108-1_主要作家專題：珍‧奧斯汀，1775-1817
教學目標
This course will focus on Jane Austen (1775-1817) and a selection of her writings. The materials will cover a few of Austen’s letters as well as three of her novels, including Sense and Sensibility (1811), Pride and Prejudice (1813), and Northanger Abbey (1817). The course aims to familiarize students with the social, economic, and cultural contexts of the late eighteenth century and the Regency Period in England. The lectures will also comprise discussions on many important issues concerning the author and women of her time, such as fashion, domestic economy, marriage, single women, female authorship, and etc.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-20.00%
課程內容與進度
W1 Course overview
W2 Getting to know Jane Austen and her world
W3 Jane Austen's letters on “All the important nothings”
W4 Bank Holiday
W5 Jane Austen's letters on fashion; presentation: Group 1 on "The Letters" by Carol Houlihan Flynn
W6 An introduction to Sense and Sensibility; guided film
W7 Sense and Sensibility continued; presentation: Group 2 on "'Woman Is Fine for Her Own Satisfaction Alone': Fashion in Jane Austen's Letters" by Li-ching Chen
W8 Sense and Sensibility continued; study questions on Sense and Sensibility
W9 An introduction to Pride and Prejudice; guided film
W10 Midterm essay questions
W11 Pride and Prejudice continued
W12 Pride and Prejudice continued; presentation: Group 3 on "The Professional Woman Writer" by Jan Fergus
W13 Pride and Prejudice continued; study questions on Pride and Prejudice
W14 An introduction to Northanger Abbey; guided film
W15 Northanger Abbey continued
W16 Northanger Abbey continued; presentation: Group 4 on "Class" by Juliet McMaster
W17 Study question on Northanger Abbey; course review
W18 Final essay questions
教科書/參考書
I. Textbooks
Austen, Jane. Northanger Abbey, Lady Susan, The Watsons, Sandition. Oxford World Classics. Introd. Claudia L. Johnson. Ed. James Kinsley and John Davie. Oxford: Oxford UP, 2008.
---. Pride and Prejudice. Oxford World Classics. Introd. Fiona Stafford. Ed. James Kinsley. Oxford: Oxford UP, 2008.
---. Sense and Sensibility. Oxford World Classics. Introd. Margaret Anne Doody. Notes. Claire Lamont. Ed. James Kinsley. Oxford: Oxford UP, 2008.
Faye, Deirdre le, ed. Jane Austen’s Letters. 3rd ed. Oxford: Oxford UP, 1997.
II. Recommended reading
Brownstein, Rachel M. “Northanger Abbey, Sense and Sensibility, Pride and Prejudice.” Copeland and McMaster 32-57.
Chen, Li-ching. "'Woman Is Fine for her Own Satisfaction Alone': Fashion in Jane Austen's Letters." Sun Yat-sen Journal of Humanities 34 (Jan. 2013): 1-20.
Fergus, Jan. “The Professional Woman Writer.” Copeland and McMaster 12-31.
Flynn, Carol Houlihan. “The Letters.” Copeland and McMaster 100-14.
McMaster, Juliet. "Class." Copeland and McMaster 115-30.
III. Recommended books
Copeland, Edward and Juliet McMaster, eds. The Cambridge Companion to Jane Austen. Cambridge: Cambridge UP, 2006.
Fritzer, Penelope Joan. Jane Austen and Eighteenth-Century Courtesy Books. Westport: Greenwood, 1997.
Olsen, Kirstin. All Things Austen: A Concise Encyclopedia of Austen’s World. Oxford: Greenwood, 2008.
Todd, Janet, ed. Jane Austen in Context. Cambridge: Cambridge UP, 2005.
Watt, Ian. The Rise of the Novel. Taipei: Bookman, 1957.
IV. Recommended websites
(I) Jane Austen
Chawton House Library..
Jane Austen Regency World..
The Jane Austen Society..
Jane Austen Society of North America..
Talk Like Jane Austen Day..
(II) The Regency Period
The Regency Encyclopedia..
“Regency Fashion. The Jane Austen Centre.
The Regency Fashion Page..
評分標準
Class attendance and participation 25%
Presentation 25%
Midterm essays 25%
Final essays 25%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
29
This course will focus on Jane Austen (1775-1817) and a selection of her writings. The materials will cover a few of Austen’s letters as well as three of her novels, including Sense and Sensibility (1811), Pride and Prejudice (1813), and Northanger Abbey (1817). The course aims to familiarize students with the social, economic, and cultural contexts of the late eighteenth century and the Regency Period in England. The lectures will also comprise discussions on many important issues concerning the author and women of her time, such as fashion, domestic economy, marriage, single women, female authorship, and etc.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-20.00%
課程內容與進度
W1 Course overview
W2 Getting to know Jane Austen and her world
W3 Jane Austen's letters on “All the important nothings”
W4 Bank Holiday
W5 Jane Austen's letters on fashion; presentation: Group 1 on "The Letters" by Carol Houlihan Flynn
W6 An introduction to Sense and Sensibility; guided film
W7 Sense and Sensibility continued; presentation: Group 2 on "'Woman Is Fine for Her Own Satisfaction Alone': Fashion in Jane Austen's Letters" by Li-ching Chen
W8 Sense and Sensibility continued; study questions on Sense and Sensibility
W9 An introduction to Pride and Prejudice; guided film
W10 Midterm essay questions
W11 Pride and Prejudice continued
W12 Pride and Prejudice continued; presentation: Group 3 on "The Professional Woman Writer" by Jan Fergus
W13 Pride and Prejudice continued; study questions on Pride and Prejudice
W14 An introduction to Northanger Abbey; guided film
W15 Northanger Abbey continued
W16 Northanger Abbey continued; presentation: Group 4 on "Class" by Juliet McMaster
W17 Study question on Northanger Abbey; course review
W18 Final essay questions
教科書/參考書
I. Textbooks
Austen, Jane. Northanger Abbey, Lady Susan, The Watsons, Sandition. Oxford World Classics. Introd. Claudia L. Johnson. Ed. James Kinsley and John Davie. Oxford: Oxford UP, 2008.
---. Pride and Prejudice. Oxford World Classics. Introd. Fiona Stafford. Ed. James Kinsley. Oxford: Oxford UP, 2008.
---. Sense and Sensibility. Oxford World Classics. Introd. Margaret Anne Doody. Notes. Claire Lamont. Ed. James Kinsley. Oxford: Oxford UP, 2008.
Faye, Deirdre le, ed. Jane Austen’s Letters. 3rd ed. Oxford: Oxford UP, 1997.
II. Recommended reading
Brownstein, Rachel M. “Northanger Abbey, Sense and Sensibility, Pride and Prejudice.” Copeland and McMaster 32-57.
Chen, Li-ching. "'Woman Is Fine for her Own Satisfaction Alone': Fashion in Jane Austen's Letters." Sun Yat-sen Journal of Humanities 34 (Jan. 2013): 1-20.
Fergus, Jan. “The Professional Woman Writer.” Copeland and McMaster 12-31.
Flynn, Carol Houlihan. “The Letters.” Copeland and McMaster 100-14.
McMaster, Juliet. "Class." Copeland and McMaster 115-30.
III. Recommended books
Copeland, Edward and Juliet McMaster, eds. The Cambridge Companion to Jane Austen. Cambridge: Cambridge UP, 2006.
