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題名 應用短篇故事閱讀引導英語句型寫作
Developing Sentence Writing through Short Story Reading作者 王姵涵
Wang, Pei Han貢獻者 葉潔宇
Yeh, Chieh Yue
王姵涵
Wang, Pei Han關鍵詞 短篇故事教學
短篇故事閱讀
英語句型寫作
句型寫作
句型練習
高職生
short story teaching
short story reading
English sentence writing
sentence writing
sentence pattern exercise
vocational high school students日期 2015 上傳時間 2-Dec-2015 17:04:37 (UTC+8) 摘要 本研究以台灣中部地區一所高級職業學校的27名三年級學生為對象，旨在探討利用課外時間應用短篇故事引導學生英語句型寫作的效果。藉由學習日記、教學觀察日記、以及訪談等質化研究方法收集資料，資料分析則以深入了解研究對象對於短篇故事教學的感受為目的，並於研究期間經由不斷反思與調整，以尋求更為實用可行的教學方法。本研究結果發現：一、短篇故事教學能更強化研究對象的句型寫作能力與學習動機；二、短篇故事教學的經驗對於研究者的課程設計能力以及教學技巧具有相當大的助益；三、經由不斷地反思與調整，研究者逐步發現了更為實用可行的教學方法；四、對於研究對象的句型寫作能力發展具有真正影響力的是他們自身的學習態度，而不是程度高低。根據上述幾點發現，研究者於文末總結出幾項研究重點與局限性，並對未來相關研究提出建議。
Targeting 27 senior three students at a vocational high school in central Taiwan, this action research project used extracurricular activities to explore the effects of applying short stories on the development of learners’ sentence writing competence. By means of qualitative techniques, including learning logs, teaching logs and interviews, results were analyzed and interpreted with an attempt to have a profound understanding of the participants’ responses to short story teaching and to derive a more feasible approach through continuous reflections as well as adjustments. The findings concluded from the results included: 1) short story teaching could better enhance both the development of the participants’ sentence writing and their motivation; 2) the experience of short story teaching was beneficial for the teacher researcher’s curriculum design and teaching techniques; 3) a more feasible approach had been built through continuous reflections and adjustments; 4) it was not a learner’s proficiency level but his learning attitude that affected the development of his sentence writing during the teaching stages. Based on these findings, pedagogical implications and limitations of this project are proposed; in addition, recommendations for future studies are provided at the end of this thesis.參考文獻 Alami, S. A. (2013). Utilising Fiction to Promote English Language Acquisition. Newcastle, UK: Cambridge Scholars Publishing. Akyel, A., & E. Yalcin (1990). Literature in the EFL class: A study of goal-achievement in congruence. ELT Journal. 44(3), 174-180. Arikan, A. (2005). An evaluation of literature component of Hacettepe University English language teaching department. Hacettepe University Journal of Education. 29, 40-49. Ariogul, S. (2001). The Teaching of Reading Through Short Stories in Advanced Classes. (Unpublished master’s thesis). Hacettepe University, Ankara. Bilal, H. A., Tariq, A. R., Masood, A., Nasim, G., & Iqbal, A. (2013). Developing second language reading comprehension through short story. International Journal of English Language Education. 1(3), 282-292. Retrieved From http://www.macrothink.org/journal/index.php/ijele/article/view/4152/3433 Carter, R., & McRae, J. (1996). Language, Literature and the Learner: Creative Classroom Practice. London: Longman. Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal. 66(2), 184-192. Chiang, M. (2007). Improved reading attitudes and enhanced English reading comprehension via literature circles. Lagos Papers in English Studies. 1(1), 168-183. Collie, J., & Slater, S. (1991). Literature in the Language Classroom (5th ed.). Glasgow: Cambridge University Press. Divsar, H., & Tahriri, A. (2009). Investigating the effectiveness of an integrated approach to teaching literature in an EFL context. Pan-Pacific Association of Applied Linguistics. 