{ 報告摘要Abstracts }
9:10-10:20 Session I: . 課程設計與教學法Curriculum Design and Teaching Methodologies 
  • 馮品佳Pinchia Feng (交通大學外文系副教授 Associate Professor, Department of Foreign Literatures and Languages at NCTU）: 交通大學外文系分流式課程設計 Course Streaming: the Curriculum Design of the Department of ForeignLanguages and Literature at NCTU
  • 錢景甯Ching-ning Kerri Chien（中原大學應用外語系主任 Chair, Department of Applied Linguistics and Language Studies at CYCU）:應用外國語文學系課程設計基本原則 Basic Principles in Designing Curriculum for Applied Foreign Language Program
  • 荊行倫Hsing-luen Ching（中原大學語言中心主任 Director, Language Center at CYCU）:提升大學英語文教學具體措施 Practical Policies for Enhancing Freshmen English Education
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    10:40-12:10 Session II. 寫作與閱讀教學Teaching Composition and Reading
  • 劉紀雯Kate Liu（輔仁大學英文系副教授 Associate Professor, Department of English at FJU）: 網路輔助適性作文教學Internet-Assisted Composition Teaching and Individualized Instructions
      • Recent researchers on Computer-Assisted Language Learning have tried to bridge the gap between “technocynicism” and “technoinfatuation” (Wauschauer 525) by discussing the possible problems involved in CALL (e.g. unequal access to computers, dominance of English) as well as possible pedagogies to solve them (Cummins, Murray, Lam).  How do we Taiwanese college teachers make use of the Internet in composition teaching to interest each individual student, improve his/her writing abilities and cultivate his/her self-learning habits without adding to the frustrations and anxiety s/he has had in accessing, using and producing online materials?   This is the question I would like to discuss through using the example of Junior Composition and Conversation class I am teaching at the English department of Fu Jen. 

      Introduction of new technologies is less important than a careful evaluation of a teacher’s teaching environment and adjusting one’s teaching styles to it.  The first issue I will briefly deal with, therefore, is how to build up an environment favorable to internet-assisted composition teaching.  My focus, however, will be on how to make instructions through the Internet flexible or malleable to meet individual students’ need.   The range of instructions I will cover is as follows: 

      Teacher-centered instructions
      teacher-student interactions
      student-centered acitivities

      Goals: offering suggestions, models and stimuliModifying/explaining teacher’s suggestions; Allowing free expressions of students’ ideas and sense of identityConstruction of self-awareness and self-identity through writing
       

      1. the use of computer and internet to give feedbacks to student writings
      2. in-class discussion of errors
      3. offering online materials
      4. email discussions
      5. discussion board1. web project
      6. personal interest discussion
      7. Research paper project 

        8.  
      Individualized instructions means for me the meeting-half-way of the teacher’s teaching styles and the students’ learning modes.  None of the instructional methods I will discuss, therefore, holds universal validity.  I would like to discuss how “I” bend and mold both my teaching environment and the Internet resources to meet my students’ interest and needs.  The molding process I discuss should offer stimuli for more discussion but not final answers. 
  • 林芍音Daphne Lin（輔仁大學英文系講師 Instructor, Department of English at FJU）: 網路輔助閱讀教學Internet-Assisted Instructions on Reading
      • Two problems have been causing agony to teachers of a reading course: students either work too hard or they do not care at all. Why is hard working a problem in a reading class? The case is, students learning English as a foreign language are usually overwhelmed by the reading assignment full of vocabulary and they devote most of their time looking up new words. The most important part of a reading assignment, reading for information or for fun, is therefore often neglected. The result is, then, students spend a lot of time reading an article or story assigned by the teacher but they feel frustrated when they cannot answer the teacher’s simple questions about the reading assignment. The other problem that students, especially Taiwanese college students, do not care actually reflects the reading habit that our education brings about. Students tend to wait until the teacher tackles the reading assignment for them; they are not aware of the importance of the PRO skills—preparing, reading, and organizing. That is, their learning style stays in the stage of rote learning, rather than reflective learning. This learning style causes ineffectiveness when teachers are trying to introduce a reading assignment relevant to literature or culture. Also perplexed by students’ reading problems, we are exploring the potentials of Internet-assisted instruction in hope that its multimedia and interactive nature could provide some answers. In addition, we wish that our exploration could lead to in-depth studies and discussions on the application of educational technology to reading instruction.
  • 王惠芝Hui-Chih Wang（中原大學應用外語系副教授 Associate Professor, Department of Applied Linguistics and Language Studies at CYCU）:大一閱讀教學之統整式課程模式探討The Use of Integrated Thematic Instruction Model (ITIM) in Freshman English Courses
      • With the rapid changes in our society, change in the curriculum and instructional strategies in today's Freshman English courses is inevitable.  As English teachers play the key role in the change process, it is necessary to know how they organize curriculum, design class activities, and conduct evaluation. 