Fritzer, Penelope Joan. Jane Austen and Eighteenth-Century Courtesy Books. Westport: Greenwood, 1997.
Olsen, Kirstin. All Things Austen: A Concise Encyclopedia of Austen’s World. Oxford: Greenwood, 2008.
Todd, Janet, ed. Jane Austen in Context. Cambridge: Cambridge UP, 2005.
Watt, Ian. The Rise of the Novel. Taipei: Bookman, 1957.
IV. Recommended websites
(I) Jane Austen
Chawton House Library.
Jane Austen Regency World.
The Jane Austen Society.
Jane Austen Society of North America.
Talk Like Jane Austen Day.
(II) The Regency Period
The Regency Encyclopedia.
“Regency Fashion. The Jane Austen Centre.
The Regency Fashion Page.
評分標準
Class attendance and participation 25%
Presentation 25%
Midterm essays 25%
Final essays 25%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
29
108-1_當代文化理論：馬克斯與後殖民理論專題
教學目標
*******WE STUDY THEORY THROUGH FILMS!*******課程討論透過電影文本進行
The Contemporary Cultural Theory series is designed to introduce major schools of cultural theory that informed modern English studies after the 1960s, including Marxism, Postcolonialism, Feminism, Gender Studies (Gay and Lesbian studies and queer theory), etc.
Marxism and Postcolonialism offered in this semester is part of the Contemporary Cultural Theory series. Both theoretical schools will be introduced through: a selection of critical works, case studies, and exercises (chart drawing, message readings from the press or media). In addition, students will learn to connect theory, text, and context through workshop reports.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course Orientation.
Week 2: Marxism I (class): Terry Eagleton ‘Marxist Criticism' ; supplement:‘An Introduction’ from Literary Theory: An Anthology.
Week 3: Exercise: Draw a chart to explain the Marxist concept of history.
Week 4: Case Studies (class): Tess of the d'Urbervilles (tentative).
Week 5: Marxism II (class and the issue of agency): 'After Neolibralism?' from the Kilburn Manifesto.
Week 6: Case Studies (class and globalization): Black Gold (tentative).
Week 7: Workshop (Marxism).
Week 8: Workshop (Marxism).
Week 9: Review.
Week 10: Postcolonialism I (race): Edward Said, from Orientalism; supplement:‘An Introduction’ from Contemporary Postcolonial Theory: A Reader.
Week 11: Case Studies: Borat (tentative).
Week 12: Postcolonialism II (ethnicity): Stuart Hall ‘New Ethnicity'; supplement: notes on race and ethnicity, from Keywords in Literary & Critical Studies.
Week 13: Case Studies: Bend It Like Beckham (tentative).
Week 14: Race, ethnicity, and power (nationalism and colonialism): 'Fuck Chineseness'
Week 15: Case studies: Cape No. 7 (tentative).
Week 16: Workshop (postcolonialism).
Week 17: Workshop (postcolonialism).
Week 18: Term paper due (developed from workshop reports and to be edited into a collection of working paper).
教科書/參考書
Handouts.
評分標準
Class participation and performance 30%, Workshop reports and exercises 40%, Term paper 30%.
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
25
*******WE STUDY THEORY THROUGH FILMS!*******課程討論透過電影文本進行
The Contemporary Cultural Theory series is designed to introduce major schools of cultural theory that informed modern English studies after the 1960s, including Marxism, Postcolonialism, Feminism, Gender Studies (Gay and Lesbian studies and queer theory), etc.
Marxism and Postcolonialism offered in this semester is part of the Contemporary Cultural Theory series. Both theoretical schools will be introduced through: a selection of critical works, case studies, and exercises (chart drawing, message readings from the press or media). In addition, students will learn to connect theory, text, and context through workshop reports.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course Orientation.
Week 2: Marxism I (class): Terry Eagleton ‘Marxist Criticism' ; supplement:‘An Introduction’ from Literary Theory: An Anthology.
Week 3: Exercise: Draw a chart to explain the Marxist concept of history.
Week 4: Case Studies (class): Tess of the d'Urbervilles (tentative).
Week 5: Marxism II (class and the issue of agency): 'After Neolibralism?' from the Kilburn Manifesto.
Week 6: Case Studies (class and globalization): Black Gold (tentative).
Week 7: Workshop (Marxism).
Week 8: Workshop (Marxism).
Week 9: Review.
Week 10: Postcolonialism I (race): Edward Said, from Orientalism; supplement:‘An Introduction’ from Contemporary Postcolonial Theory: A Reader.
Week 11: Case Studies: Borat (tentative).
Week 12: Postcolonialism II (ethnicity): Stuart Hall ‘New Ethnicity'; supplement: notes on race and ethnicity, from Keywords in Literary & Critical Studies.
Week 13: Case Studies: Bend It Like Beckham (tentative).
Week 14: Race, ethnicity, and power (nationalism and colonialism): 'Fuck Chineseness'
Week 15: Case studies: Cape No. 7 (tentative).
Week 16: Workshop (postcolonialism).
Week 17: Workshop (postcolonialism).
Week 18: Term paper due (developed from workshop reports and to be edited into a collection of working paper).
教科書/參考書
Handouts.
評分標準
Class participation and performance 30%, Workshop reports and exercises 40%, Term paper 30%.
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
25
108-1_影片中的美國文學
教學目標
What is the relationship between a work of fiction and its film adaptation? How could the latter help, hamper, or even distort the reader’s understanding of the former? In an age of diverse methods of cinematic adaptation, what could possibly be the role of the reader, “that someone who holds gathered into a single field all the paths of which the text is constituted,” if put in the words of Roland Barthes? More specifically, to what extent is it a myth for the reader to assume the possibility of authentic representation, substituting thereby the original text with the cinematic version? To explore the significance of these and other questions in the context of American literature, this course will focus on the literary texts and cinematic adaptations of Toni Morrison’s Beloved and the poetry of Robert Frost, Shel Silverstein and Billy Collins. These works of different natures, furthermore, will be examined in their specific historical contexts. Criticism concerning these works will also be investigated to hone students’ critical thinking skills as young scholars.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. A Brief Introduction to American Literature in Film II. Toni Morrison, Beloved (Book One, Chapters 1-2) III. —, Beloved (Book One, Chapters 3-4) IV. —, Beloved (Book One, Chapters 5-6); V. —, Beloved (Book One, Chapters 7-8); Shel Silverstein, The Giving Tree VI. —, Beloved (Book One, Chapters 9-10); VII. Silverstein, The Little Boy and the Old Man VIII. —, Beloved (Book One, Chapters 11-12); Silverstein, The Missing Piece IX. —, Book One, Chapters 13, 14, 15; Silverstein, The Missing Piece Meets the Big O X. Mid-term Examination XI. Beloved (Book One, Chapters 16, 17, 18) XII. Beloved (Book Two, Chapters 19-20); Billy Collins, “Forgetfulness” & “Some Days” XIII. Beloved (Book Two, Chapters 21-22); Collins, “No Time” & “Now & Then” XIV. Beloved (Book Two, Chapters 23-24); Collins, “Hunger” & “The Country” XV. Beloved (Book Two, Chapters 25-26); “Budapest”, “The Dead” & “The Best Cigarette” XVI. Beloved (Book Two, Chapters 27-28); XVII. Beloved XVIII. Final Examination or Term Paper
教科書/參考書
Texts: Collins, Billy. The Poets Laureate Anthology. New York: W. W. Norton & Company, 2010. Morrison, Toni. Beloved. New York: Penguin, 1987. Silverstein, Shel. The Giving Tree. New York: Harper Collins, 2014. ----------. Where the Sidewalk Ends: Poems and Drawings. New York: Harper Collins, 2014. Additional References: Berlin, Ira. Generations of Captivity: A History of African-American Slaves. Cambridge: Harvard UP, 2003. Bortolotti, Gary R. and Linda Hutcheon. “On the Origin of Adaptations: Rethinking Fidelity Discourse and ‘Success’: Biologically.” New Literary History, Vol. 38, No. 3, Biocultures (Summer, 2007), pp. 443-458. Hayden, Robert. "The Middle Passage." Phylon 6.3 (1945): 247-53. Hutcheon, Linda. A Theory of Adaptation. New York: Routledge, 2006. Johnson, Charles R. The Middle Passage. New York: Penguin, 1991. Kaplan, Cora, and John Oldfield, eds. Imaging Transatlantic Slavery. London: Palgrave Macmillan, 2010. Morrison, Toni. "The Pain of Being Black." Time (22 May 1989): 120-22.
