1. 公私立學校英文老師
2. 補習班、家教英文老師
3. 準備教師甄試的英文老師

Develop an understanding of the importance of SLA research to second language instruction, an awareness of conditions conducive to instructed learning, and an ability to critically analyze classroom procedures.

W1：Understand Errors — error analysis, language transfer, and avoidance
W2：Input Processing — various types of input and knowledge, soft and hard structures, and input, intake, and output
W3：Vocabulary & Grammar — the role of chunks, the process of vocabulary acquisition, and teachability of grammar
W4：Teaching the 4 skills — L2 reading instruction
W5：Teaching the 4 skills — L2 writing instruction
W6：Teaching the 4 skills — L2 literacy development
W7：Teaching the 4 skills — L2 listening development
W8：Pragmatics — how to teach L2 pragmatics
W9：Feedback — oral and written feedback and various qualities of corrective feedback
W10：Teaching Methods — task-based instructions, dictogloss, processing instruction, and input enhancement
W11：Individual Differences — motivation, aptitude, sensitivity to input, and analytic skills
W12：Language Testing & Second Language Assessment — how to design tests and interpret students’ performance
W13：Demo

1. corrective feedback 怎樣給比較有效。
2. input-based 和 output-based 的教學各自的優缺點是什麼。
3. 假設 “Without attention, without learning.” 這句話為真，老師有什麼方法可以操控學生的 attention。
4. receptive skills（閱讀、聽力）和 productive skills（寫作、口說）的培養包含怎樣的練習和認知機制。
5. 普遍被認為最隱性的英聽能力，第二語言習得研究顯示應該如何教。
6. 單字教材應該如何設計、應該如何教，才符合字彙習得實證研究的結果。
7. 應該如何帶學生閱讀，而 extensive reading / intensive reading / repeated reading / narrow reading 各自的優缺點是什麼。