二年計畫
(Fall/1999  ~  Spring 2001)
結案報告
I。第二年工作重點
II. 兩年工作檢討與展望
編號 課程名稱
教師
8
CHILD LANGUAGE兒童語言學習 Thomas Nash
那湯姆
 

 林亭岑譯
英文版Engish
I。第二年工作重點:

I. 資料蒐集:
由於這門選修課本學年未開,我們的工作集中在修正本課程的教學法,注入更多有關多元智慧方面的元素,以及累積更多背景資料。另外與袁韻璧老師在大二必修的語言學概論課程做過一些相關的工作。
關於背景資料,做了136小時雙語同步習得錄音帶的備份,也利用本計劃所購置的謄寫機也繼續謄寫這些資料。

II. 選擇新教科書:
在上次計劃報告中指出許多學生反應八十八學年度第一學期所用的課本較難理解。問題之一是教科書很詳細地呈現本學科的知識狀態︰在許多議題上,有相衝突的證據,或者是對同樣證據的不同解釋.我有試著對學生解釋教科書的做法及原因,但是對於兒童語言的初學者而言,教科書沒有清楚的結論會造成他們的困惑和挫折感.此外,本教科書不是為外國語學習者設計的,所以對我們的學生來說,有些部份著實難懂.針對這些問題,新課本(Foster-Cohen 1999)提供練習題,討論題目與相關活動,以及謄寫指導,Mean Length of Utterance計算,資料範本,和相關刊物書單等。這本書是屬於朗文語言學習系列(Learning About Language series)。這系列另外一本課本,Holmes' An Introduction to Sociolinguistics, 在英文系使用效果非常成功,所以我們期待使用新課本會解決以前的問題。

III. 網站更新:
由於換了課本,網站上原有的閱讀導引(Reading Questions)將不再需要。我們也修改過網上講義的格式與音標。請看下年度課程網站:   http://www.eng.fju.edu.tw/iacd_2001F/child_language/index.html

IV. 學生報告指導:
為了加強課程內有關多元智慧的元素,我們正進行撰寫兒童語言觀察報告的寫作指導。這個寫作指導也會成為網頁內容的一部分。過去的學生在報告裡利用過手勢圖示,及表格來表現語言發展,也利用過樓層圖,錄影帶與錄音帶。寫作指導會鼓勵學生使用這些根據不同認知模式的表現方法,也會提醒學生複習語言學概論的報告導引。本學年度在語言學概論課程中,輔導學生在報告中使用標準格式的成果顯著。所用的標準格式是系上規定的MLA格式(Modern Language Association)。我們提供包含各式要點的講義,網路上的報告樣本,並規定沒有按照格式的報告將不會得到80分以上的分數。有了這些輔助,一般的同學已經學會採用一般發表學術論文的習慣,也學會如何把圖像和文字結合(e.g., "see Fig. 1")。同學也開始學會如何把不同性質資料應用到文字報告裡(例如錄音帶)。這方面的學習成果將會移轉到兒童語言觀察報告。

V. 會議報告:
在三月三日中央大學舉行的計劃研討會中,我選擇討論手勢與口語兩者間密切的關係。一般的語言學會忽略口語的多元性,所以在研討會特別強調。另外我希望下學期上兒童語言的時候,我們會多注意這方面的語言發展。

VI. 描繪英文系不同課程相關觀念的觀念地圖
在另一方面,我們開始描繪一個觀念地圖,目的是連結英文系不同課程使用的觀念,使同學能深入理解不同課程的相關觀念。我們計劃將來可以製作掛圖及網頁。例如,文學課程裡學生需要了解押韻,而要了解押韻需要從語言學了解音節構造,音素,母音及子音。Context 是另外一個例子。在閱讀,文學,語言學,作文,兒童語言,語言教學,語言評量,文學批評等課程中context也是一個很重要的觀念。當學生碰到這到觀念一般會想到「上下文」,但是「上下文」應是和文字有關係,在兒童語言,語言評量,英語會話中,不一定能夠適用,所以學生需要了解context在不同領域有不同的解釋與用法。

II. 兩年工作檢討與展望
  
在參與這項計劃後讓我了解到,我的教學中一直以來就包涵了一定程度的多元智慧。在早期的學習和研究中,就像語言學習的學習策略,事實上已讓我接觸到了多元智慧的觀念。由於參加了這個計劃,我往後將會放更多的注意力於這方面的學習與教學,也會試著確保我所有的課程中都能充分運用到智慧與情感,不同感覺模式(視覺、聽覺、觸覺、動作、嗅覺及味覺),不同語言模式的相互運用,和個人及小組學習。
至少在我自己的例子中,我會嘗試維持一些網路資源供教學及學習,持續發展多元智慧學習,主要藉由課堂上活課及作業。電腦及網路資料需要很多的時間,協助和資金才能完整的發展,但這種必要的資金卻很難維持過數年,尤其是在私立學校裡。身為一個語言老師和研究者,我想要強調在面對面互動,和寫作上延伸、條理分明表達方式的常存價值。


As this elective course for juniors and seniors was not taught this academic year, effort was put into refining the course with regard to multiple intelligences, and to building up background materials for the course.  Some related work was done with the sophomore required course Introduction to Linguistics, also involved in this project.
 With regard to background materials, back up copies were made of a set of audio tapes with 136 hours of data on the simultaneous acquisition of Mandarin and English.  Transcription work on this data also continued, aided by a transcription machine purchased by the project.

