語文與國際研究/Languages and International Studies
文藻外語大學,正常發行
選擇卷期
- 期刊
This study primarily investigates whether Taiwanese vocational high EFL learners' perception precedes their production or otherwise their production precedes their perception by examining the relationship between the learners' perception and production of two English fricatives, /s/ and /θ/. Furthermore, the positions of the two fricatives in a word are scrutinized to discover if there is a significant difference between word-initial /s/ and /θ/ and word-final /s/ and /θ/ in perception and production. A total of 43 senior students from a private vocational high school in northern Taiwan were recruited to participate in this study. They were required to receive a listening identification test and a pronunciation test to measure their perception and production accuracy of the two consonants, /s/ and /θ/, in word-initial and word-final positions. The collected data were analyzed by three independent-samples t tests. The statistical results showed that the 43 participants' perception of the two consonants was significantly better than their production of the consonants. The results also revealed that when the two consonants occurred in word-final positions, they tended to be easier for the students to perceive; however, this word-final advantage did not extend to their production performance. The study suggested that FL perception precedes production and that in an EFL setting like Taiwan, the ease or difficulty in perceiving FL sounds in the word-initial or word-final position does not necessarily parallel the ease or difficulty in producing FL sounds in the word-initial or word-final position.
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The English curricula in Taiwan are increasingly moving to an exam orientation, for the effectiveness of the lessons directly impacts through exams upon the academic lives and prospective careers of college students. This paper first reviews previous studies regarding the preparation courses for TOBIC. It then introduces the course design of some in-sessional TOBIC preparation courses for college students and evaluates the effectiveness of the courses by comparing students' scores in the pre-test and post-test, conducting a satisfaction survey and interviewing students about the program and perceptions of their improvement or lack of it. The pre- and post-tests are official tests and the overall score gain of 56 after the 52.5 hours of lessons, two practice tests and 6-hour TA tutorials is extremely successful (p＜.OOOI) compared to the gains recorded in previous studies. The anonymous satisfaction survey indicates that students are very satisfied with the program (4.3 on average on a five-point Likert scale). One-on-one interviews with 15 high-achievers and 15 non-achievers explore some relevant topics qualitatively. This study further discusses possible reasons for the test results and makes some suggestions for future TOEIC preparation courses.
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The present study was intended to validate the Chinese versions of the Goal Orientation Scale (GOS), Metacognitive Self-Regulation Scale (MSRS), and Online Learner Satisfaction Questionnaire (OLSQ), and explore the relationships between goal orientation, metacognitive self-regulation, and EFL online learner satisfaction. A total of 339 (209 males, 130 females) college EFL students taking online English satisfactorily completed all the survey items. The major findings ofthe present study were as follows: (a) GOS, MSRS, and OLSQ were valid and reliable; (b) learners who were high in both mastery and performance goals used more metacognitive self-regulation strategies and received higher levels of EFL online learner satisfaction than did the other three groups (high-mastery/low-performance; low-mastery/high-performance; low-mastery/lowperformance); (c) metacognitive self-regulation was the best predictor of EFL online learner satisfaction, followed by mastery goals, while performance goals did not contribute to EFL online learner satisfaction; and (d) mastery goals and metacognitive self-regulation partially mediated the relationship between performance goals and EFL online learner satisfaction. Instructional implications and suggestions for future research are discussed.
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Due to the changing trend in translation learning and teaching, in the past decade, a number of scholars have called for alternative translation pedagogies. Moreover, there is a lack of a systematic and organized translation teaching methodology for translation teachers. To echo those needs, I have been working on developing a translation learning task, named the Cooperative Translation Task (CoTT) for teachers. Following a design-based research (DBR) framework, which encourages development through continuous cycles of design, enactment, analysis, and redesign, the CoTT was developed in two authentic learning environments through two cycles of implementation. Even though the CoTT has undergone two cycles of implementations, its quantitative effects on students' translation learning and the differences in the learning effects between the traditional and this new teaching approach have yet to be explored. The current stody employed a quasi-experiment to compare the effects of the CoTT and traditional instruction on students' learning performance. As both traditional translation teaching and the CoTT are beneficial to students' revised works, the progress grades (posttest-pretest) of the two groups' performance were used to compare the differences in the effects. Qualitative results were used to further investigate the subjects' perspectives toward the two approaches as well. The current study found that the CoTT had the more positive effect on students' translation learning. The students in the CoTT class outperformed their counterparts in the traditional class, and there was a significant difference between their performances on the translation assignments. However, the interview data indicated that the CoTT was too complex and time-consuming. Based on the results of this study, the researcher simplified the procedures and developed the New CoTT. It is hoped that the New CoTT will encourage translation teachers to adopt or adapt alternative translation pedagogies in their translation classrooms.
