(b) How would you teach English reading and writing in a regular Taiwanese senior high school English class? (14 points)

(a) What are some possible challenges that may be encountered by the students in a TEIE classroom? (8 points)

(b) As an English teacher, what would you do to foster student learning in a TEIE setting? (14 points)

2.(a) What is the relationship between reading and writing? (14 points)

(a) Define and discuss what the Input Hypothesis is and its relation to the Natural Order Hypothesis in second language acquisition. (15 points)

(b) How can input be emphasized aurally in speaking classes for learners to process for further output for learning to happen more effectively? Use an example to substantiate your point. (10 points)

(a) Discuss how theory and practice are utilized to explore their relationship. (15 points)

(b) The social aspects of fluency and pronunciation are also linked to the focus of communication in language classrooms. Examine the balance between fluency and pronunciation in effective listening and speaking instruction nowadays. (10 points)

4. There have been many L2 learning motivation theories. Some conceptualize motivation as a trait and some, a process. Please describe one L2 learning motivation theory that sees motivation as a trait and one that sees it as a process. Discuss which theory provides a better account of your motivation to learn English and a better explanation for your English achievement. (30 points)

3. On Oct. 30, 2021, in the Senior High School Students Symposium, President Tsai Ing-wen expressed her dislike of the idea "one single test determines a student's future at College Entrance Exam." She proposed that international English tests like TOEFL or TOEIC and local English tests like GEPT, which are held several times a year, could replace the English test at College Entrance Exam. Do you agree or disagree? Why? Please comment on the proposal in terms of language assessment theories. (20 points)

2. With the development of immersive technologies, virtual reality (VR) has been increasingly applied for second/foreign language education. By wearing a VR headset, learners can use VR apps or games to interact with a simulated or imaginary environment. Please explain and elaborate on the affordances of VR for teaching and learning a second/foreign language based on theories of Second Language Acquisition. (15 points) According to your teaching or learning experience, how can VR be effectively integrated into English L2 classes? Please explain your reasons. (10 points)

113年 - 113 國立政治大學_碩士班暨碩士在職專班招生考試試題_英國語文學系：英語教學理論與實務#122230

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