DSpace Collection:
https://ah.lib.nccu.edu.tw/handle/140.119/79887
2024-03-29T14:45:38ZLanguage Teaching beyond Language Learning: ‘Academicizing’ Language Programs at Universities in Taiwan
https://ah.lib.nccu.edu.tw/handle/140.119/79952
題名: Language Teaching beyond Language Learning: ‘Academicizing’ Language Programs at Universities in Taiwan
摘要: Foreign language departments at universities in Taiwan are considered by a majority of the students as institutions in which language learning is the main priority of the program, with teachers functioning predominantly as language instructors, providing other aspects of the subject as complementary items. The genuine academic aspects of such a study remain rather in the background if compared to foreign language departments in the West (in this case: Europe). The reasons are manifold; they are cultural (abstract thinking is not really practiced in Asian education), historical (English learning is ‘in’ in Taiwan), and home-grown: There is a growing number of teachers at those departments with an academic background and expertise in English teaching. Such a situation and its further development are subject to criticism. An academic subject focusing on techniques and strategies regarding how to best learn and teach a foreign language is narrowing down the intellectual scope of what teaching and learning at universities could and should be (the difference between colleges and graduate schools is played down here). Students studying language at universities need intellectual challenges which could only be delivered if they are to explore the vast fields of knowledge surrounding the language they wish to master at a high level. Such fields include old and new subjects of the humanities and liberal arts which should have a more prominent position within the foreign language curricula in Taiwan than they have now. They might also help students to rely less on rote learning and focus more on understanding.2015-12-29T02:59:58Z英詩教學中整合"美學欣賞的觀點"與"求知式的閱讀"
https://ah.lib.nccu.edu.tw/handle/140.119/79951
題名: 英詩教學中整合"美學欣賞的觀點"與"求知式的閱讀"
摘要: In recent years, the pendulum of poetry teaching has swung between two extremes: the conventional critical-interpretation approach and the untraditional response-based method. The critical-interpretation approach overemphasizes the importance of transmitting the knowledge of poetic conventions to students in order to develop their capability of comprehending and evaluating literary merits. On the other hand, the response-based method highly underscores the aesthetic stance students take in appreciating poetry to generate a unique, personal, and affective experience with literature. In this study I propose coordinating aesthetic stance with efferent reading in teaching poetry. A sample demonstration of teaching Matthew Arnold’s “Dover Beach” is provided to illustrate the suggested dualistic model of poetry instruction. The model suggests that in order for teachers to develop a genuine passion for reading poetry in students, it may be not productive to engage students in the formal analysis of poems before the poems have been personalized. Only after students have experienced aesthetic participation with literature can they cultivate a life-long interest in poetry.2015-12-29T02:59:46ZProblems in Intercultural Communication: An Inter-University Study on Chinese Undergraduate Students in Hong Kong, and Pedagogical Insights
https://ah.lib.nccu.edu.tw/handle/140.119/79950
題名: Problems in Intercultural Communication: An Inter-University Study on Chinese Undergraduate Students in Hong Kong, and Pedagogical Insights
摘要: Lee, Fong-King2015-12-29T02:59:34ZThe Effect of Focused and Unfocused Direct Written Corrective Feedback on a New Piece of Writing
https://ah.lib.nccu.edu.tw/handle/140.119/79949
題名: The Effect of Focused and Unfocused Direct Written Corrective Feedback on a New Piece of Writing
摘要: The value of written corrective feedback (CF) has been an issue of considerable debate in the literature (e.g. Truscott, 1996; Ferris, 1999), and this polemic has lead to a trend in recent studies to draw on second language acquisition (SLA) research as a way to further comprehend the intricacies of this complex issue. Indeed, Ellis, Sheen Murakami and Takashima (2008) delineate between focused CF and unfocused CF. For direct CF, they found that both types of focuses were effective in new pieces of writing, and that this effect was durable. As only this one study has examined these focuses for the target form of articles, arguably further research is needed with different target forms. With this in mind, the study presented here contrasted the effectiveness of focused direct CF for past tense forms, unfocused direct CF and a control group (no CF) on the accuracy of student writing. Using mixed between-within ANOVAs, it was revealed that all three conditions improved in accuracy between two writing tasks; however, both the focused direct CF and unfocused direct CF groups significantly outperformed the control group in the second piece of writing.2015-12-29T02:59:20Z