評分標準
Mid-term Examination: 25% Final Examination/Term Paper: 25% Quizzes: 20% Classroom Participation: 30% (including attendance, discussion, individual reports and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
26
What is the relationship between a work of fiction and its film adaptation? How could the latter help, hamper, or even distort the reader’s understanding of the former? In an age of diverse methods of cinematic adaptation, what could possibly be the role of the reader, “that someone who holds gathered into a single field all the paths of which the text is constituted,” if put in the words of Roland Barthes? More specifically, to what extent is it a myth for the reader to assume the possibility of authentic representation, substituting thereby the original text with the cinematic version? To explore the significance of these and other questions in the context of American literature, this course will focus on the literary texts and cinematic adaptations of Toni Morrison’s Beloved and the poetry of Robert Frost, Shel Silverstein and Billy Collins. These works of different natures, furthermore, will be examined in their specific historical contexts. Criticism concerning these works will also be investigated to hone students’ critical thinking skills as young scholars.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. A Brief Introduction to American Literature in Film II. Toni Morrison, Beloved (Book One, Chapters 1-2) III. —, Beloved (Book One, Chapters 3-4) IV. —, Beloved (Book One, Chapters 5-6); V. —, Beloved (Book One, Chapters 7-8); Shel Silverstein, The Giving Tree VI. —, Beloved (Book One, Chapters 9-10); VII. Silverstein, The Little Boy and the Old Man VIII. —, Beloved (Book One, Chapters 11-12); Silverstein, The Missing Piece IX. —, Book One, Chapters 13, 14, 15; Silverstein, The Missing Piece Meets the Big O X. Mid-term Examination XI. Beloved (Book One, Chapters 16, 17, 18) XII. Beloved (Book Two, Chapters 19-20); Billy Collins, “Forgetfulness” & “Some Days” XIII. Beloved (Book Two, Chapters 21-22); Collins, “No Time” & “Now & Then” XIV. Beloved (Book Two, Chapters 23-24); Collins, “Hunger” & “The Country” XV. Beloved (Book Two, Chapters 25-26); “Budapest”, “The Dead” & “The Best Cigarette” XVI. Beloved (Book Two, Chapters 27-28); XVII. Beloved XVIII. Final Examination or Term Paper
教科書/參考書
Texts: Collins, Billy. The Poets Laureate Anthology. New York: W. W. Norton & Company, 2010. Morrison, Toni. Beloved. New York: Penguin, 1987. Silverstein, Shel. The Giving Tree. New York: Harper Collins, 2014. ----------. Where the Sidewalk Ends: Poems and Drawings. New York: Harper Collins, 2014. Additional References: Berlin, Ira. Generations of Captivity: A History of African-American Slaves. Cambridge: Harvard UP, 2003. Bortolotti, Gary R. and Linda Hutcheon. “On the Origin of Adaptations: Rethinking Fidelity Discourse and ‘Success’: Biologically.” New Literary History, Vol. 38, No. 3, Biocultures (Summer, 2007), pp. 443-458. Hayden, Robert. "The Middle Passage." Phylon 6.3 (1945): 247-53. Hutcheon, Linda. A Theory of Adaptation. New York: Routledge, 2006. Johnson, Charles R. The Middle Passage. New York: Penguin, 1991. Kaplan, Cora, and John Oldfield, eds. Imaging Transatlantic Slavery. London: Palgrave Macmillan, 2010. Morrison, Toni. "The Pain of Being Black." Time (22 May 1989): 120-22.
評分標準
Mid-term Examination: 25% Final Examination/Term Paper: 25% Quizzes: 20% Classroom Participation: 30% (including attendance, discussion, individual reports and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
26
108-1_數位人文科學概論
教學目標
全英語授課 Digital Humanities are called all those activities that humanists are engaged in when using digital media or computational techniques for teaching, the creating of digital media, such as annotated e-books, or in the analysis of digitized material. The purpose of the course is to give the participants an understanding of what 'Digital Humanities' is about, and to motivate them to use this kind of approach to research and problem solving in their future activities. Participants should gain an overview over the wide range of research activities that are conducted under this umbrella term and what the tools are that can be used in this context. Students are also motivated to think about what their skills and interests are and how these match with research activities in Digital Humanities.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This class will focus evenly on the usage of digiral toos and digital resources, as well as on the relation between these: Focusing specifically on three areas within the digital humanities, Aerial photography, Geographic Information Systems, and Social Network Analysis, we explore tools and data in order to understand the potential usage we can make of these resources and software tools.
教科書/參考書
Online digital archives and online tools for the analysis of digital data. Graphs, Maps, Trees: Abstract Models for a Literary History. Franco Moretti. Verso, 2005. Driven by data. Exploring the research horizon. de Groot and Wittenberg, Pallas Publications, 2010.
評分標準
Course Participation 50% Final Report 50%
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
19
全英語授課 Digital Humanities are called all those activities that humanists are engaged in when using digital media or computational techniques for teaching, the creating of digital media, such as annotated e-books, or in the analysis of digitized material. The purpose of the course is to give the participants an understanding of what 'Digital Humanities' is about, and to motivate them to use this kind of approach to research and problem solving in their future activities. Participants should gain an overview over the wide range of research activities that are conducted under this umbrella term and what the tools are that can be used in this context. Students are also motivated to think about what their skills and interests are and how these match with research activities in Digital Humanities.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This class will focus evenly on the usage of digiral toos and digital resources, as well as on the relation between these: Focusing specifically on three areas within the digital humanities, Aerial photography, Geographic Information Systems, and Social Network Analysis, we explore tools and data in order to understand the potential usage we can make of these resources and software tools.
教科書/參考書
Online digital archives and online tools for the analysis of digital data. Graphs, Maps, Trees: Abstract Models for a Literary History. Franco Moretti. Verso, 2005. Driven by data. Exploring the research horizon. de Groot and Wittenberg, Pallas Publications, 2010.
