文學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/2
院成立於民國44年，歷經50餘年的銳意發展，目前設有國文、英文、歷史、地理、臺文等5個學系、翻譯和臺灣史2個獨立所，以及全球華人寫作中心和國際臺灣學研究中心。除臺史所僅設碩士班，其餘6個系所均設有碩、博士班；目前專兼任教師近250人，學生約2500餘人。
本院早期以培養優秀中學國文、英文、歷史和地理教師為鵠的，臺灣中學語文和史地教育的實踐與成功，本院提供不可磨滅的貢獻。近年來，本院隨師範體系轉型而調整發展方向，除維持中學師資培育的優勢外，也積極朝理論研究和實務操作等面向前進。目前，本院各系所師培生的教師檢定通過率平均在95%以上；非師培生在文化、傳播、文學、應用史學及環境災害、地理資訊系統等領域發展，也已卓然有成。
本院各系所教師的研究能量極為豐富，參與國內外學術活動相當活躍。根據論文數量、引用次數等指標所作的學術力評比，本院居人文領域全國第2名。各系所之間，無論是教師的教學與研究，或學生的生活與學習，都能相輔相成、榮辱與共，彼此渾然一體，足堪「為師、為範」而無愧。
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Item Fostering Learner Autonomy Through Empowering Students in EFL Writing(國立臺灣師範大學英語系, 2012-09-??) Karen Chung-chien ChangIn most EFL countries, teaching composition has remained a challenging area for teachers due to the heavy workload associated with grading students’ work, and students’ lack of interest and readiness in developing their writing skills. This paper reports on a study that investigated how some new components of a writing course could foster a higher level of learner autonomy among the participating students. The research design focused on giving the locus of control to students so that they could choose topics of their own interest for their essays throughout the two semesters of the writing course. In addition, a process-oriented approach (involving three drafts) was adopted to help students learn how to improve their writing. For each assignment, comprehensive electronic feedback was provided to guide students in revising their essays. The students would turn in the first two drafts for comments and the last draft for a grade. All three aspects (freedom in making writing choices, electronic feedback and the multi-drafting process) were designed to determine if students could learn to take more responsibility in becoming better writers. The data in this study included the drafts of each assignment, a survey on learning attitudes and outcomes, and interviews. Results showed that students took more responsibility for their own learning, invested more time and effort in information collection and revision on the topics of their own choice, and improved their writing performance in terms of both longer word counts and richer content. It is concluded that to foster autonomy in EFL students, both student empowerment and teacher feedback are essential components in the writing course design.Item Fostering Learner Autonomy Through Empowering Students in EFL Writing(國立臺灣師範大學英語系, 2012-??-??) Karen Chung-chien ChangIn most EFL countries, teaching composition has remained a challenging area for teachers due to the heavy workload associated with grading students’ work, and students’ lack of interest and readiness in developing their writing skills. This paper reports on a study that investigated how some new components of a writing course could foster a higher level of learner autonomy among the participating students. The research design focused on giving the locus of control to students so that they could choose topics of their own interest for their essays throughout the two semesters of the writing course. In addition, a process-oriented approach (involving three drafts) was adopted to help students learn how to improve their writing. For each assignment, comprehensive electronic feedback was provided to guide students in revising their essays. The students would turn in the first two drafts for comments and the last draft for a grade. All three aspects (freedom in making writing choices, electronic feedback and the multi-drafting process) were designed to determine if students could learn to take more responsibility in becoming better writers. The data in this study included the drafts of each assignment, a survey on learning attitudes and outcomes, and interviews. Results showed that students took more responsibility for their own learning, invested more time and effort in information collection and revision on the topics of their own choice, and improved their writing performance in terms of both longer word counts and richer content. It is concluded that to foster autonomy in EFL students, both student empowerment and teacher feedback are essential components in the writing course design.