DSpace

Story-telling is a universal phenomenon and it seems that the plot structures of western and Chinese stories are very similar. Longacre in analyzing the linguistic structures of the story has proposed a formula for analysis of the narrative discourse. The paper tries to use the model to study two well-known Chinese stories retold in the modern Chinese; Change E Flew to the Moon and Selfcontradiction. The chinese stories seem to have followed the same line of development, beginning with the Pre-peak, followed by the Peak, and finally concluded with the Post-peak. The whole structure is also compared with the traditional approach to Chinese writing: Chi, cheng,jwan, he. The paper also attempts to offer a better understanding of the narrative discourse by analyzing how cohesion within the stories is achieved: the use of chronological succession in the event-line, participants as topic of the sentence and participant and pronominal references each plays an important role.

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A Living Poet of Presence

(國立台灣師範大學英語學系, 1989-05-??) Demers, P. E.

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A Look at Causes of Sound Change

(國立台灣師範大學英語學系, 1988-05-??) 黃美金

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A Model for Guided Lexical CALL

(國立台灣師範大學英語學系, 1998-06-??) 林至誠

Based on the nature of vocabulary acquisition, this paper proposes that hypertext be used to design lessons for vocabulary learning, lexical CALL. Two characteristics of hypertext, node and non-linear linking between nodes, are first discussed and suggested, respectively, to include lexical information and to design the semantic network of the target vocabulary. Such implementation of hypertext for vocabulary learning further corresponds to discovery learning.Though appropriate for representing lexical structure and suitable for vocabulary learning, hypertext design itself does cause problems in learning, such as cognitive overload and user-disorientation. Guidance on hypertext is, then, mentioned and classified in terms of how it is activated in a system, two major types of which, informational guidance and interventional guidance, are further discussed of its implementation. This paper ends its discussion by proposing the experiential model for integrating skills of learning vocabulary and for producing learning results from such a ocabulary lesson, guided lexical CALL.