand the cultural symbolism beyond the mere ability to read and write. Drama and Literacy offers a variety of ways to learn new concepts of literacy through educational drama. It also introduces how to apply drama techniques to ESP courses and Content-Language Integration Classes (CLILs).

14. [Thesis 1, 2 / Project 1, 2]

Through this course, students learn the procedures and methods of writing academic papers or creating professional projects. Students develop their academic or professional interests into master's thesis or master's projects according to the procedures and methods learned in this course.

1. [Principles of Language Learning & Teaching]

This course will familiarize students with theories, methodologies, issues and practices of language learning and teaching. We will examine theories, principles and models in instructed second language acquisition and will evaluate the applicability of recent pedagogical developments in the language skills and systems for L2 learners in the Korean ELT context.

2. [Analysis & Evaluation of ELT Materials]

This course deals with current principles of syllabus design and instructional materials focusing on the analysis, and evaluation of instructional materials for English language teaching. This course aims to survey and analyze existing ELT materials on the market and helps students have keen eyes on evaluating ELT materials for choose as well as developing appropriate one.

3. [Pedagogical Grammar]

This course consists of a series of workshops designed to enable prospective and practising EFL teachers to develop an up-to-date knowledge and improved awareness of grammatical structures and concepts crucial to the teaching of EFL. The course has both a descriptive and practical focus, to enable students to apply their new understanding to coursebook evaluation and lesson planning as well as materials design and development.

4. [L&S Teaching Techniques and Materials]

This course aims to develop learners’ understanding of different approaches to teaching speaking and listening, while at the same time building their confidence to conduct their own lessons. Learners will first partake in a guided reflection of the key aspects of language learners' speaking and listening development today. They will then be guided through a variety of approaches and activities to teaching listening and speaking and begin to design their own mini speaking & listening lesson. Through hands on practice, reflection, and feedback from their peers and professor, learners will gain a deeper understanding of the strengths and weaknesses of various speaking & listening approaches, methods, and activities, and increase their ability to plan and carry out effective lessons.

5. [R&W Teaching Techniques and Materials]

This course is an introduction to teaching the skills of reading and writing to second language (SL) learners (with an emphasis on pre-intermediate level learners and above). You will learn how to apply theory to practice and create effective skills-focused lessons and learning material. By the end of the course, you should be able to design short, pedagogically sound reading/writing units of study.

6. [Development of ELT Programs]

This course is an orientation to the process of second language (SL) curriculum design, planning, development, implementation, and evaluation. You will learn how to apply theory to practice and create effective ELT programs. By the end of the course, you should be able to construct a customized SL learning program that effectively targets one (or several) of the major skills areas (e.g., speaking, reading).

7. [ELT Content Design]

This practical course is designed to help students produce ELT digital contents through understanding principles of planning digital contents and how to communicate with software developers. Students will learn how to write storyboards to make their own digital ELT contents.

8. [Assessment and Program Evaluation]

In this course, students will learn how to assess ELT learners' English ability based on theoretical understanding of English assessment. Then, the students will learn how to evaluate ELT programs.

9. [Advanced Translation]

This course aims to introduce students to the world of translation theory and practice. Students will have a chance to translate various types of texts each week and review/discuss their translation works in class in light of relevant theories. Students will be given practical feedback on their translation works to improve their translation skills. Texts to be translated will include various types ranging from children's literature to technical documents.

10. [ELT Publishing]

Through this course, students will understand the whole process of publishing (planning, writing, editing, designing, printing, and distributing). Students will learn how to publish their ELT manuscripts and contents into real paper books or digital content through this publication process.

11. [ELT Digital Content Design]

This practical course is designed to help students further develop their understanding of ELT content design and practical skills by doing group projects and tasks. Students will learn how to write storyboards and communicate with software developers effectively by developing their own digital ELT contents.

12. [Thesis 1, 2 / Project 1, 2]

Through this course, students learn the procedures and methods of writing academic papers or creating professional projects. Students develop their academic or professional interests into master's thesis or master's projects according to the procedures and methods learned in this course.