13(2), 105-116. Duff, A., & Maley, A. (2007). Literature. Oxford: Oxford University Press. Elbaum, B., Moody, S. W., & Schumm, J. S. (1999). Mixed-ability grouping for reading: What students think. Learning Disabilities Research and Practice. 14(1), 61-66. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal. 8, 38-49. General English Proficiency Test (GEPT). 初級寫作能力測驗預試試題。Retrieved from https://www.gept.org.tw/Exam_Intro/down01.asp Gormáz, K. W. (2010). Acting Words: Syntax through Literature and Drama. (Unpublished master’s thesis). Austral University of Chile, Chile. Retrieved from: http://cybertesis.uach.cl/tesis/uach/2010/ffw218a/doc/ffw218a.pdf Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal. 42, 179-184. Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies. 1(1), 53-66. Kang, D. H. (1997). Thematic Units for EFL Teachers: Folk literature. (Unpublished master’s thesis). Indiana University, U.S.A. Retrieved from http://files.eric.ed.gov/fulltext/ED413776.pdf Khatib, M., & Nasrollahi, A. (2012). Enhancing reading comprehension through short stories in Iranian EFL learners. Theory and Practice in Language Studies. 2(2), 240-246. Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching. 4(1), 201-208. Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing. Kramsch, C. J. (1993). Context and Culture in Language Teaching. New York: Oxford University Press. Lao, C. Y., & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System. 28(2), 261-270. Meraji, S. M., & Sadighi, F. (2013). Relationship between reading short stories and the writing proficiency of Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World. 3(4), 178-191. McKay, S. (1982). Literature in the ESL classroom. TESOL Quarterly. 16, 529-536. McKay, S. (2001). Literature as content for ESL/EFL. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (pp. 319-332). Boston, MA: Heinle & Heinle. Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFL LCS SIG Newsletter. 23, 9-17. Nassaji, H., & Fotos, S. (2011). Focus on grammar through textual enhancement. Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context (pp. 36-48). New York: Taylor & Francis. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: a research synthesis of college-level L2 writing. Applied Linguistics. 24(4), 492-518. Pardede, P. (2011). Short stories use in language skills classes: Students’ interest and perception. In C. Manara & N.T. Zacharias (eds.), Bringing Linguistics and Literature into EFL Classrooms: Insights from Research and Classroom Practice (pp.101-108). Newcastle: Cambridge Scholars Publishing. Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching. 1(1), 14-27. Pedersen, E. M. (1993). Folklore in ESL/EFL curriculum materials. Annual Meeting of the Teachers of English to Speakers of Other Languages (pp.1-20). Atlanta: GA. Retrieved from http://files.eric.ed.gov/fulltext/ED372629.pdf Povey, J. (1967). Literature in TESOL programs: The language and the culture. TESOL Quarterly. 1(2), 40-46. Premawardhena, N. G. (2005). Integrating literature into foreign language teaching: A Sri Lankan perspective. Novitas-ROYAL: Research on Youth and Language. 1(2), 92-97. Retrieved from http://www.novitasroyal.org/Neelakshe.pdf Saricoban, A., & Kucukoglu, H. (2011). Using literature in EFL classes: Short story. In A. Akbarov (ed.), 1st International Conference on Foreign Language Teaching and Applied Linguistics (pp. 5-7). Retrieved from http://eprints.ibu.edu.ba/27/1/FLTAL%202011%20Proceed%C4%B1ngs%20Book_1_p160-p170.pdf Sell, J. P. A. (2005). Why teach literature in the foreign language classroom? Encuentro. 15(1), 86-93. Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly. 19, 703-723. Testing Center for Technological and Vocational Education (TCTE). (2012). 104學年度科技校院四年制與專科學校二年制統一入學測驗共同科目英文科非選擇題型範例。Retrieved from https://www.tcte.edu.tw/download/104year/104Eng_Notice.pdf Van, T. T. M. (2009). The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom. English Teaching Forum. 47(3), 2-9. Walker, S. (2012). Ghosts International: Troll and Other Stories. Oxford: Oxford University Press. Yanes, M. J. (1992). Comprehensible input via culture-schemata: Preparation and inspiration for literary study. Hispania. 75, 1348-1354. Young, A. (1996). Introducing critical thinking at the college level with children’s stories. College Teaching. 44(3), 90-93. 描述 碩士
國立政治大學
英語教學碩士在職專班
100951004資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951004 資料類型 thesis dc.contributor.advisor 葉潔宇 zh_TW dc.contributor.advisor Yeh, Chieh Yue en_US dc.contributor.author (Authors) 王姵涵 zh_TW dc.contributor.author (Authors) Wang, Pei Han en_US dc.creator (作者) 王姵涵 zh_TW dc.creator (作者) Wang, Pei Han en_US dc.date (日期) 2015 en_US dc.date.accessioned 2-Dec-2015 17:04:37 (UTC+8) - dc.date.available 2-Dec-2015 17:04:37 (UTC+8) - dc.date.issued (上傳時間) 2-Dec-2015 17:04:37 (UTC+8) - dc.identifier (Other Identifiers) G0100951004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/79549 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 100951004 zh_TW dc.description.abstract (摘要) 本研究以台灣中部地區一所高級職業學校的27名三年級學生為對象，旨在探討利用課外時間應用短篇故事引導學生英語句型寫作的效果。藉由學習日記、教學觀察日記、以及訪談等質化研究方法收集資料，資料分析則以深入了解研究對象對於短篇故事教學的感受為目的，並於研究期間經由不斷反思與調整，以尋求更為實用可行的教學方法。本研究結果發現：一、短篇故事教學能更強化研究對象的句型寫作能力與學習動機；二、短篇故事教學的經驗對於研究者的課程設計能力以及教學技巧具有相當大的助益；三、經由不斷地反思與調整，研究者逐步發現了更為實用可行的教學方法；四、對於研究對象的句型寫作能力發展具有真正影響力的是他們自身的學習態度，而不是程度高低。根據上述幾點發現，研究者於文末總結出幾項研究重點與局限性，並對未來相關研究提出建議。 zh_TW dc.description.abstract (摘要) Targeting 27 senior three students at a vocational high school in central Taiwan, this action research project used extracurricular activities to explore the effects of applying short stories on the development of learners’ sentence writing competence. By means of qualitative techniques, including learning logs, teaching logs and interviews, results were analyzed and interpreted with an attempt to have a profound understanding of the participants’ responses to short story teaching and to derive a more feasible approach through continuous reflections as well as adjustments. The findings concluded from the results included: 1) short story teaching could better enhance both the development of the participants’ sentence writing and their motivation; 2) the experience of short story teaching was beneficial for the teacher researcher’s curriculum design and teaching techniques; 3) a more feasible approach had been built through continuous reflections and adjustments; 4) it was not a learner’s proficiency level but his learning attitude that affected the development of his sentence writing during the teaching stages. Based on these findings, pedagogical implications and limitations of this project are proposed; in addition, recommendations for future studies are provided at the end of this thesis. en_US dc.description.tableofcontents Dedication Page...iii Acknowledgements...iv Chinese Abstract...x English Abstract...xi Chapter 1 Introduction...1 Chapter 2 Literature Review...5 2.1 Features of Literary Texts...6 2.2 Benefits of Utilizing Literary Texts...7 2.3 Short Stories vs. Other Literary Genres...8 2.4 Literary Texts vs. Non-literary Texts...9 2.5 Effects of Teaching Literature on Writing...10 2.6 Research Questions...11 Chapter 3 Methodology...15 