Dec. 24th, 2008
Oh, it has been a great Christmas afternoon. We had a wonderful time with Robert at Mos Burger from 1:30 to 5:30 this afternoon. Much thanks to Robert!!! By the way, we are going to have a new blood to the AFL family whose name is Peter, an expert of several languages from Hungary. Yeah, since we’ve got so little students in our program, it’s indeed pretty cool to have more people, especially a foreign student to our AFL family. It was pretty fun to watch him chatting Japanese with Robert and Lisa.
We spent the afternoon discussing enthusiastically about the trendy terms, coding, and grounded theory etc. From time to time, Robert shared some of his life experiences which are humorous and precious. I think Robert is cool that he always has so much fantastic ideas about researches. Like last time in the class, he told us that we could probably work on the project of teaching foreigners Chinese in the campus, and turn it into our thesis. And this time, when we discussed about trendy terms related to English in Chinese such as “很low” (lower class), “high” (extremely excited), “cool” (fancy, trendy), “LKK”(old fashioned), “LP”(oops…well,….not so good to mention here) etc, I suddenly had an idea of turning this into my thesis as well. Well, I guess I’m kind of influenced by Robert. LOL~ As I see it, it’s cool for foreigners to learn such terms because it’s kind of the real usages in daily life.
And the teaching foreigners Chinese thing reminds me of my experience of teaching a Korean businessman Chinese. He told me that he doesn’t care about ㄅㄆㄇ, what everyone learning now is “Pinyin”. I guess we should all learn the Pinyin from now.
2008年12月25日 星期四
圖書館在「研究方法與論文寫作」課程中的角色
圖書館在「研究方法與論文寫作」課程中的角色
圖書館在「研究方法與論文寫作」課程中的角色
陳超明政大英語系
鍾雪珍國家圖書館
How much . . . are all we bound, that are Scholars, to those munificent Ptolemies, bountiful Maecenases, heroical Patrons, divine spirits . . . that have provided for us so many well furnished Libraries as well in our publick Academies in most Cities, as in our private Colleges!(Robert Burton, The Anatomy of Melancholy 1621, part 2, section 2, member 4, qtd. in Richard D. Altick's & John Fenstermaker's The Art of Literary Research 183)
誠如英國十七世紀作家Robert Burton所言，自古學者與圖書館的關係密不可分。學者從事學術研究，無可避免地需要大量蒐集資料、閱讀文獻，才能據以思考問題，發揮創見。處於現今資訊氾濫的時代，如何快速且有效率地蒐集、篩選、分析資料，已成為現代人不可或缺的一種文化認知能力(cultural literacy)。
大學教育，一般來說，有異於職業訓練。然而很多學者也都同意，現今台灣的大學生讀書偏重考試與未來的就業取向，缺乏主動求知的熱誠與能力。（註一）。因此開設有關讀書與研究方法課程，遂成為指導學生主動思考問題、尋找資料並將思想化為文字的最直接的方法。而此項課程的要求除在各學科的研究方法與作文訓練外，更著重在學生歸納整理資料的工夫。從選定題目至論文草稿的完成，其間資料的蒐集與研讀可說佔據了整個學術研究過程的大半。因此大部分的「研究方法與論文寫作」課程，均會在課程中加入圖書館利用教育的訓練，以期培養學生找尋資料的能力，提昇資料蒐集的效率。但是傳統的「研究方法與論文寫作」課程老師，經常利用圖書館所提供的館員導覽介紹或現成的書面資料，教授圖書館使用方法。學生對本科專業的資料搜尋仍無法熟悉，對於本科書目的介紹、專業期刊的評估、以及網路資源的篩選，均缺乏深入且有系統的分析與使用。
本文即重新探討在電腦網路來臨的時代，圖書館（或網路圖書館）在學術研究上（尤其是教導學生從事學術研究的「研究方法與論文寫作」課程中）應該扮演什麼角色。到底各學科的專業老師如何與圖書館專業人員取得跨學科整合的合作，以提昇學生或學者本人在蒐集資料與整理資料的效率？由於本文試圖結合學科專長與圖書資訊專長的領域來從事課程整合，因此由兩位不同專業的執筆人，一為英美文學研究者，一為圖書資訊的提供者，以英美文學為例，試圖勾畫出一跨學科的課程內涵與教學模式。
原始資料：http://140.111.1.31/Research/Conference/chung.htm
簡聖芬 schien@mail.ntust.edu.tw
圖書館在「研究方法與論文寫作」課程中的角色
陳超明政大英語系
鍾雪珍國家圖書館