評分標準
Course Participation 50% Final Report 50%
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
19
108-1_語音學專題
教學目標
This course attempts to introduce juniors, seniors and postgraduate students to Phonetics, the study of sounds. It aims to increase their knowledge of the English sounds and the accuracy of the English pronunciation through the introduction of main concepts of English phonetics. Topics include articulatory phonetics and acoustic phonetics, concerning consonants, vowels, stress, rhythm and intonation. It is hoped that students learn to conduct a research on Phonetics on their own and are able to present their work at the end of the course.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-10.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Introduction
Week 2 Basic Concepts of Phonetics
Week 3 Speech
Week 4 Speech Organ
Week 5 English Consonants
Week 6 English Vowels
Week 7 Speech Analyzer
Week 8 Review
Week 9 Proposal Due
Week 10 English Vowels
Week 11 Data Collection
Week 12 Suprasegmentals: Stress
Week 13 Suprasegmentals: Rhythm
Week 14 Suprasegmentals: Intonation
Week 15 Syllable Structure and Consonant Clusters
Week 16 Review & Discussion
Week 17 Oral presentation of final paper
Week 18 Final Exam/Paper Due
教科書/參考書
Sun, S. H. (1999). American English Phonetics. Taipei: Crane.
Ladefoged, P. (2001). A Course in Phonetics, 5th ed. Orlando, FL: Harcourt Brace & Company.
Paper collection
Collected papers.
評分標準
1. Attendance, class participation: 10%
2. Online responses (E-learning), proposal and final exam/paper: 70%
3. Presentation: 20%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
11
This course attempts to introduce juniors, seniors and postgraduate students to Phonetics, the study of sounds. It aims to increase their knowledge of the English sounds and the accuracy of the English pronunciation through the introduction of main concepts of English phonetics. Topics include articulatory phonetics and acoustic phonetics, concerning consonants, vowels, stress, rhythm and intonation. It is hoped that students learn to conduct a research on Phonetics on their own and are able to present their work at the end of the course.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-10.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Introduction
Week 2 Basic Concepts of Phonetics
Week 3 Speech
Week 4 Speech Organ
Week 5 English Consonants
Week 6 English Vowels
Week 7 Speech Analyzer
Week 8 Review
Week 9 Proposal Due
Week 10 English Vowels
Week 11 Data Collection
Week 12 Suprasegmentals: Stress
Week 13 Suprasegmentals: Rhythm
Week 14 Suprasegmentals: Intonation
Week 15 Syllable Structure and Consonant Clusters
Week 16 Review & Discussion
Week 17 Oral presentation of final paper
Week 18 Final Exam/Paper Due
教科書/參考書
Sun, S. H. (1999). American English Phonetics. Taipei: Crane.
Ladefoged, P. (2001). A Course in Phonetics, 5th ed. Orlando, FL: Harcourt Brace & Company.
Paper collection
Collected papers.
評分標準
1. Attendance, class participation: 10%
2. Online responses (E-learning), proposal and final exam/paper: 70%
3. Presentation: 20%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
11
108-1_論文指導(I)
教學目標
Guide students in their research and writing of a Master thesis.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-40.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%
課程內容與進度
First Semester:
1. Lay out a reserach and writing plan.
2. Search and analyze primary and secondary sources.
3. Produce an outline and research bibliography.
4. Conduct field research.
5. Write draft chapters.
Second Semester:
5. Complete draft chapters.
6. Revise and finalize the thesis.
7. Prepare for the oral defense.
教科書/參考書
1. Latest MLA handbook (8th edition).
2. Purdue Online Writing Lab
https://owl.english.purdue.edu/owl/resource/747/01/
3. Other references relevant to individual thesis.
評分標準
1. Weekly discussion and progress 50%.
2. Quality of written draft chapters and revisions 50%.
學分數
1
授課時數(周)
1
開課班級
M10711
修課人數
6
Guide students in their research and writing of a Master thesis.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-40.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%
課程內容與進度
First Semester:
1. Lay out a reserach and writing plan.
2. Search and analyze primary and secondary sources.
3. Produce an outline and research bibliography.
4. Conduct field research.
5. Write draft chapters.
Second Semester:
5. Complete draft chapters.
6. Revise and finalize the thesis.
7. Prepare for the oral defense.
教科書/參考書
1. Latest MLA handbook (8th edition).
2. Purdue Online Writing Lab
https://owl.english.purdue.edu/owl/resource/747/01/
3. Other references relevant to individual thesis.
評分標準
1. Weekly discussion and progress 50%.
2. Quality of written draft chapters and revisions 50%.
學分數
1
授課時數(周)
1
開課班級
M10711
修課人數
6
108-1_教學實務及實習(I)
教學目標
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to put theories of Teaching Practicum into real practice and to get familiar with different fields of teaching English literature and linguistics, for example, designing course syllabus, making lesson plans, managing classroom, designing tests and exercising skills in grading short essays and essay questions. Students will learn real field practice in such courses as “Approaches to Literature” and “Introduction to Linguistics.” By the end of this course, students will be able to innovate relevant teaching materials and make a successful teaching demonstration video.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-10.00%;專題實作與報告-80.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Introduction
Week 2: Exercise on Syllabus Design
Week 3: Exercise on Lesson Plan
Week 4: In-class Activity 1
Week 5: Quiz Management 1
Week 6: Grading of Quiz 1
Week 7: Tutorial 1
Week 8: In-class Activity 2
Week 9: Midterm Recess
Week 10: Preparation of 5-minute Teaching Demonstration
Week 11: Tutorial 2
Week 12: In-class Activity 3
Week 13: Quiz Management 2
Week 14: Grading of Quiz 2
Week 15: In-class Activity 4
Week 16: Tutorial 3
Week 17: Teaching Demonstration & Discussion
Week 18: Five-minute Teaching Demonstration Video Due
教科書/參考書
By handouts.
References:
Harmer, J. (1998). How to Teach English. UK: Longman Group Limited.
Brown, H. D. (2000). (4th ed.). Principles of language learning and teaching. NY: Longman.
Celce-Murcia, M. (2001). (3rd ed.). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Parkinson, B. and H. Reid Thomas (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
Ng, Kit-har (2004). Incorporating Literature into the Certificate Level English Classroom in Hong Kong: Three Case Studies. PhD dissertation. The University of Hong Kong.
Hismanoglu, Murat (2005). “Teaching English through Literature", Journal of Language and Linguistic Studies, Vol.1, No.1, pp 53-66.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
Your final grade of this course will be depended upon your performances in the following work:
1. A course syllabus: 10%
2. A lesson plan (with four in-class activity design and implementation): 40%
3. Two sample quizzes and grading skills: 20%
4. A five-minute teaching demonstration video (with innovative teaching materials): 30%
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
3
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to put theories of Teaching Practicum into real practice and to get familiar with different fields of teaching English literature and linguistics, for example, designing course syllabus, making lesson plans, managing classroom, designing tests and exercising skills in grading short essays and essay questions. Students will learn real field practice in such courses as “Approaches to Literature” and “Introduction to Linguistics.” By the end of this course, students will be able to innovate relevant teaching materials and make a successful teaching demonstration video.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-10.00%;專題實作與報告-80.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Introduction
Week 2: Exercise on Syllabus Design
Week 3: Exercise on Lesson Plan
Week 4: In-class Activity 1
Week 5: Quiz Management 1
Week 6: Grading of Quiz 1
Week 7: Tutorial 1
Week 8: In-class Activity 2
Week 9: Midterm Recess
Week 10: Preparation of 5-minute Teaching Demonstration
Week 11: Tutorial 2
Week 12: In-class Activity 3
Week 13: Quiz Management 2
Week 14: Grading of Quiz 2
Week 15: In-class Activity 4
Week 16: Tutorial 3
Week 17: Teaching Demonstration & Discussion
Week 18: Five-minute Teaching Demonstration Video Due
教科書/參考書
By handouts.
