1.Vocabulary knowledge is said to be one of the key elements of communicative competence and language acquisition. There have been numerous approaches to teaching vocabulary focusing on different perspectives of vocabulary. Based on the methods you have noted, give PRINCIPLES you would follow in teaching vocabulary to students of elementary school, junior high school (Grades 7-9), and senior high school (Grades10-12). (25%)

2. Recently, a pedagogical approach being discussed enthusiastically in Taiwan is English as a medium of instruction (EMI), which advocates using English in teaching and learning content or academic subjects. However, due to global mobility and migration, Taiwan has many multilingual populations. Another approach then arises to support multilingual classrooms that draws on students' home language and culture as resources for learning and teaching. What are your comments on the two approaches toward classroom language to be implemented in Taiwan high schools? 25%)

3. It has been proven a myth that L2 learning basically involves the overcoming of the differences between the native and target languages. Please explain.(25%)

4. Compensatory strategies are a common set of communication devices. Because L1 learners will usually acquire how to employ these strategies in speech, some people may thus suggest that it be not necessary to teach L2 learners these strategies. Illustrate what compensatory strategies are by providing 3 examples, and discuss in some detail whether foreign language teachers should teach L2 learners these strategies. (25%)

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)

1. The notion of multiliteracies has gained growing attention in ESL/EFL (English L2) education worldwide. As a pedagogical approach, this notion is considered as a supplement to traditional approaches to literacy teaching and learning (The New London Group, 1996). Please define and elaborate on the notion of multiliteracies pedagogy, and explain how multiliteracies approaches can be conceptualized in English L2 education. (15 points) If you are a senior high school English teacher, how would you integrate multiliteracies pedagogy into your classes? (10 points)

4. Project-based learning (PBL) is widely implemented in English L2 classes. Please explain how this approach can benefit EFL learners' learning of English in terms of the cognitive, affective and psychomotor domains of learning. (10 points) After that, please design an English learning project that can help high school students explore one of the 19 important global issues highlighted in the 12-year Curriculum Guidelines for Basic Education, and explain the objectives, procedure, and assessment methods of the project. (15 points)

3. Data-driven learning (DDL) is a corpus-based language learning approach in foreign language pedagogy. According to Tim Johns (1991), this approach leads students to discover the nature of language through the process, "Identify-Classify-Generalize." Please explain how this approach can benefit EFL learners' learning of English based on theories or hypotheses of Second Language Acquisition. (15 points) Exemplify how DDL can be effectively integrated into high school English classes by designing a specific lesson and delineating its teaching procedure. (10 points)

2. Scholars and educators in the field of TESOL have started noticing the salience of L2 learners' metalinguistic awareness for their second language acquisition. Please specify the reasoning behind this claim using the theories you are familiar with. (15 points) Give one example from your teaching or learning experience to justify your understanding. (10 points)

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