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本研究探討新二代的族群認同、語言能力與使用情形以及語言態度。我們共收集了3,143分有效問卷，再以SPSS統計軟體進行分析。此外我們也訪問了八位東南亞新住民，以了解新住民家庭的母語傳承情形與家長的語言態度。研究顯示多數的新二代傾向父親那方的族群認同，其華語能力與對華語的評價都高於英語及本土語言，但新二代的繼承語能力卻不如預期。而居住地區及國籍背景的不同對於語言態度也產生顯著性差異，親子間的語言行為及新二代的語言能力與態度則呈現正相關。最後研究結果顯示，我們欲將新二代培育成新南向語言尖兵的希望，如果不能好好規劃'照目前情況來看顯然並不樂觀。
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When speaking of Lord of the Flies, scholars, such as James Gindin, associate it with ''the Prince of the Devils＂ (Gindin 15) or Beelzebub; masculinity is therefore imbued. In Lord of the Flies, however, the pig head equally connoted as ＂Lord of the Flies＂ is actually a mother sow bearing ＂deep maternal bliss＂ (Golding 147). Despite the seeming lack of female roles in Lord of the Flies, the sow and the initial ＂witch-like cry＂ (3) foretell the unknown island as chora-a female space coined by Julia Kristeva. An ignorance of these feminine elements might offer an unfair reading of this novel, for the hidden maternal influence is not considered. This paper intends to re-read Lord of the Flies with a focus upon the maternal power by means of Melanie Klein's phantasy, an unconscious representation, to claim that the seeming absence but actual existence of the feminine aura (chora) constructs a unique setting that brings about two contrastingly-rendered characterizations manifested by Jack and his followers and by Jack's counterpart, Ralph. Also, their phantasy is incited, urging to defend their fear and anxiety, yet mostly to no avail. All in all, the phantastic visibility and invisibility of a mother-mainly represented by the pig head, a Satanic role-pose a serious impact to these juveniles and throw them into a chain of events in which these boys witness ＂the end of innocence＂ and cruel reality that await them ＂in the distance＂.
- 期刊
The ＂repeated theme or topos＂ of ＂trickster figure,＂ as Henry Louis Gates asserts, is the tradition of African-American narratives derived from the African myth of ＂Esu-Elegbara and the Signifying Monkey＂ (The Signifying Monkey 8). Harriet Jacobs (18131897) follows and plays the conventional trickster role in her slave narrative, Incidents in the Life of a Slave Girl. She uses the pseudonymous name, Linda Brent, disguises herself as a sailor, and successfully moves from the legal institution/place of chattel slavery into the narrow space of her grandmother's garret where she dwells secretly for nearly seven years and outwits her master, Mr. Flint, by writing letters to her master to cunningly deceive him into believing she has been in the North. Jacobs's tactical concealment thus liberates herself from Flint's sexual exploitation and furthers the attainment of her freedom and her children's afterwards. She transforms the enclosed retreat into the resource of her empowered gendered subject to reconstruct her black womanhood with the alternative motherhood. Even after she flees/travels to the North, she still plays the trickster role by concealing her status of being a fugitive slave and disguising herself as a submissive housekeeper under the roof of proslavery master to secretly write her personal narrative at nights. In terms of Jacobs's tactics of concealment and her transforming the confined space/body into an empowering subject, this paper aims to borrow Michel de Certeau's concepts of space/place and tactics/strategies to thoroughly analyze how she rhetorically mobilizes her body to resist ＂the order established by the strong＂ with her ＂tactical ruses＂ (The Practice of Everyday Life 40). There are three major parts. Part I compares the repeated trope of trickster figures in African-American narrative conventions with Certeau's rhetorical theory of space/place and tactics/strategies. Part II investigates Jacobs's secret movement into the coffin-like attic and her transforming the spatial loophole of retreat into the resource of her gendered autonomy. Part III examines how Jacob continues playing the trickster role to mobilize her body in the North and eventually gets her legal freedom. Overall, it surveys how Jacobs attains her empowered subject through her tactics of concealment and the dynamics of her mobile body, space and place.