References:
Harmer, J. (1998). How to Teach English. UK: Longman Group Limited.
Brown, H. D. (2000). (4th ed.). Principles of language learning and teaching. NY: Longman.
Celce-Murcia, M. (2001). (3rd ed.). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Parkinson, B. and H. Reid Thomas (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
Ng, Kit-har (2004). Incorporating Literature into the Certificate Level English Classroom in Hong Kong: Three Case Studies. PhD dissertation. The University of Hong Kong.
Hismanoglu, Murat (2005). “Teaching English through Literature", Journal of Language and Linguistic Studies, Vol.1, No.1, pp 53-66.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
Your final grade of this course will be depended upon your performances in the following work:
1. A course syllabus: 10%
2. A lesson plan (with four in-class activity design and implementation): 40%
3. Two sample quizzes and grading skills: 20%
4. A five-minute teaching demonstration video (with innovative teaching materials): 30%
學分數
3
授課時數(周)
3
開課班級
M10811
修課人數
3
108-1_英美詩選
教學目標
This course concentrates on the analysis and study of English and American poetry and its forms. It will guide students to recognize the role and nature of the technical elements of poetry as they contribute to make meaning. As a result of this, students would be able to enjoy reading poetry more fully, with the ability to recognize and evaluate the elements that compose a poem. Both in-class discussion and student presentation of poetic analysis are emphasized, and all work is designed to move the student toward improved competency in reading, writing, and thinking. Upon completion of the course, students will read closely, write effectively and think critically.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-45.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Course Overview
Week 2 What is poetry?
Week 3 Reading the Poem
Week 4 Denotation and Connotation
Week 5 Imagery
Week 6 Figurative Language 1
Week 7 Figurative Language 2
Week 8 Figurative Language 3
Week 9 Mid-term exam
Week 10 Allusion
Week 11 Meaning and Idea
Week 12 Tone
Week 13 Musical Devices
Week 14 Sound and Meaning
Week 15 Rhythm and Meter
Week 16 Pattern: Open form
Week 17 Holiday
Week 18 Final exam
教科書/參考書
Arp, Thomas R. and Greg Johnson ed. Perrine’s Sound and Sense: An Introduction to Poetry. 12th ed. Boston: Thomson, 2008.
Kennedy, X. J. & Dana Gioia. An Introduction to Poetry. New York: Longman, 2002.
評分標準
Attendance 10%; in-class discussions + oral presentations + worksheets 30%; mid-term exam 30%; final exam 30%.
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
29
This course concentrates on the analysis and study of English and American poetry and its forms. It will guide students to recognize the role and nature of the technical elements of poetry as they contribute to make meaning. As a result of this, students would be able to enjoy reading poetry more fully, with the ability to recognize and evaluate the elements that compose a poem. Both in-class discussion and student presentation of poetic analysis are emphasized, and all work is designed to move the student toward improved competency in reading, writing, and thinking. Upon completion of the course, students will read closely, write effectively and think critically.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-45.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Course Overview
Week 2 What is poetry?
Week 3 Reading the Poem
Week 4 Denotation and Connotation
Week 5 Imagery
Week 6 Figurative Language 1
Week 7 Figurative Language 2
Week 8 Figurative Language 3
Week 9 Mid-term exam
Week 10 Allusion
Week 11 Meaning and Idea
Week 12 Tone
Week 13 Musical Devices
Week 14 Sound and Meaning
Week 15 Rhythm and Meter
Week 16 Pattern: Open form
Week 17 Holiday
Week 18 Final exam
教科書/參考書
Arp, Thomas R. and Greg Johnson ed. Perrine’s Sound and Sense: An Introduction to Poetry. 12th ed. Boston: Thomson, 2008.
Kennedy, X. J. & Dana Gioia. An Introduction to Poetry. New York: Longman, 2002.
評分標準
Attendance 10%; in-class discussions + oral presentations + worksheets 30%; mid-term exam 30%; final exam 30%.
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
29
108-1_企業實習I：英語教學與行政
教學目標
本課程與何嘉仁文教事業股份有限公司、日本一般財團法人台灣留學支援中心及高雄市橋頭區仕隆國小樂齡中心及多元文化學習中心合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數，將會在每學年上學期或暑假開課，但於上、下學期間，會各開一次校外實習課程說明會及實習成果發表會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過合作企業或是政府機關內部之筆試、口試或是面試；（三）確實加保「大專校院校外實習學生團體保險」；（四）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達162小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解英語教學與行政之產業生態；（二）瞭解英語教學在業界企業或社會福利機關之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。
授課形式
理論講述與討論-0.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:業界實習-100.00%
課程內容與進度
1.參加企業實習之開課說明會
2.加保「大專校院校外實習學生團體保險」及檢具「家長同意書」
3.配合實習企業的規定與進度實習
4.授課教師期中訪視
5.繳交「實習單位成績評分表」（由實習單位主管考核）及「實習報告書」
教科書/參考書
無，但請參考高雄大學學生業界實習實施辦法
評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下：
1. 實習成績：50% （由實習單位主管依出勤狀況、實習態度、實習技術和成果等評定之）
2. 實習心得報告：50% （由任課老師評分）
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
6
本課程與何嘉仁文教事業股份有限公司、日本一般財團法人台灣留學支援中心及高雄市橋頭區仕隆國小樂齡中心及多元文化學習中心合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數，將會在每學年上學期或暑假開課，但於上、下學期間，會各開一次校外實習課程說明會及實習成果發表會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過合作企業或是政府機關內部之筆試、口試或是面試；（三）確實加保「大專校院校外實習學生團體保險」；（四）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達162小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解英語教學與行政之產業生態；（二）瞭解英語教學在業界企業或社會福利機關之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。
授課形式
理論講述與討論-0.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:業界實習-100.00%
課程內容與進度
1.參加企業實習之開課說明會
2.加保「大專校院校外實習學生團體保險」及檢具「家長同意書」
3.配合實習企業的規定與進度實習
4.授課教師期中訪視
5.繳交「實習單位成績評分表」（由實習單位主管考核）及「實習報告書」
教科書/參考書
無，但請參考高雄大學學生業界實習實施辦法
評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下：
1. 實習成績：50% （由實習單位主管依出勤狀況、實習態度、實習技術和成果等評定之）
2. 實習心得報告：50% （由任課老師評分）
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
6
108-1_莎士比亞
教學目標
This is a survey of Shakespeare's representative works. We will read four plays of different genres, specifically: Macbeth (tragedy), Much Ado about Nothing (comedy), Hamlet (tragedy), and A Midsummer Night's Dream (comedy). The format of this class will combine lectures, discussions, supplementary film screenings, and student performances and other in-class activities, such as costuming, chanting, pantomimes, wordplay, soliloquy analysis, adaptative and improvised scenarios, line-by-line analysis and interpretation, and comparison of videos.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-70.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Sept. 10
1. Introduction to the course and the instructor
2. Introduction to the policies of the class
3. Introduction: Shakespeare, his life, and his cultural contexts
4. Arranging the Textbooks
Week 2 Sept. 17
Macbeth, 1.1-1.7
In-class activities:
1. Macbeth's first soliloquy: 1.3.128-43
2. Compare and contrast film adaptations: 1.5; 1.7
3. Lady Macbeth's first soliloquy: 1.5.38-52
4. How does the war affect leading characters in the play: Macbeth vs. Lady Macbeth, especially 1.7
Week 3 Sept. 24
Macbeth, 2.1-3.2
In-class activities:
1. Macbeth's soliloquy: 2.1.31-49
2. Compare and contrast film adaptations, especially 2.2
3. How does the war affect the life of the Macbeths:
Macbeth vs. Lady Macbeth, especially 2.2