3.1 Roles of the Teacher Researcher...15 3.2 Instruments...16 3.2.1 Sentence Writing Test...16 3.2.2 Prior-study Survey...17 3.2.3 Worksheets...17 3.2.3.1 Test Types...18 3.2.3.2 Arrangement of Worksheet Questions...19 3.2.4 Learning Logs...20 3.2.5 Teaching Logs...21 3.2.6 Interviews...22 3.3 Teaching Materials...23 3.4 Teaching Stages...25 3.4.1 Teaching Schedule...25 3.4.2 Contest among the Groups...28 3.5 Lesson Plans...29 3.6 Data Analysis...30 Chapter 4 Results...33 4.1 Before Short Story Teaching 33 4.2 First Teaching Stage...36 4.2.1 Worksheets 1 to 6...36 4.2.2 Learning Logs I, II, III...38 4.2.2.1 Results of the Structured Questions...38 4.2.2.2 Results of the Open-ended Questions...43 4.2.3 Teaching Logs I, II, III...46 4.3 Reflections and Adjustments...48 4.4 Second Teaching Stage...52 4.4.1 Worksheets 7 to 12...52 4.4.2 Learning Logs IV, V, VI, VII...54 4.4.2.1 Results of the Structured Questions...54 4.4.2.2 Results of the Open-ended Questions...62 4.4.2.3 Results of Learning Log VII...63 4.4.3 Teaching Logs IV, V, VI...66 4.4.4 Interviews...68 4.4.4.1 Summary of the Interview with High Achievers...68 4.4.4.2 Summary of the Interview with Low Achievers...72 4.4.4.3 Results of the Follow-up Survey...77 Chapter 5 Discussion and Conclusions...81 5.1 Summary of the Findings...81 5.1.1 Participants’ Learning Experience from Short Story Teaching...81 5.1.2 Teacher Researcher’s Insights...84 5.1.3 Problems Encountered and Adjustments...86 5.1.4 Responses from High Achievers and Low Achievers...87 5.2 Pedagogical Implications of the Project...88 5.3 Limitations of the Project...89 5.4 Recommendations for Future Research...90 References...93 Appendix 1: Sentence Writing Test...99 Appendix 2: Prior-study Survey...101 Appendix 3: Samples of Worksheets...103 Appendix 4: Samples of Learning Logs...113 Appendix 5: Categories of the Vocabulary...119 Appendix 6: Samples of Teaching Materials...121 Appendix 7: Samples of Lesson Plans...127 Appendix 8: Interview Questions(English Version)...129 Table of Figures Figure 3.1 Teaching Schedule...26 List of Tables Table 1.1 Test Types of the TVEE’s Non-multiple-choice Test...1 Table 3.1 Test Types Included in the Worksheet Exercise...18 Table 3.2 Domains of the Short Response Questions...20 Table 3.3 Selection of the Interviewees...22 Table 4.1 Ranking and the First Grouping of the Participants...34 Table 4.2 Results of the Prior-study Survey...35 Table 4.3 Ranking after the First Teaching Stage...37 Table 4.4 Opinions about the Teaching Procedure(Learning Logs I, II, III)...39 Table 4.5 Opinions about Worksheets(Learning Logs I, II, III)...40 Table 4.6 Self-evaluation of What was Learned(Learning Logs I, II, III)...42 Table 4.7 Opinions and Suggestions(Learning Log I)...43 Table 4.8 Opinions and Suggestions(Learning Log II)...44 Table 4.9 Opinions and Suggestions(Learning Log III)...46 Table 4.10 Notes Taken in Teaching Logs I, II, III...47 Table 4.11 Ranking and the Second Grouping...50 Table 4.12 Top 6 Participants of the Second Teaching Stage...52 Table 4.13 Ranking after the Second Teaching Stage...53 Table 4.14 Opinions about the Teaching Procedure(Learning Logs IV, V, VI)...55 Table 4.15 Opinions about the Interaction among Teammates...56 Table 4.16 Opinions about the Effect of Group Discussion...57 Table 4.17 Opinions about the Time Allotted for Group Discussion...58 Table 4.18 Opinions about Worksheets(Learning Logs IV, V, VI)...59 Table 4.19 Self-evaluation of What was Learned(Learning Logs IV, V, VI)...61 Table 4.20 Opinions and Suggestions(Learning Log IV)...62 Table 4.21 Opinions and Suggestions(Learning