How much . . . are all we bound, that are Scholars, to those munificent Ptolemies, bountiful Maecenases, heroical Patrons, divine spirits . . . that have provided for us so many well furnished Libraries as well in our publick Academies in most Cities, as in our private Colleges!(Robert Burton, The Anatomy of Melancholy 1621, part 2, section 2, member 4, qtd. in Richard D. Altick's & John Fenstermaker's The Art of Literary Research 183)
誠如英國十七世紀作家Robert Burton所言，自古學者與圖書館的關係密不可分。學者從事學術研究，無可避免地需要大量蒐集資料、閱讀文獻，才能據以思考問題，發揮創見。處於現今資訊氾濫的時代，如何快速且有效率地蒐集、篩選、分析資料，已成為現代人不可或缺的一種文化認知能力(cultural literacy)。
大學教育，一般來說，有異於職業訓練。然而很多學者也都同意，現今台灣的大學生讀書偏重考試與未來的就業取向，缺乏主動求知的熱誠與能力。（註一）。因此開設有關讀書與研究方法課程，遂成為指導學生主動思考問題、尋找資料並將思想化為文字的最直接的方法。而此項課程的要求除在各學科的研究方法與作文訓練外，更著重在學生歸納整理資料的工夫。從選定題目至論文草稿的完成，其間資料的蒐集與研讀可說佔據了整個學術研究過程的大半。因此大部分的「研究方法與論文寫作」課程，均會在課程中加入圖書館利用教育的訓練，以期培養學生找尋資料的能力，提昇資料蒐集的效率。但是傳統的「研究方法與論文寫作」課程老師，經常利用圖書館所提供的館員導覽介紹或現成的書面資料，教授圖書館使用方法。學生對本科專業的資料搜尋仍無法熟悉，對於本科書目的介紹、專業期刊的評估、以及網路資源的篩選，均缺乏深入且有系統的分析與使用。
本文即重新探討在電腦網路來臨的時代，圖書館（或網路圖書館）在學術研究上（尤其是教導學生從事學術研究的「研究方法與論文寫作」課程中）應該扮演什麼角色。到底各學科的專業老師如何與圖書館專業人員取得跨學科整合的合作，以提昇學生或學者本人在蒐集資料與整理資料的效率？由於本文試圖結合學科專長與圖書資訊專長的領域來從事課程整合，因此由兩位不同專業的執筆人，一為英美文學研究者，一為圖書資訊的提供者，以英美文學為例，試圖勾畫出一跨學科的課程內涵與教學模式。
原始資料：http://140.111.1.31/Research/Conference/chung.htm
簡聖芬 schien@mail.ntust.edu.tw
2008年12月22日 星期一
Journal#8 Reflection of the Awards Presentation
發表會心得(林盈瑩Tina Lin)
Today I join an excellent event which is the Awards Presentations held by LTTC. I absolutely learned a lot. It was my great honor to witness their glory which encourages me to work hard on my thesis. I really enjoy their presentations, appreciating presenters’ hard working on their studies. They indeed shared profound information about their dissertation and theses.
Today I join an excellent event which is the Awards Presentations held by LTTC. I absolutely learned a lot. It was my great honor to witness their glory which encourages me to work hard on my thesis. I really enjoy their presentations, appreciating presenters’ hard working on their studies. They indeed shared profound information about their dissertation and theses.
I appreciate LTTC’s efforts of holding such a wonderful event, and thanks to Dr. Johanson who brought us there and encourages us to work hard on our theses.
今天參加了LTTC財團法人語言訓練測驗中心舉辦的「碩博士論文獎」及「語言學研究生獎學金」，實在是滿載而歸。首先頒發的是「語言學研究生獎學金」，接著是「碩博士論文獎」，看到許多來自各個學校的學術論文高手，心中的敬佩感油然而生。在我還在為我的論文煩惱的同時，這些同學的辛苦歷程已經得到豐碩的成果了，我除了替他們感到高興之外，更期許自己未來也要用心學習，認真做研究。
尤其第二場次的得獎論文發表，收穫良多。論文發表者個個台風穩健，內容豐富，也非常有建設性。我也發現大部分得獎的同學都是做與英語教學相關、課程規劃之類的論文，想想翻譯這領域還真是相對冷門。透過發表同學精彩的簡報和介紹，我也更了解關於質量分析的研究、如何將CMC運用在寫作課上以及日語和普通話之間的發聲關係。
非常感謝語言測驗中心能夠舉辦這麼振奮人心、富有意義的活動，也謝謝我們老師周若漢教授帶我們來參加。
尤其第二場次的得獎論文發表，收穫良多。論文發表者個個台風穩健，內容豐富，也非常有建設性。我也發現大部分得獎的同學都是做與英語教學相關、課程規劃之類的論文，想想翻譯這領域還真是相對冷門。透過發表同學精彩的簡報和介紹，我也更了解關於質量分析的研究、如何將CMC運用在寫作課上以及日語和普通話之間的發聲關係。
非常感謝語言測驗中心能夠舉辦這麼振奮人心、富有意義的活動，也謝謝我們老師周若漢教授帶我們來參加。
2008年12月11日 星期四
2008年12月10日 星期三
Chapter 5 Call dimensions
theoretical framework or model
Neuman(2003) provided a neat summary of the value of theory in a little more detail:
Theory frames how we look at and think about a topic. It gives us concepts,
provides basic assumptions, dorects us to the important questions, and suggests ways for us to make sense of data. Theory enables us to connect a single study to immense base of knowledge to which other researchers contribute. To use an analogy, theory helps a researcher see the forest instead of just a single tree. Theory increases a researcher's awareness of interconnections and of the broader significance of data.