4. Discuss the authenticity of Lady Macbeth's fainting: 2.3
Week 4 Oct. 1
Macbeth, 3.3-5.11
In-class activities:
1. Compare and contrast film adaptations: the banquet scene, 3.4
2. Compare and contrast film adaptations: Lady Macbeth's sleep-walking scene, 5.1
3. Reading Macbeth's soliloquy: 5.5.17-27
Week 5 Oct. 8
Much Ado About Nothing, 1.1-2.3
In-class activities:
1. Returned from the war and battle of the sexes: 1.1
2. The masque: 2.1
3. The eavesdropping scene: 2.3
Week 6 Oct. 15
Much Ado About Nothing: 3.1-4.1
1. The balcony scene & Don John's scheme: 3.2
2. Shaming Hero: 4.1
Week 7 Oct. 22
Much Ado About Nothing, 4.2-5.4
In-class activities:
1. Battle of the Sexes: the final wedding scene, 5.4
Week 8 Oct. 29
Hamlet, 1.1-1.5
In-class activities:
1. film screening: Hamlet (Michael Almereyda, 2000; Kenneth Branagh, 1996)
2. the first ghost scene 1.1.38-68; 1.1.107-28; the second ghost scene 1.4.19-191
3. texts and subtexts
Week 9 Nov. 5
Midterm Exam (midterm quiz for Macbeth and Much Ado About Nothing)
Week 10 Nov. 12
Hamlet, 2.1-3.3
In-class activities:
1. texts and subtexts
2.Claudius's pray: 3.3.36-98
Week 11 Nov. 19
Hamlet, 3.4-4.5
1. film screening (focused on Ophelia's madness, comparing and contrasting two different film adaptations)
2. texts and subtexts
3. feature episode: Should Laertes be King, 4.5.98-108
Week 12 Nov. 26
Hamlet, 4.6-5.2
In-class activities:
1. film screening (focused on the final duel scene)
2. texts and subtexts
Week 13 Dec. 3
A Midsummer Night's Dream, 1.1-2.1
In-class activities:
1. texts and subtexts
2. the Athenian artisans
3. Titania and her voltress
4. film screening: Adrian Noble, 1996; Michael Hoffman, 1999
Week 14 Dec. 10
A Midsummer Night's Dream, 2.2-3.3
In-class activities:
1. film screening
2. Interactions of the Athenian artisans
3. comparison and contrast: the language of the aristocratic and the working-class
4. Brainstorming: What are the women's complaints?—What's Helena's and what's Hermia's—analysis and cultural notes
Week 15 Dec. 17
A Midsummer Night's Dream, 4.1-5.2
In-class activities:
1. film screening
2. the bower scene: cultural notes on the Cult of Elizabeth and the formation of Elizabethan idolatry culture
4. the final wedding scene
Week 16 Jan. 24
Review
Week 17 Dec. 31
Final Exam (final quiz on Hamlet and A Midsummer Night’s Dream)
Week 18 Jan. 7
Return of the Final Text Papers (Meet in my office)
教科書/參考書
Required Textbook:
The Norton Shakespeare, 3rd ed.
Video Materials:
Macbeth:
Macbeth. Directed by Justin Kurzel, performance by Michael Fassbender and Marion Cotillard. Anchor Bay, 2015.
Much Ado About Nothing:
Much Ado About Nothing. Directed by Joss Whedon, performance by Alexis Denisof and Amy Acker. Lionsgate, 2012.
Hamlet:
Hamlet. Directed by Kenneth Branagh, performance by Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, and Richard Briers. Warner Home Video, 1996.
Hamlet. Directed by Michael Almereyda, performance by Ethan Hawke, Kyle MacLachlan, Diane Venora, Sam Shepard, and Bill Murray. Miramax Lionsgate, 2000.
A Midsummer Night's Dream:
A Midsummer Night's Dream. Directed by Adrian Noble, performance by Lindsay Duncan and Alex Jennings. Miramax, 1996.
A Midsummer Night's Dream. Directed by Michael Hoffman, performance by Kevin Kline and Michelle Pfeiffer.
評分標準
Evaluation:
Your final grade of the class depends upon your performances in the following work:
1. performances and in-class participation (20%)
2. midterm exam (40%)
3. final exam (40%)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
23
This is a survey of Shakespeare's representative works. We will read four plays of different genres, specifically: Macbeth (tragedy), Much Ado about Nothing (comedy), Hamlet (tragedy), and A Midsummer Night's Dream (comedy). The format of this class will combine lectures, discussions, supplementary film screenings, and student performances and other in-class activities, such as costuming, chanting, pantomimes, wordplay, soliloquy analysis, adaptative and improvised scenarios, line-by-line analysis and interpretation, and comparison of videos.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-70.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Sept. 10
1. Introduction to the course and the instructor
2. Introduction to the policies of the class
3. Introduction: Shakespeare, his life, and his cultural contexts
4. Arranging the Textbooks
Week 2 Sept. 17
Macbeth, 1.1-1.7
In-class activities:
1. Macbeth's first soliloquy: 1.3.128-43
2. Compare and contrast film adaptations: 1.5; 1.7
3. Lady Macbeth's first soliloquy: 1.5.38-52
4. How does the war affect leading characters in the play: Macbeth vs. Lady Macbeth, especially 1.7
Week 3 Sept. 24
Macbeth, 2.1-3.2
In-class activities:
1. Macbeth's soliloquy: 2.1.31-49
2. Compare and contrast film adaptations, especially 2.2
3. How does the war affect the life of the Macbeths:
Macbeth vs. Lady Macbeth, especially 2.2
4. Discuss the authenticity of Lady Macbeth's fainting: 2.3
Week 4 Oct. 1
Macbeth, 3.3-5.11
In-class activities:
1. Compare and contrast film adaptations: the banquet scene, 3.4
2. Compare and contrast film adaptations: Lady Macbeth's sleep-walking scene, 5.1
3. Reading Macbeth's soliloquy: 5.5.17-27
Week 5 Oct. 8
Much Ado About Nothing, 1.1-2.3
In-class activities:
1. Returned from the war and battle of the sexes: 1.1
2. The masque: 2.1
3. The eavesdropping scene: 2.3
Week 6 Oct. 15
Much Ado About Nothing: 3.1-4.1
1. The balcony scene & Don John's scheme: 3.2
2. Shaming Hero: 4.1
Week 7 Oct. 22
Much Ado About Nothing, 4.2-5.4
In-class activities:
1. Battle of the Sexes: the final wedding scene, 5.4
Week 8 Oct. 29
Hamlet, 1.1-1.5
In-class activities:
1. film screening: Hamlet (Michael Almereyda, 2000; Kenneth Branagh, 1996)
2. the first ghost scene 1.1.38-68; 1.1.107-28; the second ghost scene 1.4.19-191
3. texts and subtexts
Week 9 Nov. 5
Midterm Exam (midterm quiz for Macbeth and Much Ado About Nothing)
Week 10 Nov. 12
Hamlet, 2.1-3.3
In-class activities:
1. texts and subtexts
2.Claudius's pray: 3.3.36-98
Week 11 Nov. 19
Hamlet, 3.4-4.5
1. film screening (focused on Ophelia's madness, comparing and contrasting two different film adaptations)
2. texts and subtexts
3. feature episode: Should Laertes be King, 4.5.98-108
Week 12 Nov. 26
Hamlet, 4.6-5.2
In-class activities:
1. film screening (focused on the final duel scene)
2. texts and subtexts
Week 13 Dec. 3
A Midsummer Night's Dream, 1.1-2.1
In-class activities:
1. texts and subtexts
2. the Athenian artisans
3. Titania and her voltress
4. film screening: Adrian Noble, 1996; Michael Hoffman, 1999
Week 14 Dec. 10
A Midsummer Night's Dream, 2.2-3.3
In-class activities:
1. film screening
2. Interactions of the Athenian artisans
3. comparison and contrast: the language of the aristocratic and the working-class
4. Brainstorming: What are the women's complaints?—What's Helena's and what's Hermia's—analysis and cultural notes
Week 15 Dec. 17
A Midsummer Night's Dream, 4.1-5.2
In-class activities:
1. film screening
2. the bower scene: cultural notes on the Cult of Elizabeth and the formation of Elizabethan idolatry culture
4. the final wedding scene
Week 16 Jan. 24
Review
Week 17 Dec. 31
Final Exam (final quiz on Hamlet and A Midsummer Night’s Dream)
Week 18 Jan. 7
Return of the Final Text Papers (Meet in my office)
教科書/參考書
Required Textbook:
The Norton Shakespeare, 3rd ed.