      The purpose of this study was to use the Integrated Thematic Instruction Model (ITIM) as a new approach to be applied into college Freshman English courses.  The content and teaching strategies were mainly organized into: (1) Integrated Thematic Units which included social concern unit, interpersonal relations unit, environment ethics unit, and literature appreciation unit.  (2) Integration Strategies were employed in each unit to arouse student’s deep-thinking and problem-solving skill.

      The 15 – item school –developed evaluation form was addressed to 64 students, and the results were then analyzed.
       

  • 何春蕤Josephine Ho(中央大學英文系副教授Associate Professor, Dept. of English at NCU) 朝四暮三教作文Teaching English Composition the Hard/Easy Way
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    1:10-2:20 Session III. 文學、電影與英語教學Literature, Film and English Teaching
  • Jan Anderson安芳（中原大學應用外國語文學系教授 Professor, Department of Applied Linguistics and Language Studies, Department of Foreign Languages and Applied Linguistics at YZU）: 第二外語文學課程教學經驗分享Teaching Literature to Second Language Learners
  • 陳聖儀 Sun-I Chen & 林文淇Wenchi Lin（中央大學英文系助理教授／主任Assistant Professor/Chair, Department of English at NCU）:文學課程中的寫作教學Two-in-One: Teaching Writing in Literature Courses
  • David Stewart司徒尉（中央大學英文系助理教授Assistant Professor, Department of English at NCU）: Film English: Using Movies to “Teach” Conversation 

    • 電影英語「教」會話
      Students arrive in university with many English language problems: poor comprehension, limited vocabulary, slow reading, bad grammar, no conversational skills, to name the most obvious.  Films can help on all counts.  This is due in part to the fact that films use language so extensively in performing their cultural work.  Narrative films in particular use language to advance plot, define characters, establish mood, and simply tell us what is going on.  Insofar as realism is the dominant style of a film, its language approximates language in real life, thereby demonstrating application.  Vocabulary and listening-comprehension are not the only skills improved by films.  Closed captioning can help students increase reading speed.  Films can also serve as the basis for writing assignments and oral presentations.  In short, films provide an invaluable extension of what we might call the technologies of language acquisition that have been used to teach students the basics of English in elementary and high school. 

      But films can do more than this.  Properly selected and presented, films can do what is perhaps most difficult in university language teaching: move students to speak.  This presentation will address issues having to do with the use of films to promote student engagement in classes meant to “teach” conversation, where traditional forms of what I call performative English training fail to generate anything like a conversational situation. 
       
    2:30-3:50 Session IV. 語言學與英文口語教學Teaching Linguistics and Oral English
    • Katie Mills米凱蒂（美國在台協會邀請訪問教師）陳聖儀Sun-I Chen/林文淇Wenchi Lin : 教育部補助「網路輔助發音教學」課程設計成果發表Introducing "Teaching Pronunciation on the Web"
    • 袁韻璧Yun-pi Yuan（輔仁大學英文系副教授 Associate Professor, Department of English at FJU）: The Multi-modality of Introduction to Linguistics
      • Research has shown that students have unique learning styles and strategies, and teachers also have preferred teaching styles.  To accommodate the range of learning styles and strategies present in the classroom, and to avoid the unchangeable unitary teaching styles that the teacher might unconsciously employ, Introduction to Linguistics, as a required course for Fu Jen sophomore English majors, is approached with an awareness of multi-modalities involved in language learning and teaching.

      Learning styles are generally described as cognitive, affective, and perceptual traits that indicate how learners perceive, interact with, and respond to their learning environment.  I will show how this course is designed to meet the different needs of the students cognitively, affectively, and perceptively.  It is hoped that teaching students with multi-style techniques makes learning more enjoyable, improves teacher-student communication, and enriches instruction.  Given the present design of the course and the fact that this course will be expanded (from the current two credits) to three credits next year, I would also like to find out how to make it even more multimodal.
       