Cognitive theory places a very strong focus on the learning processes of the individual, whereas sociocultural theory brings the social aspects of language learning much more into the foreground.
The Interaction Account of SLA
The origin of the interaction account (IA) of SLA lies in the work of Krashen who, in the late 1970s, proposed a theoretical model of second- language learning (Krashen, 1977; see also Krashen, 1985). The model- the well-known monitor model- consisted of a set of five hypothesis:
the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
It was recognized that input alone was not sufficient for language acquisition( contrary to the assertions of the input hypothesis), and the interaction and learner output were necessary as well 9Long, 1966). Long advanced the argument with his presentation of the interaction hypothesis (later refomulated in 1996(, and Swain developed it further in her comprehensible output hypothesis (e.g., Long, 1983, 1996; Swain, 1985; Swain & Lapkin, 1995).
The interaction account emphasizes the role of face-to-face interaction in second-language development (Long, 1996). Central to this process is the negotiation of meaning, in which the learner and interlocutor(s) engage in an ongoing process of interactional adjustments (Pica, 1991). These adjustments serve to highlight particular linguistic and nonlinguistic features in the discourse that render the input comprehensible. This input can then be converted by the learner to intake, which is the basis for the development of proficiency in the second language.The ongoing negotiation of meaning additionally requires productive output on the part of the learner, which also contributes to development (Swain & Lapkin, 1995).
The interaction account has been particularly well used as a theoretical base in CMC-base CALL (De la Fuente, 2003; Gonzalez-Lloret, 2003; Hampel, 2003; Stockwell & Harrington, 2003).
E-mail and chat are especially common CALL applications where the IA, or aspect of it, is regarded as having high relevance and value (see Aitsiselmi, 1999; Fernandez-Garcia & Martinea-Arbelaiz, 2002; Lee, 2001).
Sociocultural Theory
Vygotsky (1896-1934) believed that learning resulted from social interaction rather than through isolated individual effort, and that engagement with others was a critical factor in the process (Vygosky, 1978). In his view, learning was at first social (intermental), and only later individual ( intramental).
Vygotsky paid special attention to the role that language plays in cognitive development and in mediating the learning process. Acquiring a language enables the learner to think in new ways by providing a cognitive tool for making sense of the world.
The role of the teacher
Within the Vygotskian view, the teacher is critical.
The teacher is regarded as an active, communicative participant in the learning process. The teacher acts as a support to help the student until the time comes when he or she is able to operate indepently. As Bruner (1985) put it, the tutor functions as "a vicarious form of consciousness." In this regard, Vygotsky introduced the well-known theory of the Zone of Proximal Development (ZPD) which posited that learners benefit more from tasks that are just beyond their invidual capabilities.
Finally, another key term in the Vygotskian framework is the concept of microgenesis, which refers to the local, contextualized learning process that begins with children and continues with adults as new concepts continue to be acquired through social/ interactional means.
Activity Theory (AT)
Activity theory provides a rationale for this idea by describing how, in an activity system, a subject a9 the invidual) uses a tool (CMC)to pursue an object( a shared purpose).
By describing these activities as perceived by learners, using the terms and framework of AT (e.g., actions, operations, objects, tools, etc.), Blin was able to represent and describe the relationship between CALLand learner autonomy.
Constructivism
Dalgarno(2001) provided a useful interpretation of these ideas in his paper called "Interpretations of Constructivism and Consequences for Computer Assisted Learning." He defined the constructivist view of learning in terms of three broad principles:
-Each person forms their own representation of knowledge.
-People learn through active exploration.