Video Materials:
Macbeth:
Macbeth. Directed by Justin Kurzel, performance by Michael Fassbender and Marion Cotillard. Anchor Bay, 2015.
Much Ado About Nothing:
Much Ado About Nothing. Directed by Joss Whedon, performance by Alexis Denisof and Amy Acker. Lionsgate, 2012.
Hamlet:
Hamlet. Directed by Kenneth Branagh, performance by Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, and Richard Briers. Warner Home Video, 1996.
Hamlet. Directed by Michael Almereyda, performance by Ethan Hawke, Kyle MacLachlan, Diane Venora, Sam Shepard, and Bill Murray. Miramax Lionsgate, 2000.
A Midsummer Night's Dream:
A Midsummer Night's Dream. Directed by Adrian Noble, performance by Lindsay Duncan and Alex Jennings. Miramax, 1996.
A Midsummer Night's Dream. Directed by Michael Hoffman, performance by Kevin Kline and Michelle Pfeiffer.
評分標準
Evaluation:
Your final grade of the class depends upon your performances in the following work:
1. performances and in-class participation (20%)
2. midterm exam (40%)
3. final exam (40%)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
23
108-1_社會語言學(上)
教學目標
This course is designed to enhance students’ knowledge of the origins and variations of current English languages. The first part of this course aims to provide a historical background of English. The second part will cover the key issues in sociolinguistic studies, including standard English vs. dialects; language and age; language and gender; language used in different social context etc. In the third part, the main focus will be the discussion of the outcomes of English’s contact with other languages, including the issues such as, bilingualism, language shift and language endangerment etc.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-25.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2020/09/14 — Orientation 2020/09/21 — Language Family and Typology; 2020/09/28 — The Origins of English; 2020/10/05 — Standard Language vs. Dialects; 2020/10/12 — Film 1 + Analysis (Standard Language vs. Dialects) 2020/10/19 — Students’ presentation (Standard Language vs. Dialects) 2020/10/26 — Language and Gender 2020/11/02 — Film 2+ Analysis (Language and Gender) 2020/11/09 — Mid-term Exam (Terminology and Essay Questions) 2020/11/16 — Students’ presentation (Language and Gender) 2020/11/23 — Language, Age, and Social Classes 2020/11/30 — Film 3+ Analysis (Language, Age, and Social Classes) 2020/12/07 — Students’ presentation (Language and Age) 2020/12/14 — Language and Identity 2020/12/21 — (Students’ presentation Language and Social Classes) Film 4+ Code-switching 2020/12/28 — Students’ presentation (Language and Identity)+ Code-switching 2020/01/04 — Language Contact 2020/01/11 — Final Exam (Terminology and Essay Questions)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
12
This course is designed to enhance students’ knowledge of the origins and variations of current English languages. The first part of this course aims to provide a historical background of English. The second part will cover the key issues in sociolinguistic studies, including standard English vs. dialects; language and age; language and gender; language used in different social context etc. In the third part, the main focus will be the discussion of the outcomes of English’s contact with other languages, including the issues such as, bilingualism, language shift and language endangerment etc.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-25.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2020/09/14 — Orientation 2020/09/21 — Language Family and Typology; 2020/09/28 — The Origins of English; 2020/10/05 — Standard Language vs. Dialects; 2020/10/12 — Film 1 + Analysis (Standard Language vs. Dialects) 2020/10/19 — Students’ presentation (Standard Language vs. Dialects) 2020/10/26 — Language and Gender 2020/11/02 — Film 2+ Analysis (Language and Gender) 2020/11/09 — Mid-term Exam (Terminology and Essay Questions) 2020/11/16 — Students’ presentation (Language and Gender) 2020/11/23 — Language, Age, and Social Classes 2020/11/30 — Film 3+ Analysis (Language, Age, and Social Classes) 2020/12/07 — Students’ presentation (Language and Age) 2020/12/14 — Language and Identity 2020/12/21 — (Students’ presentation Language and Social Classes) Film 4+ Code-switching 2020/12/28 — Students’ presentation (Language and Identity)+ Code-switching 2020/01/04 — Language Contact 2020/01/11 — Final Exam (Terminology and Essay Questions)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
12
108-1_用英語介紹台灣
教學目標
Course Description: This course explores Taiwan through the perspectives of history, people, religion, culture, arts, and scenic spots. It helps NUK's international students better understand how to live and survive in Taiwan. It also facilitates our local students the ability to introduce our cultural landscapes and points of interests in English.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-10.00%;專題實作與報告-20.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Tentative Calendar (Class materials and the schedule may subject to change)
Week 1 Sept. 11
Introduction to the course; the instructor and the policy
Basic Information of Taiwan: land and climate; festivals of the year; crime and safety; banking and currency exchange; postal services; health and medical care; tipping; toilets
Week 2 Sept. 18
History of Taiwan: island settlement; colonial intrusions; the rise of the republic; contemporary Taiwan
Week 3 Sept. 25
Religion in Taiwan: Daoism; Buddhism; ancestor worship; key deities
Week 4 Oct. 2
Arts and Crafts of Taiwan I: National Palace Museum
Week 5 Oct. 9
Arts and Crafts of Taiwan II: diversified arts and crafts; contemporary arts; Metro art; old-area beautification
Week 6 Oct. 16
Culture of Taiwan: Chinese traditional medicine; food and drink culture, night market
Week 7 Oct. 23
Transportation of Taiwan: Ways to get around in Taiwan
Week 8 Oct. 30
People in Taiwan: ethnicity; Taiwanese; minorities; lifestyle
Week 9 Nov. 6
Midterm recess
Week 10 Nov. 13
Eating and Shopping in Taiwan
Week 11 Nov. 20
Places I: Taipei; student film clip presentation
Places II: Outskirts of Taipei; student video presentation
Week 12 Nov. 27
Medicine of Taiwan
Week 13 Dec. 4
Places III: Taichung and Central Taiwan; student video presentation
Week 14 Dec. 11
Places IV: Tainan; student video presentation
Week 15 Dec. 18
Places V: Kaohsiung; student video presentation
Week 16 Dec. 25
Places VI: Pingtung and Kenting; student video presentation
Places VII: Hualien, Taroko Gorge, Taitung, Ludao, and Lanyu; student film clip presentation
Christmas party after the class
Week 17 Jan. 1
New Year Break
Week 18 Jan. 8
Packing for Home
教科書/參考書
Textbooks:
1. Insight Guides: Taiwan
2. National Geographic Traveler: Taiwan
評分標準
Evaluation: Your final grade of the class depends upon your performances in the following work: Three short video presentations (three short videos of five to fifteen minutes that record your exploration or reflection of your Taiwan experiences)
學分數
3
授課時數(周)
3
開課班級
A10872
修課人數
35
Course Description: This course explores Taiwan through the perspectives of history, people, religion, culture, arts, and scenic spots. It helps NUK's international students better understand how to live and survive in Taiwan. It also facilitates our local students the ability to introduce our cultural landscapes and points of interests in English.