 In the earlier project report it was noted that the textbook used in Fall 1999 (Foster 1990) was quite difficult for many of the students.  One problem is that the textbook presents an accurate picture of the state of knowledge concerning child language, that is, that for many questions there is conflicting evidence, and even where there is not, there are competing explanations.  This fact about the textbook was explained in class, but for students just beginning serious study of child language acquisition, the lack of very clear conclusions can be confusing and frustrating.  Additionally, the book was not intended for foreign learners of English and some parts of it can be quite difficult reading.  A new textbook (Foster-Cohen 1999) has been found which is designed more for beginning students and includes in-text exercises, discussion questions, and activities, as well as guidelines for transcription and for Mean Length of Utterance calculations, some sample data, a list of relevant journals, and other aids to the student.  It is part of the Longman Learning About Language series.  Another textbook in this series, Holmes’ An Introduction to Sociolinguistics, has been used quite successfully in the English Department, so we are looking forward to trying Foster-Cohen.
 Due to the change in textbook, the original reading questions on the website will no longer be needed, and have been removed.  On the website we have also improved the formats and phonetic symbols for the handouts.  Please see the new (preliminary) website at ? 

 To strengthen the multiple intelligences aspect of the course, we are still in the process of creating a short guide to writing the child observation report, which will be posted on the website.  Past students in their reports have utilized drawings of children’s gestures, tables and charts showing the development of language forms, and maps of the interior of a child’s house to provide a visual key to their audio transcriptions, as well as audio and video recordings of data.  The report guide will encourage students to make use of these different ways of presenting information, drawing on different modes of perception.  The guide will also refer students back to the report guidelines they were given in the sophomore Introduction to Linguistics, a prerequisite for Child Language.  In Linguistics this year we have made significant progress in helping students present their basic research findings in a standardized form, using the MLA format, which is our department standard for student work.  We provided a handout detailing the required format, a sample report on the Linguistics website, plus a rule that no report can receive a score of 80 or higher unless all format rules are followed.  With these aids, most students have learned to adopt academic conventions for presenting information, and to both include visual material within a written text and link that visual material to the written text (e.g., 
"see Fig. 1").  They have also begun to learn how to refer the reader to material of other modalities which may accompany a written report, such as an audio tape.  This progress that students have made in presenting and linking material of different forms will be carried over to the Child Language observation reports.
 For the project seminar, held at National Central University on March 3, I chose to talk on the relationship between gesture and speech. First, I wanted to bring the multi-modal nature of spoken language to everyone’s attention.  Second, I hope that next semester when the Child Language course is offered again we can pay more attention to this aspect of language development.
 In some work for the project not directly related to Child Language, we have also begun to build a conceptual map linking many different English Department courses.  We hope eventually to produce both wall charts and a website to help students follow the connections among related concepts in different courses.  For example, in literature courses students need to understand and be able to work with rhyme, for which they really need knowledge of syllable structure, phonemes, vowels, and consonants, from linguistics.  Another example is the idea of context, which is important in such courses as Reading, Literature, Linguistics, Composition, Child Language, TESOL, Language Assessment, Literary Criticism, and many others.
  

Participation in this project has made me realize that my teaching has always involved multiple intelligences to a greater or lesser degree.  Earlier studies and research, for example with regard to learning strategies in language learning, had in fact exposed me to the concept of multiple intelligences.  As a result of participating in this project, I will now pay more attention to this aspect of learning and teaching, and try to ensure that all my courses allow for the full play of intellect and emotions, different modes of perception (sight, hearing, touch, movement, smell, and taste), interactive use of different modalities of language, and individual and group learning.
  In my own case at least, while I will attempt to maintain some internet resources for teaching and learning, the continued development of learning through multiple intelligences will be done mainly with class activities and assignments.  Computer and internet materials require an incredible amount of time, assistance, and money to develop fully, and the necessary funding can be hard to maintain over a number of years, especially at a private university.  As a language teacher and researcher, I want to stress the continuing value of face-to-face interaction and extended, articulate expression in writing.
 

References
Foster, Susan H. The Communicative Competence of Young Children: A Modular Approach.   London: Longman, 1990.
Foster-Cohen, Susan H. An Introduction to Child Language Development.  London: Longman, 1999.
Holmes, Janet. An Introduction to Sociolinguistics.  London: Longman, 1992.