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
To understand how cell-phones help the learning of English phrasal verbs (PVs), the study adopted a mixed-methods approach and recruited college students as participants. We designed 5-week treatment using smartphone Quizlet as out-of-class exercises. The treatment included 37 PVs (50 meanings with either single-sense or polysemy), which were selected from a corpus-based list of meaning frequency. To assess the treatment effect, 50 multiple-choice (MC, receptive PV knowledge) and 50 gap-filling items (GF, productive knowledge) were designed as pre-posttest assessment tasks including a delayed posttest. The MC and GF items also contained single-sense and polysemous PV questions. Nine selected students based on their vocabulary levels were interviewed three times after the treatment over an academic year. The results showed that, after the Quizlet practice, students improved their productive and receptive PV knowledge significantly--more on the productive component, and maintained the effects two weeks later. Questionnaire responses indicate that students showed the positive attitude toward the designed PV practice. Among various factors for PV knowledge exposure, only students' vocabulary level showed a strong influence. Being digital natives, our learners favored digital means or texts for English learning of phrasal verbs and out-of-class exposure. Pedagogical implications and future research are suggested.
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With the high demand for English in international sporting competitions, Taiwanese athletes face the dilemma of low confidence and low self-esteem when interacting with the international media. Due to the language difficulties and political challenges, studies lack empirical English research on English competence and confidence levels for the Chinese Taipei Olympic athletes. The following study investigated the impact of the cognitive-behavioral motivational model of Attention Relevance Confidence Satisfaction (ARCS) with Culturally Responsive Teaching (CRT) on 92 athletic students as they attempted to make Sports English learning relevant to their sports training. The researchers strived to maximize their intrinsic motivation and create culturally responsive professional material to aid their language acquisition in an English Mediated Instruction (EMI) course. The ARCS interventions during the Covid-19 pandemic ushered in a hybrid learning environment by focusing on training for Tokyo Olympics sports English. To this end, a mixed research methodology was adopted: the research methods included pretest and posttest English proficiency tests, ARCS questionnaires, and individual interviews. The results demonstrated significantly improved English-speaking confidence and scores, positive English learning motivation in attention, relevance, confidence and satisfaction. The level of English-speaking confidence is to aid cognitive readiness in media and sports conversations with role models and patterns. The Hybrid teaching mode was carried out frequently, but face-to-face learning was preferred by the language learners. Implications and recommendations for future research are provided based on the findings of the study.
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The effects of NESTs' instruction on Taiwanese students are worth investigation. A semi-structured interview study was adopted to collate in-depth qualitative data, along with a grounded theory to analyze the data. The participants included eight NESTs, currently teaching at the time of the survey, from four technological universities in Southern Taiwan, coupled with eight full-time non-NESTs and 12 English major students to gain multiple perspectives. The results demonstrated that NESTs' instruction had both positive and negative effects on students' EFL learning. The positive effects included: (1) NESTs' language edge benefited students' English learning, especially in conversational skills; (2) active teaching methods were characterized by the NESTs' delivery, such as fun activities, rich body language, and interaction, which encouraged the students to undertake speaking and listening activities in the target language; (3) the students in NEST classrooms developed cultural awareness. The negative effects were as follows: the students' language barrier, misunderstanding of the NESTs, inability to respond fluently in the NESTs' EFL classes, and, most seriously, learning anxiety and stress. Gaps between the NESTs and the students in relation to culture and expectations also resulted in difficulties in real communication in class and sometimes tensions. Students' bilingual and cross-cultural needs were at odds with the monolingualism or "English only" classroom policy of most of the NESTs.
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No todo el mundo tiene claro la forma correcta de actuar cuando el semáforo se pone en ámbar, ni los traductores saben con seguridad si puntúan acertadamente el texto bíblico, ya que en los primeros manuscritos de la Biblia no había divisiones de palabras ni marcadores de puntuación. Los signos de puntuación a los que estamos tan acostumbrados los lectores de hoy son una adición posterior, un mismo texto puede presentar considerables diferencias de puntuación según cada traductor. Para puntuar de forma óptima un texto como el pasaje de Efesio 1:3-14, que es una oración larga y compleja, hay que cuidar, entre otros elementos, los signos de puntuación, pues son rudimentarias señales en el trayecto de la lectura con que conducimos la significación del texto.
- 期刊
In mid-March 2023, British Prime Minister Rishi Sunak (2022-present) published the policy research paper, Integrated Review Refresh 2023: Responding to a More Contested and Volatile World. This was actually the revised version of the first official post-Brexit international policy paper published in March 2021 by former Prime Minister Boris Johnson (2019-2022), Global Britain in a Competitive Age: The Integrated Review of Security, Defence, Development and Foreign Policy. This paper aims to contextualize the related British policy discussions against the larger U.S.-China rivalrous context by identifying the relevant events and discussions within the British public policy and political circles as well as international community. It also assesses the British government's intention by asking whether London aims to align with the Biden administration to contain China in the Indo- Pacific or not. Finally, drawing from British academic discussions taken place between March 2021 and March 2023, it will outline the British government's possible Indo-Pacific and China policy framework.