    • Thomas Nash那湯姆（輔仁大學英文系副教授 Associate Professor, Department of English at FJU):The Often-forgotten Imagistic Modality of Spoken Language
      • Since we are concerned here with multiple intelligences and language learning, teaching, and use, I want to remind everyone of the importance of iconic gestures with spoken language.  I will show that gestures are part of the utterance, not something separate but interesting that in the study of language we can choose to ignore.  Gestures represent the imagistic thinking (global, undivided, unitary thought) behind the utterance, and both develop together in time with speech (which is linear and segmented), and are occur in synchronization with speech.  They provide information to addressees about the intrinsic meaning of the utterance, and moreover, probably help speakers maintain and develop their imagistic thinking, thus helping them talk.  Here we also see an important function for the kinetic aspect of gestures.  I will give examples of speech-gesture utterances observed in child language and in recent conversation classes, and end with two questions which students have raised about gestures and spoken language in the context of their learning.
    4:10-5:40 Session V.  教學法與教育科技Teaching Methodologies and Educational Technologies
  • 賴麗珍Li-chen Lai（輔仁大學教育學程中心主任Director, Center of Teacher Education） :「教學原理」知識架構的教學策略
      • 對於師資生或者中學英文科教師而言，教學原理是一門重要的課程，學習者在修讀這門課程時，會學習到一般的教學理論、教學方法、以及相關的原理原則。從英文教師的教學實務來看，有關教學的專業知識非常重要，而職前教育課程若能提供統整的知識架構，將有助於教師在專業上繼續建構自己的教學理論。

      研究者依據任教「教學原理」的經驗，嘗試提出下列有助於師資生獲得統整知識的策略:

      1. 以最有效的學習方法為基礎設計教學活動，例如採用accelerated learning 的六大步驟設計教學過程; 
      2. 應用概念圖呈現教學內容，以協助學生獲得整體的知識; 
      3. 學習評量的內容以整體知識架構為重，不強調零碎知識的記憶; 
      4. 學習評量的方式強調實作評量(performance assessment)，例如指定學生完成一對一的教學練習、練習撰寫教學計畫、以及練習協同教學的方法; 
      5. 示範及指導學生如何思考教學方法和策略的決定;
      6. 示範及指導學生如何進行教學反省。

        7.  
  • 葉修文Rebecca Yeh（輔仁大學英文系副教授 Associate Professor, Department of English at FJU）: 團隊合作設計與電腦輔助語言教學課程 Team Design and CALL Curriculum
    • Team Design is an approach to CALL (Computer-Assisted Language Learning) instruction in which students learn as a result of collaboratively engaging in design activities and reflecting appropriately on their experiences.  To gain team design experiences, Fu-Jen English Dept. students will develop CALL projects in co-operation with students from the Department of Information Management of Chung-Hua University (中華大學資訊管理系). Each project team will include people for instructional design and the subject matter (TESOL [Fu-Jen students]), and people for programming and technical support (Web Programming [Chung-Hua students]). Students learn how to design CALL programs by experiencing how CALL courseware are developed and produced.  They learn problem-solving, decision-making, and collaboration skills (especially through electronic communications) by engaging in the kinds of activities that require them to use those skills well.  The purpose of this curriculum is to create CALL (or Computer Programming) curriculum that will motive students to want to learn and give them an opportunity to put what they are learning to work.  Following problems will be discussed: Will Team Design improve the quality of students’ instructional design?  Will Team Design improve students’ courseware product? Will Team Design approach improve students’ motivation in CALL curriculum? What are those problems generated in the collaborative process and what are the possible solutions?
     
  • 朱孝龍（輔仁大學視教中心講師 Lecturer, Multimedia Center at FJU ）:探討科技性知識的教學網頁設計Internet Presentations of Technological and Abstract Knowledge
    • 由於大部分有關科技性的理論或較抽象知識教授，往往它的網頁設計和一般教科書並沒有什麼太大不同，只是把書的文字、圖表電子化，事實上還是類似電子翻書機的功能而已。我希望就教學設計觀點，探討這類型的教學網頁設計如何能真正發揮網路、或多媒體的功能。應該還是偏教學法的探討。
     
  • 施佑芝Yu-chih Doris Shih（美國德州農工大學教育課程與教學博士Ph.D., Department of Educational Curriculum & Instruction at Texas A & M）: 個別化英語教學與學習策略Individualized EFL Teaching and Learning Strategies via Email 
    • This presentation reports the results of two investigations in an online English as a Foreign Language (EFL) teaching and learning project. In these two studies, Taiwanese college-level EFL students were connected with U.S. preservice teachers individually via e-mail to teach and learn English language and American culture. The results show that EFL and cultural teaching/learning via e-mail can be an effective and innovative method in foreign language acquisition.  (e-mail: doris@sinamail.com)