文學院
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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 Roles of Lexical Aspect and Narrative Structure in Early Tense-Aspect System of L2 English: A New Perspective from Cognitive Linguistics(英語學系, 2014-06-??) Yu-da LaiThis paper presents a unified cognitive linguistics (CL) account grounded on the iconicity principle (i.e., iconic markedness and iconic proximity) for motivating the L2 asymmetric associations of thegrammatical aspects, respectively, with verbs of different aspectual classes and the narrative structure (i.e., foreground-background distinction). The study, consisting of 44 written narratives by Taiwanese EFL college students at elementary and intermediate levels, suggests that first, the interlanguage aspect system develops from the unmarked usages parameterized with the degree of conceptual fitness between the (un)boundedness of the situations projected by the lexical verbs and the (inner/outer) perspectivization embedded in the grammatical aspects (principle of iconic markedness), and second, learners’ sensitivity to the grounding influence positively correlates with their proficiency, and the connection strength of the grounding influence to the aspectual use is overall weaker than the consideration of conceptual fitness (principle of iconic proximity). Based on the above, a CL-based constructive approach is suggested to provide learners with step-by-step input (mass/count noun → verb-aspect combination → grounding distinction) that is comprehensible enough to motivate the aspectual usages in relation to the (un)boundedness and perspectivization under the intricacy of lexical aspectual class and narrative structure.Item 認知語言學為基礎之語言教學法(英語學系, 2011-12-??) 賴昱達; Yu-da Lai本文旨在比較以「認知語言學為基礎之輸入處理教學法」(cognitive linguistics-based processing instruction, CLPI) 與「輸出導向式之傳統教學法」(traditional output-based instruction, TOBI) 應用於英語教學的成效，並以分詞構句相對於主句之不同位置所隱含的語義功能做為教學成效的評估標的。研究參與對象為三個班級共108 位之英語系大二學生， 其中兩班為實驗組， 分別接受CLPI 與TOBI，另一班則為不進行教學之對照組。CLPI 的內涵包括以語境呈現分詞構句於不同位置所隱含的語義、「順序象似性」為基礎的解釋與處理輸入練習；TOBI 則包括了文法規則的解釋、衍生方式的改寫導引、條列方式呈現語義功能並立即給予輸出練習。資料蒐集分別於教學前、教學後二天與後八週實施「接受度測驗」與「改寫測驗」以評量學習者理解與輸出分詞構句及其語義的能力。結果顯示CLPI 組於「接受度測驗」與「改寫測驗」的成效與其持續性皆優於TOBI 組，不僅說明了CLPI 對學習者的文法系統轉化與輸出有正面效益外，也證明了功能學派所提出的語言解釋應用在語言教學法上的實用價值。Item Roles of Lexical Aspect and Narrative Structure in Early Tense-Aspect System of L2 English: A New Perspective from Cognitive Linguistics(英語學系, 2014-07-??) Yu-da LaiThis paper presents a unified cognitive linguistics (CL) account grounded on the iconicity principle (i.e., iconic markedness and iconic proximity) for motivating the L2 asymmetric associations of thegrammatical aspects, respectively, with verbs of different aspectual classes and the narrative structure (i.e., foreground-background distinction). The study, consisting of 44 written narratives by Taiwanese EFL college students at elementary and intermediate levels, suggests that first, the interlanguage aspect system develops from the unmarked usages parameterized with the degree of conceptual fitness between the (un)boundedness of the situations projected by the lexical verbs and the (inner/outer) perspectivization embedded in the grammatical aspects (principle of iconic markedness), and second, learners’ sensitivity to the grounding influence positively correlates with their proficiency, and the connection strength of the grounding influence to the aspectual use is overall weaker than the consideration of conceptual fitness (principle of iconic proximity). Based on the above, a CL-based constructive approach is suggested to provide learners with step-by-step input (mass/count noun → verb-aspect combination → grounding distinction) that is comprehensible enough to motivate the aspectual usages in relation to the (un)boundedness and perspectivization under the intricacy of lexical aspectual class and narrative structure.Item 認知語言學為基礎之語言教學法(英語學系, 2011-12-??) 賴昱達; Yu-da Lai本文旨在比較以「認知語言學為基礎之輸入處理教學法」(cognitive linguistics-based processing instruction, CLPI) 與「輸出導向式之傳統教學法」(traditional output-based instruction, TOBI) 應用於英語教學的成效，並以分詞構句相對於主句之不同位置所隱含的語義功能做為教學成效的評估標的。研究參與對象為三個班級共108 位之英語系大二學生， 其中兩班為實驗組， 分別接受CLPI 與TOBI，另一班則為不進行教學之對照組。CLPI 的內涵包括以語境呈現分詞構句於不同位置所隱含的語義、「順序象似性」為基礎的解釋與處理輸入練習；TOBI 則包括了文法規則的解釋、衍生方式的改寫導引、條列方式呈現語義功能並立即給予輸出練習。資料蒐集分別於教學前、教學後二天與後八週實施「接受度測驗」與「改寫測驗」以評量學習者理解與輸出分詞構句及其語義的能力。結果顯示CLPI 組於「接受度測驗」與「改寫測驗」的成效與其持續性皆優於TOBI 組，不僅說明了CLPI 對學習者的文法系統轉化與輸出有正面效益外，也證明了功能學派所提出的語言解釋應用在語言教學法上的實用價值。