教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31272
Browse
Item Interactional Management in the English Classroom: Direct or Indirect Approaches?(2002-11-10) Chen, F. J.The request strategies employed by American teachers in ESL classroomsare examined in this study to see the extent to which they use directand indirect speech in their management of classroom interaction. Fouradult ESL classes are investigated: two beginning-level and twoadvanced-level classes. Results of the study indicate that teachers inthe two beginning-level ESL classes tended to use more directapproaches but they differed in the degree of the direct approachesused, depending on their perception of what is most urgent in theclassroom (i.e. transparency of meaning or manners of politeness). Onthe other hand, teachers in the two advanced-level ESL classes werefound to use both direct and indirect approaches. Their varied use ofdirect and indirect approaches may involve functional differences ormay have to do with one of the teachers' anxiety.Item Interplay between Forward and Backward Transfer in L2 and L1 Writing: The Case of Chinese ESL Learners in the US(Taipei, Taiwan, R.O.C.: The Department of English, National Taiwan Normal University., 2006-01-01) Chen, F. J.本文旨在探討第二語言環境的語言遷移現象。根據研究顯示， 從第一語言到第二語言的正向遷移，出現於第二語言習得的初期， 然此現象隨著第二語言程度的提昇而減少。此外，亦有証據顯示， 從第二語言到第一語言的逆向遷移，可能發生於第一語言使用有限 的環境，或是在第一語言語法之正確性無法得到確認的情況。本文 探討臺灣籍與西班牙籍的美國大學研究生，按三種不同等級的英文 程度，測試其第一語言與第二語言寫作，所有參與者都進行句法與 篇章測試。結果顯示，台灣留學生的英文篇章出現正向遷移現象， 而他們的中文句法出現逆向遷移現象。另外，中級台灣留學生的英 文句法，其正向遷移與第二語言程度之關係呈U 型曲線。同樣地， 中級台灣留學生的中文句法，逆向遷移與第二語言程度之關係亦呈U 型曲線。本研究指出語言遷移的複雜現象，以及其與第二語言程度 和不同測試任務之間的互動。Item The L2 Acquisition of Information Sequencing in Chinese: The Case of English CSL learners in Taiwan.(National University of Singapore, 2007-12-01) Chen, F. J.Research has indicated that L1 transfer appears at early stages of L2 acquisition and decreases as L2 proficiency increases. Additionally, it has been shown that learners exhibit different linguistic behavior according to distinct task types. This study employs a cross-linguistic learner performance comparison, encompassing 30 English CSL learners as the experimental group, 30 Korean CSL learners as the control group, and 35 Chinese native speakers as the baseline group. The English and Korean CSL learners are further divided into three L2 proficiency levels. All participants completed sentence and discourse tasks. There are three major findings. First, L1 transfer is found to occur in the English learners’ Chinese interlanguage. Second, L1 transfer is mitigated by the English learners’ Chinese L2 proficiency. Third, the discourse function of correlative markers yinwei/suoyi (“because/so”) employed by Chinese native speakers to signal guidepost-echo relationship has not been acquired by the two CSL groups, irrespective of their Chinese L2 proficiency.Item Teacher's Use of Politeness Strategies in Fostering Solidarity and Minimizing Imposition in Second Classrooms(2003-05-18) Chen, F. J.This paper highlights the language use of two teachers in adult advanced level ESL conversation classes to illustrate the extent to which they used positive- and negative-politeness strategies to foster solidarity and minimize imposition in the classroom. The teachers' and students' conversations were collected by means of audiotapes, observer comments, interviews, and fieldnotes. The results of this study indicate that the two ESL teachers did make considerable efforts to build a sense of community and trust with the other class members. For instance, teacher-fronted physical layout and power mismatch social structure in the traditional classroom have been adapted to cater for the students' affective state to reduce the threat of the learning situations and facilitate the students' language learning. However, the two ESL teachers differed in the degree of the positive-politeness strategies being employed, depending on their perception of the appropriate social distance in the classroom.Item Verb-Copying and Double-Object Constructions in Chinese: From the Perspectives of Cognitive Constraint and Discourse Function(South Orange, NJ : The Association, 2006-01-01) Chen, F. J.本文目標有二：首先，在理論上嘗試對漢語動詞重複句與雙賓句，進行系統的分析與多層面的描述，並佐以300位華語教師與華語母語人士的語法判斷結果。除了從句法和語義的角度外，亦從認知侷限的觀點，兼談漢語動詞重複句與雙賓句共同的制約現象；同時從篇章功能的角度，期能解決動詞重複句在句法上一些難解的現象。其次，在教學應用上，將本文分析結果納入教學語法的架構，並呈現華語母語人士的趨向性用法，以提供華語教師與教材編寫者排序性與累進性的原則。Item 對比研究與跨語言影響：兼談華、英語作為第二語言之教學啟示(Taiwan: Crane Publishers., 2006-01-01) Chen, F. J.