Log V)...63 Table 4.22 Opinions and Suggestions(Learning Log VI)...63 Table 4.23 Opinions about Short Story Teaching(Learning Log VII)...64 Table 4.24 Opinions about the Comparison between Two Teaching Methods(Learning Log VII)...65 Table 4.25 Opinions and Suggestions(Learning Log VII)...66 Table 4.26 Notes Taken in Teaching Logs IV, V, VI...67 Table 4.27 High Achievers’ Responses to the Follow-up Survey...78 Table 4.28 Low Achievers’ Responses to the Follow-up Survey...79 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951004 en_US dc.subject (關鍵詞) 短篇故事教學 zh_TW dc.subject (關鍵詞) 短篇故事閱讀 zh_TW dc.subject (關鍵詞) 英語句型寫作 zh_TW dc.subject (關鍵詞) 句型寫作 zh_TW dc.subject (關鍵詞) 句型練習 zh_TW dc.subject (關鍵詞) 高職生 zh_TW dc.subject (關鍵詞) short story teaching en_US dc.subject (關鍵詞) short story reading en_US dc.subject (關鍵詞) English sentence writing en_US dc.subject (關鍵詞) sentence writing en_US dc.subject (關鍵詞) sentence pattern exercise en_US dc.subject (關鍵詞) vocational high school students en_US dc.title (題名) 應用短篇故事閱讀引導英語句型寫作 zh_TW dc.title (題名) Developing Sentence Writing through Short Story Reading en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Alami, S. A. (2013). Utilising Fiction to Promote English Language Acquisition. Newcastle, UK: Cambridge Scholars Publishing. Akyel, A., & E. Yalcin (1990). Literature in the EFL class: A study of goal-achievement in congruence. ELT Journal. 44(3), 174-180. Arikan, A. (2005). An evaluation of literature component of Hacettepe University English language teaching department. Hacettepe University Journal of Education. 29, 40-49. Ariogul, S. (2001). The Teaching of Reading Through Short Stories in Advanced Classes. (Unpublished master’s thesis). Hacettepe University, Ankara. Bilal, H. A., Tariq, A. R., Masood, A., Nasim, G., & Iqbal, A. (2013). Developing second language reading comprehension through short story. International Journal of English Language Education. 1(3), 282-292. Retrieved From http://www.macrothink.org/journal/index.php/ijele/article/view/4152/3433 Carter, R., & McRae, J. (1996). Language, Literature and the Learner: Creative Classroom Practice. London: Longman. Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal. 66(2), 184-192. Chiang, M. (2007). Improved reading attitudes and enhanced English reading comprehension via literature circles. Lagos Papers in English Studies. 1(1), 168-183. Collie, J., & Slater, S. (1991). Literature in the Language Classroom (5th ed.). Glasgow: Cambridge University Press. Divsar, H., & Tahriri, A. (2009). Investigating the effectiveness of an integrated approach to teaching literature in an EFL context. Pan-Pacific Association of Applied Linguistics. 13(2), 105-116. Duff, A., & Maley, A. (2007). Literature. Oxford: Oxford University Press. Elbaum, B., Moody, S. W., & Schumm, J. S. (1999). Mixed-ability grouping for reading: What students think. Learning Disabilities Research and Practice. 14(1), 61-66. Erkaya, O. R. (2005). Benefits of using short stories in the EFL context. Asian EFL Journal. 8, 38-49. General English Proficiency Test (GEPT). 初級寫作能力測驗預試試題。Retrieved from https://www.gept.org.tw/Exam_Intro/down01.asp Gormáz, K. W. (2010). Acting Words: Syntax through Literature and Drama. (Unpublished master’s thesis). Austral University of Chile, Chile. Retrieved from: http://cybertesis.uach.cl/tesis/uach/2010/ffw218a/doc/ffw218a.pdf Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal. 42, 179-184. Hismanoglu, M. (2005). Teaching English through literature. Journal of Language and Linguistic Studies. 