教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31272

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Author: search.filters.author.Hsieh, Chia-LingStart date: 2010

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Now showing 1 - 10 of 24
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    A study on narrative models of Taiwan television news.
    (2013-11-15) Hsieh, Chia-Ling; Shi-Ping Hong
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    Modality in Chinese academic writing: A functional analysis.
    (2012-05-06) Hsieh, Chia-Ling; Xin-Ru Wu.
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    A study on the module of online open resources for Chinese distance teaching.
    (2013-03-16) Hsieh, Chia-Ling; Jiahao Li
    Distance learning is considered a promising medium for providing Chinese courses via the internet (Chen, 2009; Hsieh et al., 2010). Both teachers and students can benefit from its instantaneity and interactivity as well as from its capacity to introduce external resources, to supply extension courses, and to apply diverse multimedia (Glisan et al., 1998; Motamedi, 2001). As regards Chinese distance learning, researchers have discussed issues such as instructional strategies, course design, and teacher training programs (Hsin, 2008; Li, 2003; Lü, 2003). However, no significant endeavors have been invested in the application of open resources capable of enhancing Chinese distance pedagogy. This study thus observed an empirical Chinese distance teacher training program conducted at National Taiwan Normal University in 2012. Questionnaires were given to twenty-eight trainees in the end of the training program to survey their use of various online open resources. The purpose was to document the implementation and integration of online resources that are essential for effective instruction of Chinese online classes. The analysis showed that such open resources include four categories. Cloud storage (e.g. Google Drive and Dropbox) can be used to host teaching plans, materials, and video clips. Its feature of file synchronization allows teachers to manage students’ assignments or co-edit and share files with coordinators and students. An e-learning platform (e.g. Adobe Connect and JoinNet) can also be applied to conduct online Chinese classes through a videoconferencine medium. Third, alternative instant messaging software (e.g. Skype, MSN, or Facebook) serves as an optimized solution for teachers to contact their students when problematic transmission of the teaching platform occurred. Word processor and presentation software (e.g. Microsoft Word and PowerPoint) can also be applied to facilitate the editing of material layouts, interactivity design, visual aids, etc. These resources can enhance the operating procedure of online courses in their preparatory, instructional, and evaluating stages. Websites useful for distance teachers involve another four categories: websites introducing Chinese pronunciation, characters, grammar, culture, and linguistics; websites providing self-learning channels for the four skills; websites offering practical references such as dictionaries, materials, proficiency tests, and language corpus; websites built by academic institutions and associations that offer information of teacher professional development. The results of the questionnaires show that the participants confirmed the importance of the ability to apply online open resources during Chinese distance teaching. The practice of an e-learning platform was essential particularly for course design and the integration of various Chinese learning websites. The findings demonstrate that the application of open resources to web-based learning can enrich Chinese online teaching and autonomous learning. A further quantitative study on teacher-learner’s application, coordination, and usability of online open resources is worthy of being unveiled.
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    A metadiscourse analysis of televised news in Taiwan.
    (2013-06-09) Hsieh, Chia-Ling; Xin-Ru Wu.
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    Metadiscourse in persuasion: A contextual perspective.
    (2012-08-24) Hsieh, Chia-Ling
    Persuasion occurs when language is used to influence a person’s inner attitude or external behavior (Chaiken 1996; Gass & Seiter 1999). A key resource that allows language users to engage with their audience is metadiscourse (Crismore et al. 1993; Hyland 2005). A wide array of metadiscourse devices has been identified in persuasive discourse (Fuertes-Olivera 2001; Dafouz-Milne 2008). However, more emphasis needs to be given to the contextual factors that affect the pragmatic roles of metadiscourse. This paper discusses these factors from the perspective of communication media and culture as they relate to metadiscourse strategies, with a particular focus on how they affect persuasiveness in Chinese and English Internet forums. The data observed are authentic persuasive messages posted on Taiwan and American websites. Results indicate that the communication medium yields a unique effect. Due to the efficiency required in computer-mediated communication (Ferrara et al. 1991; Aitchison 2001), devices that specify the macro-structure of a text (e.g. frame and endophoric markers) are underrepresented in both languages. Interactive (e.g. evidential markers) and interactional (e.g. self-mention markers) metadiscourse often co-occur to compensate for the limitation of non-face-to-face interaction (Herrings 2002; Barnes 2003). First-person pronouns are omnipresent, demonstrating how the Internet has created platforms for greater voluntary self-disclosure. The operation of metadiscourse is also culture dependent, exhibiting a salient distinction between individualist and collectivist values (Triandis and Gelfand 1998; Goncalo and Staw 2006). More boosters thus appear in English to uncover conflicting viewpoints, while more hedges in Chinese to maintain group cohesion. Despite the conceptual and functional generalities in metadiscourse across languages, the selection and distribution of metadiscourse devices also reflect communicative norms specific to particular communication media and cultures. Language use is therefore more than communication, it is itself a sociocultural act that decides and accounts for the way language is presented and understood.