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 以計算語言學方法研究英文的認知基本名詞(2010) 林淑晏; Shu-Yen Lin本論文探討認知科學中相當著名的原型理論（Prototype Theory）長久以來一直存在的一個議題，研究認知分類的文獻多是倚賴一些少數經典的例證，像是「扶手椅」、「椅子」、「傢俱」等的例子（Rosch et al. 1976; Taylor 2003; Ungerer& Schmid 1996, 2006）。就本作者所知，至今尚無任何研究試圖分析任一語言中所有詞彙的認知層（superordinate level, basic level, subordinate level），本論文以大型電子資料庫（WordNet, CELEX, BNC, CHILDES, ELP）為底，對英語的所有名詞進行全面性的研究，為羅須等人（Rosch et al. 1976, 1978）所提出的認知分類理論提供了有力的實證。本作者設計了一個找出WordNet裡的英文名詞認知層的計算法，比較每一個名詞在其所處的層級鍊中與其他名詞在形成複合詞能力上的相互關係，自動偵測出每個名詞的認知層級。 以上述方法所擷取的英文名詞在詞彙、語意、構詞等各方面都有明顯的數據可呼應我們以三個認知層的認知顯著性差別所做的各種預測，尤其是以多元回歸（multiple regression）分析詞彙判別時間差（lexical decision latency）的實驗結果顯示，利用本論文所提出的計算法找出的認知層與詞彙判斷之間有很高的關聯性，這些數據上的實證對於本論文所提出的計算法的效度以及原型理論的可信度都是強力的佐證。 分析母語習得的語料也達到與上述相同的結論，幼兒學習基本層詞彙的速度與詞彙量遠大於其他兩個認知層的詞彙，上層詞對幼兒而言特別具挑戰性，但一旦習得了的上層詞就成為幼兒常用的詞彙。 由本論文的研究結果可看出認知科學與計算科學是可緊密聯繫且齊頭並進的。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 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.