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題名 Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan
作者 余明忠
Yu, Ming-chung
貢獻者 英文系
日期 2008.03
上傳時間 7-Jul-2014 15:55:31 (UTC+8)
摘要 The study reported in the present article was a process—product investigation of foreign language classroom practice and its effects on learners` development of sociolinguistic competence, which, though important for appropriateness of language use, has long been neglected in L2 teaching. Based on classroom observation, the study examined the extent to which college English classes in Taiwan were instructed in this specific aspect of communicative competence and how learners` performance might be linked to the instructions they received. The findings showed that no matter whether a given class was considered more communicatively oriented or less, sociolinguistic instruction was mostly neglected in classroom practice, and that, although the participants had different learning outcomes in speaking and listening skills, they did not differ in sociolinguistic performance.
關聯 TESOL Quarterly,42(1), 31-53
資料類型 article
DOI http://dx.doi.org/10.1002/j.1545-7249.2008.tb00206.x
dc.contributor 英文系en_US
dc.creator (作者) 余明忠zh_TW
dc.creator (作者) Yu, Ming-chungen_US
dc.date (日期) 2008.03en_US
dc.date.accessioned 7-Jul-2014 15:55:31 (UTC+8)-
dc.date.available 7-Jul-2014 15:55:31 (UTC+8)-
dc.date.issued (上傳時間) 7-Jul-2014 15:55:31 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67358-
dc.description.abstract (摘要) The study reported in the present article was a process—product investigation of foreign language classroom practice and its effects on learners` development of sociolinguistic competence, which, though important for appropriateness of language use, has long been neglected in L2 teaching. Based on classroom observation, the study examined the extent to which college English classes in Taiwan were instructed in this specific aspect of communicative competence and how learners` performance might be linked to the instructions they received. The findings showed that no matter whether a given class was considered more communicatively oriented or less, sociolinguistic instruction was mostly neglected in classroom practice, and that, although the participants had different learning outcomes in speaking and listening skills, they did not differ in sociolinguistic performance.en_US
dc.format.extent 250746 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) TESOL Quarterly,42(1), 31-53en_US
dc.title (題名) Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwanen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1002/j.1545-7249.2008.tb00206.xen_US
dc.doi.uri (DOI) http://dx.doi.org/10.1002/j.1545-7249.2008.tb00206.x en_US