DSpace

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100年語言學門北歐地區參訪計畫

(2011/10-2011/11) 陳秋蘭

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1945年後美國文學中的東歐生命書寫

(2015/08-2016/07) 路愷宜

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2004至2006年「西賽羅盃高中英語辯論比賽」賽事分析及對指導政策性英語辯論之建議

(國立臺灣師範大學英語文教學中心、Airiti Press Inc., 2008-04-01) 常紹如

自2004年至今，台北市政府教育局已連續四年舉辦名為「西賽羅盃」的政策性英語辯論比賽。也因為該賽之舉辦，英語辯論－一個具高度教學價值但在台灣長久被忽略的口語活動－終有機會在北市高級中學中獲得些許注意。「西賽羅盃英語辯論比賽」之誕生及其用意固然值得嘉許和肯定，但參賽同學是否確由比賽中領略辯論之精神及本質，卻有待檢驗。為此，本文研究分析自2004至2006年間共十場賽事，並將研究焦點鎖定於辯論結構與論點內容。分析發現固然辯論之整體架構大致依循政策性辯論所採用之「背景－問題－方案－評估」的公式結構，但細部內容及組織卻有諸多缺失或不足，如辯論政策之欠缺和運用不當、交叉質詢之誤解與誤用、證據使用不足和引用不確實、以及論述中思維不合邏輯之謬誤。文中並就如何導正前述缺陷，提出若干建議。此外，本文亦就辯論對英語學習之助益及台灣本地之英語辯論研究做一摘要及評述，以進一步了解「西賽羅盃英語辯論比賽」成立之目的及參賽同學之表現。

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97學年度外文學門學術研習營活動報告

(國科會人文與社會科學處, 2008-12-01) 黃涵榆

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Abnormal N400 word repetition effects in Fragile X-associated Tremor/Ataxia Syndrome

(Oxford University Press, 2010-05-01) Olichney J; Chan S; Wong L; Schneider, A; Seritan A; Niese A; Yang J; Laird K; Teichholtz1 S; Khan S; Tassone F; Hagerman R.

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Acceptability of “gapless” bei passives in Mandarin Chinese and its implications for the syntax of bei passives

(2011/06/11-13) Li, Larry Hong-lin; Jen Ting

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Acquiring Chinese Discourse Markers

(2010/04/16-18) Chen, Chang-wei Patrick and C.-Y. Doris Chen*

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Acquiring Chinese Discourse Markers�

(英語語言與文學學刊編輯委員會, 2011-02-01) 陳昌偉; 陳純音

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Acquiring English Relative Clauses

(2000-01-01) Liu, Denise and C.-Y. Doris Chen*

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Acquiring the Existential There Construction in Taiwan

(2006-01-01) Chen, C.-Y. Doris* and Y.-Y Christine Lin

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Acquiring ui hen me and zen me hui

(2012-01-01) Li, Roy and Chen, C.-Y. Doris

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The acquisition of complaint and complaint response strategies in a foreign language

(2005/04/14-16) Chen, Chun-Yin; Chang, Miao-Hsia; Chen, Yuan-Shan

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The Acquisition of Complaint and Complaint Response Strategies in a Foreign Language

(2005/04/14-16) Chen, Y.-S.; C.-Y. Doris Chen; and M.-H. Tammy Chang

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The Acquisition of English Questions in Taiwan

(1993-01-01) Chen, C.-Y. Doris

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Acquisition of Reflexives by EFL Students in Taiwan

(臺灣師範大學英語學系, 1998-06-01) 陳純音 ; 宋麗梅

This study aims to address the question of whether L1 properties influence the development of L2 grammars by examining the EFL students' interpretations of English reflexives. Two hundred and fortythree subjects were asked to take both a true-false judgement test and a multiple-choice test; that is, they had to indicate their judgment on the grammaticality of sentences related to Part A of the Binding Theory (Chomsky 1981). Our experimental results not only support the transfer hypothesis, but also indicate that the number of years of learning slightly influences L2 learners in interpreting English reflexives, but the methodological test design differences do not play a crucial role. Finally, it is shown that subjects' responses to the syntactic constructions are determined by the number of antecedents provided in the test sentences.