1(1), 53-66. Kang, D. H. (1997). Thematic Units for EFL Teachers: Folk literature. (Unpublished master’s thesis). Indiana University, U.S.A. Retrieved from http://files.eric.ed.gov/fulltext/ED413776.pdf Khatib, M., & Nasrollahi, A. (2012). Enhancing reading comprehension through short stories in Iranian EFL learners. Theory and Practice in Language Studies. 2(2), 240-246. Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching. 4(1), 201-208. Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing. Kramsch, C. J. (1993). Context and Culture in Language Teaching. New York: Oxford University Press. Lao, C. Y., & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System. 28(2), 261-270. Meraji, S. M., & Sadighi, F. (2013). Relationship between reading short stories and the writing proficiency of Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World. 3(4), 178-191. McKay, S. (1982). Literature in the ESL classroom. TESOL Quarterly. 16, 529-536. McKay, S. (2001). Literature as content for ESL/EFL. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (pp. 319-332). Boston, MA: Heinle & Heinle. Murdoch, G. (2002). Exploiting well-known short stories for language skills development. IATEFL LCS SIG Newsletter. 23, 9-17. Nassaji, H., & Fotos, S. (2011). Focus on grammar through textual enhancement. Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context (pp. 36-48). New York: Taylor & Francis. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: a research synthesis of college-level L2 writing. Applied Linguistics. 24(4), 492-518. Pardede, P. (2011). Short stories use in language skills classes: Students’ interest and perception. In C. Manara & N.T. Zacharias (eds.), Bringing Linguistics and Literature into EFL Classrooms: Insights from Research and Classroom Practice (pp.101-108). Newcastle: Cambridge Scholars Publishing. Pardede, P. (2011). Using short stories to teach language skills. Journal of English Teaching. 1(1), 14-27. Pedersen, E. M. (1993). Folklore in ESL/EFL curriculum materials. Annual Meeting of the Teachers of English to Speakers of Other Languages (pp.1-20). Atlanta: GA. Retrieved from http://files.eric.ed.gov/fulltext/ED372629.pdf Povey, J. (1967). Literature in TESOL programs: The language and the culture. TESOL Quarterly. 1(2), 40-46. Premawardhena, N. G. (2005). Integrating literature into foreign language teaching: A Sri Lankan perspective. Novitas-ROYAL: Research on Youth and Language. 1(2), 92-97. Retrieved from http://www.novitasroyal.org/Neelakshe.pdf Saricoban, A., & Kucukoglu, H. (2011). Using literature in EFL classes: Short story. In A. Akbarov (ed.), 1st International Conference on Foreign Language Teaching and Applied Linguistics (pp. 5-7). Retrieved from http://eprints.ibu.edu.ba/27/1/FLTAL%202011%20Proceed%C4%B1ngs%20Book_1_p160-p170.pdf Sell, J. P. A. (2005). Why teach literature in the foreign language classroom? Encuentro. 15(1), 86-93. Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly. 19, 703-723. Testing Center for Technological and Vocational Education (TCTE). (2012). 104學年度科技校院四年制與專科學校二年制統一入學測驗共同科目英文科非選擇題型範例。Retrieved from https://www.tcte.edu.tw/download/104year/104Eng_Notice.pdf Van, T. T. M. (2009). The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom. English Teaching Forum. 47(3), 2-9. Walker, S. (2012). Ghosts International: Troll and Other Stories. Oxford: Oxford University Press. Yanes, M. J. (1992). Comprehensible input via culture-schemata: Preparation and inspiration for literary study. Hispania. 75, 1348-1354. Young, A. (1996). Introducing critical thinking at the college level with children’s stories. College Teaching. 44(3), 90-93. zh_TW
