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 中文對話敘事中直接引用句的言談功能(2023) 曾維曼; Tseng, Wei-Man在日常生活對話中，人與人之間彼此分享故事以及想法，而為了傳遞這樣的想法和故事，我們時常會需要依靠引用他人或是自己來達到目的。而這樣的引用形式經常以故事敘事的方式出現。因此，本研究旨在了解中文對話敘事中其直接引用句不同的言談功能，以及直接引用句在對話敘事語境中的不同分佈。本研究收集了十六個來自八位不同對話者所自然產生的中文對話，除了分析直接引用句的功能外，也採用了敘事結構更進一步觀察直接引用句的分佈。而研究結果指出，中文的引用句可能分佈在故事中的任何階段，並且無固定順序。這樣的引用句有著提供證據以及使得故事更加戲劇化的功能，此外，本研究中的故事皆涉及情緒高漲或是具有強烈的情感體驗，而在敘事前期說故事者會利用直接引用句來介紹故事，而大部分的直接引用句則屬於主要故事行動部分並且反覆出現，使得故事內容生動具象。在評價階段，部分說故事者為表達自我態度或感受，則不會運用過多的引用句。在中文的日常敘事對話中存在著引用句使用的趨勢，而當對話的主題越是與強烈情感相關，越多的直接引用句會被大量地使用。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.