1. [Phonetics of English]

This course consists of a series of workshops to enable prospective and practising EFL teachers to develop a practical understanding of concepts underpinning the pronunciation of English in EFL. We will be dealing mainly with articulatory phonetics, surveying the sounds, word-stress, rhythm and intonation of the main varieties, and addressing issues for Korean learners in the perception and performance of same.

1. [Genre Writing]

This course is an introduction to the principles of “good” writing and how professional writers achieve it. Writing Fundamentals (WF) takes a genre approach to writing, an approach that will quickly help you learn to write for different purposes and to different audiences. Over the semester you will learn how to write various types of texts, including email messages, short newspaper/magazine-style articles, and summaries.

2. [Academic Writing]

This course is an introduction to the principles and patterns of academic writing. Academic Writing (AW) takes a process-genre approach to writing, and you will learn how to compose short but complex texts for different purposes, to different audiences, and within different genres. Over the semester you will learn how to draft, revise, and edit your writing and produce magazine-style articles and academic essays.

3. [Refining Academic Writing]

This course focuses on developing in students the skills, strategies, and knowledge needed to improve as writers of academic English. The assumption is that students will be writing theses, projects, and/or substantial papers for other classes in the near future; and with this in mind, the syllabus highlights features of academic writing that are common across a variety of graduate-level writing tasks. These include, but are not limited to, summary writing, maintaining “flow”, defining terms, general/specific organization, and problem/process/solution texts.

4. [Business Writing]

In this course we seek to help you enter the workforce successfully after completing your final project for graduation. To achieve this, we will spend the early weeks of the class working to produce the best versions of theses/projects possible for submission. Next, we will direct our attention to preparing resumes and C.V.s that will represent us well and stand out to potential employers. We will then turn to the drafting of job inquiries, cover letters, and other general professional writing tasks.

5. [ELT Module - Listening & Speaking Essentials]

This skills course provides participants with the opportunity to increase their speaking abilities and listening comprehension through immersive practice. Engaging with a variety of challenging and unfamiliar topics will enable students to communicate in a professional manner. Participants will work and speak collaboratively for much of the class. Authentic and instructor-created materials will be used in addition to purpose-made materials.

5. [ELT Module - Communication Strategies]

This skills course continues in the same vein as Listening and Speaking Essentials in that this course will enable students to communicate at a higher level. That being said, this course differs in a couple important ways. First, a greater emphasis is placed on strategies for effective listening and speaking (for example, how to draw inferences while listening). Second, this course focuses more on the prosodic features of English and on sociolinguistic competence, particularly in regards to register and appropriacy. In addition, students will work towards expanding their academic vocabulary and becoming proficient language users.

6. [ELT Module Storytelling]

Students will learn how to use stories to increase skills in listening to and telling stories. Students will practice telling both real and fictional stories. There will be a focus on different aspects of storytelling; types of stories, different delivery of stories, voice, tone, etc. We will also look lexical phrases common in different types of stories and descriptive language used in storytelling.

7. [ELT Module Public Speaking]

The focus of this course is on the basic skills, strategies, and techniques of good public speaking. We will concentrate on three main areas: 1) physical performance, 2) visual aids and their presentation, 3) organizing content. Substantial class time will be given over to student speeches and peer/teacher feedback. Speeches are opportunities for students to practice newly acquired skills in a supportive environment and to demonstrate their understanding of the course content.

8. [ELT Module Literature & Language Learning]

The Literature and Language Learning module seeks to familiarize students with a variety of literary forms written in English and some of their possible uses in the Korean EFL classroom. We will do this by examining the rationale behind using literature in an EFL context, by reading a range of authentic literary texts (short stories, poems, dramatic scenes, and one novel for young adults), and by exploring tasks and activities that can be employed to exploit such texts for language learning/acquisition.

9. [ELT Module EAP Reading]

This course aims to give participants an opportunity to develop and refine their reading skills through focused readings on weekly topics. Students will be required to follow a range of media outlets, both domestic and international, in various forms. Over the course of the semester, students will work towards expanding their academic vocabulary and becoming proficient language users.