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。

Browse

Search Results

Now showing 1 - 3 of 3
  • Item
    Knowledge Presentation in Thesis Writing–– Examining Move Use in Reviewing Literature
    (國立臺灣師範大學英語系, 2012-09-??) Cheng-hua Hsiao; Hsueh-ying Yu
    Reviewing literature for a research study is a highly complicated reading and writing process, which is assumed a rather formidable task for many graduate students. However, the concept of the “literature review” (LR) as a distinct type of genre has been constantly overlooked and the move structure of literature reviews unexplored. In addition, past studies mainly focused on the expert writing in journal articles rather than L2 students’ thesis writing. A gap between expert writing and graduate students’ thesis writing has not been explored. Therefore, we chose to study the move structure of LRs in master theses written by Taiwanese TEFL program graduates. This study included two research questions: (1) What is the move structure of the LR chapters in master theses in TEFL programs? (2) How are moves are (or submoves) distributed in the collected LRs? Thirty theses were chosen using a stratified random method. A move structure with four major moves was formulated for this study to code the selected data. The statistical results showed that “conceptualizing themes in a field (Move 1)” makes the largest proportion, 56.96%, of the total occurrences, followed by “integrating previous works on the themes (Move 2),” 22.39%, “relating previous works to the current study (Move 3),” 11.74%, and “advancing to one’s own study (Move 4),” 8.91%. It is concluded that LRs composed by these graduates fundamentally serve to present relevant field knowledge. Classifying past literature on a given topic, critiquing, and announcing one’s own research are the moves (submoves) that most of the L2 graduate students lack in their LR writing.
  • Item
    Research on EFL Listening Assessment in Taiwan
    (國立台灣師範大學英語學系, 2007-07-??) 張寶玉
    本文章主要在回顧2001年1月至2006年7月間由臺灣學者所發表關於英文聽力能力評量的研究。本文共包含二十五篇台灣學者於國內外期刊及國內研討會論文集所發表的文章,並對這些研究結果加以分析。從收錄的論文中,共歸類出九項議題:(l)聽力前預備練習的輔助作用,(2)不同聽力主題對於聽力表現的影響,(3)不同題型對於聽力表現的影響,(4)聽力訊息的改變對於聽力表現的影響,(5)筆記抄寫技巧的評量,(6)聽力測驗中所使用之策略及考試焦慮對於策略使用的影響,(7)以診斷式評量找出聽力困難,(8)以檔案評量來評估聽力程度,(9)教師對於聽力測驗所持之想法與態度。本篇文章期能帶出更多對現有議題之深入探討以及在台灣尚未被探索之議題的研究。
  • Item
    外語學習動機理論的發展與教學研究的回顧
    (國立台灣師範大學英語學系, 2007-07-??) 黃淑真
    本文為外語學習動機領域的文獻回顧。文中先指出這類研究的重要性及過去研究與實務間欠缺緊密連結的原因,其次是定義的說明和它在研究工具中的體現。在外語學習動機文獻的歷史回顧方面,本文追溯至1970年代外語學習動機的經典理論與概念,然後記錄了學者們如何經由實證資料的收集,提出對既有理論的質疑、修正、並進行一連串的對話與研究方向的調整。最後對較新的理論與近五、六年來的研究做出系統性的報導,並整理近來已發表於國際期刊的台灣本土英語學習動機研究。