-Learning occurs within a social context, and interaction between learners and their peers is a necessary part of the learning process.
Reference
Mike Levy & Glenn Stockwell. CALLDimensions: Options and Issues in Computer-Assisted Language Learning- Chapter 5 Theory. ESL&Applied Linguistics Professional Series.
Neuman(2003) provided a neat summary of the value of theory in a little more detail:
Theory frames how we look at and think about a topic. It gives us concepts,
provides basic assumptions, dorects us to the important questions, and suggests ways for us to make sense of data. Theory enables us to connect a single study to immense base of knowledge to which other researchers contribute. To use an analogy, theory helps a researcher see the forest instead of just a single tree. Theory increases a researcher's awareness of interconnections and of the broader significance of data.
Cognitive theory places a very strong focus on the learning processes of the individual, whereas sociocultural theory brings the social aspects of language learning much more into the foreground.
The Interaction Account of SLA
The origin of the interaction account (IA) of SLA lies in the work of Krashen who, in the late 1970s, proposed a theoretical model of second- language learning (Krashen, 1977; see also Krashen, 1985). The model- the well-known monitor model- consisted of a set of five hypothesis:
the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
It was recognized that input alone was not sufficient for language acquisition( contrary to the assertions of the input hypothesis), and the interaction and learner output were necessary as well 9Long, 1966). Long advanced the argument with his presentation of the interaction hypothesis (later refomulated in 1996(, and Swain developed it further in her comprehensible output hypothesis (e.g., Long, 1983, 1996; Swain, 1985; Swain & Lapkin, 1995).
The interaction account emphasizes the role of face-to-face interaction in second-language development (Long, 1996). Central to this process is the negotiation of meaning, in which the learner and interlocutor(s) engage in an ongoing process of interactional adjustments (Pica, 1991). These adjustments serve to highlight particular linguistic and nonlinguistic features in the discourse that render the input comprehensible. This input can then be converted by the learner to intake, which is the basis for the development of proficiency in the second language.The ongoing negotiation of meaning additionally requires productive output on the part of the learner, which also contributes to development (Swain & Lapkin, 1995).
The interaction account has been particularly well used as a theoretical base in CMC-base CALL (De la Fuente, 2003; Gonzalez-Lloret, 2003; Hampel, 2003; Stockwell & Harrington, 2003).
E-mail and chat are especially common CALL applications where the IA, or aspect of it, is regarded as having high relevance and value (see Aitsiselmi, 1999; Fernandez-Garcia & Martinea-Arbelaiz, 2002; Lee, 2001).
Sociocultural Theory
Vygotsky (1896-1934) believed that learning resulted from social interaction rather than through isolated individual effort, and that engagement with others was a critical factor in the process (Vygosky, 1978). In his view, learning was at first social (intermental), and only later individual ( intramental).
Vygotsky paid special attention to the role that language plays in cognitive development and in mediating the learning process. Acquiring a language enables the learner to think in new ways by providing a cognitive tool for making sense of the world.
The role of the teacher
Within the Vygotskian view, the teacher is critical.
The teacher is regarded as an active, communicative participant in the learning process. The teacher acts as a support to help the student until the time comes when he or she is able to operate indepently. As Bruner (1985) put it, the tutor functions as "a vicarious form of consciousness." In this regard, Vygotsky introduced the well-known theory of the Zone of Proximal Development (ZPD) which posited that learners benefit more from tasks that are just beyond their invidual capabilities.
Finally, another key term in the Vygotskian framework is the concept of microgenesis, which refers to the local, contextualized learning process that begins with children and continues with adults as new concepts continue to be acquired through social/ interactional means.
Activity Theory (AT)
Activity theory provides a rationale for this idea by describing how, in an activity system, a subject a9 the invidual) uses a tool (CMC)to pursue an object( a shared purpose).
By describing these activities as perceived by learners, using the terms and framework of AT (e.g., actions, operations, objects, tools, etc.), Blin was able to represent and describe the relationship between CALLand learner autonomy.
Constructivism
Dalgarno(2001) provided a useful interpretation of these ideas in his paper called "Interpretations of Constructivism and Consequences for Computer Assisted Learning." He defined the constructivist view of learning in terms of three broad principles:
-Each person forms their own representation of knowledge.
-People learn through active exploration.
-Learning occurs within a social context, and interaction between learners and their peers is a necessary part of the learning process.
Reference
Mike Levy & Glenn Stockwell. CALLDimensions: Options and Issues in Computer-Assisted Language Learning- Chapter 5 Theory. ESL&Applied Linguistics Professional Series.
2008年12月5日 星期五
2008年12月2日 星期二
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