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-10.00%;專題實作與報告-20.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Tentative Calendar (Class materials and the schedule may subject to change)
Week 1 Sept. 11
Introduction to the course; the instructor and the policy
Basic Information of Taiwan: land and climate; festivals of the year; crime and safety; banking and currency exchange; postal services; health and medical care; tipping; toilets
Week 2 Sept. 18
History of Taiwan: island settlement; colonial intrusions; the rise of the republic; contemporary Taiwan
Week 3 Sept. 25
Religion in Taiwan: Daoism; Buddhism; ancestor worship; key deities
Week 4 Oct. 2
Arts and Crafts of Taiwan I: National Palace Museum
Week 5 Oct. 9
Arts and Crafts of Taiwan II: diversified arts and crafts; contemporary arts; Metro art; old-area beautification
Week 6 Oct. 16
Culture of Taiwan: Chinese traditional medicine; food and drink culture, night market
Week 7 Oct. 23
Transportation of Taiwan: Ways to get around in Taiwan
Week 8 Oct. 30
People in Taiwan: ethnicity; Taiwanese; minorities; lifestyle
Week 9 Nov. 6
Midterm recess
Week 10 Nov. 13
Eating and Shopping in Taiwan
Week 11 Nov. 20
Places I: Taipei; student film clip presentation
Places II: Outskirts of Taipei; student video presentation
Week 12 Nov. 27
Medicine of Taiwan
Week 13 Dec. 4
Places III: Taichung and Central Taiwan; student video presentation
Week 14 Dec. 11
Places IV: Tainan; student video presentation
Week 15 Dec. 18
Places V: Kaohsiung; student video presentation
Week 16 Dec. 25
Places VI: Pingtung and Kenting; student video presentation
Places VII: Hualien, Taroko Gorge, Taitung, Ludao, and Lanyu; student film clip presentation
Christmas party after the class
Week 17 Jan. 1
New Year Break
Week 18 Jan. 8
Packing for Home
教科書/參考書
Textbooks:
1. Insight Guides: Taiwan
2. National Geographic Traveler: Taiwan
評分標準
Evaluation: Your final grade of the class depends upon your performances in the following work: Three short video presentations (three short videos of five to fifteen minutes that record your exploration or reflection of your Taiwan experiences)
學分數
3
授課時數(周)
3
開課班級
A10872
修課人數
35
108-1_美國文學史(上)
教學目標
This course aspires to help my students explore early American literature in an interesting and profound way. Both literary texts and their social contexts will enjoy our critical attention, contributing together to my students’ appreciation of individual works as well as the literary traditions they are embedded in. Their investigation of Puritanism, American Renaissance, Transcendentalism and other literary terms, hopefully, will promise enriching and inspiring experiences. Last but not the least, the students’ participation in research projects and classroom activities is expected to join forces with their reading experiences of the texts. They will be encouraged not only to savor the masterpieces individually but also to delve into their shared quintessence that explains how those classics surpass the limit of time and live on.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. England’s First View of America by John White (c. 1540–c. 1606); ★Pocahontas II. John Smith, The General History of Virginia . . . III. Thomas Jefferson, The Declaration of Independence IV. ★Washington Irving, Rip Van Winkle V. Ralph Waldo Emerson, “The American Scholar” VI. Ralph Waldo Emerson, “Self-Reliance” VII. ★Nathaniel Hawthorne, “Young Goodman Brown” [Ref. Calvinism, Puritanism, and Jonathan Edwards, Sinners in the Hands of an Angry God ]; Group I & II VIII. ★Nathaniel Hawthorne, “The Birth-Mark”; Group III & IV IX. Mid-term Exam. X. Edgar Allan Poe, “Annabel Lee”, ★The Tell-Tale Heart (702) XI. American Civil War & Slave Narratives XII. Abraham Lincoln, “Gettysburg Address”; Group V & VI XIII. Henry David Thoreau, “Resistance to Civil Government” ★Walden; (Take-home Project: Story-sharing & Comments) XIV. Henry David Thoreau; Group VII & VIII XV. Walt Whitman, “Out of the Cradle Endlessly Rocking” XVI. ★Herman Melville, “Bartleby”; Group IX & X XVII. Emily Dickinson XVIII. Final Exam.
教科書/參考書
Textbook: Ed. Baym, Nina. The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2008. (Shorter Ninth Edition) References: Ed. Fox, Richard Wightman & James T. Kloppenberg. A Companion to American Thought. Oxford, UK: Blackwell, 1998. Hart, D. James. The Concise Oxford Companion to American Literature. New York: Oxford University Press, 1986. High, Peter B. An Outline of American Literature. London & New York: Longman, 1997. Ed. Lemay, J.A. Leo. An Early American Reader. Washington, D.C.: United States Information Agency, 1989.
評分標準
Evaluation: A. Mid-term Examination (25%) B. Final Examination (25%) C. Quizzes (20%) D. Classroom Participation: 30% (including attendance, discussion, individual and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
43
This course aspires to help my students explore early American literature in an interesting and profound way. Both literary texts and their social contexts will enjoy our critical attention, contributing together to my students’ appreciation of individual works as well as the literary traditions they are embedded in. Their investigation of Puritanism, American Renaissance, Transcendentalism and other literary terms, hopefully, will promise enriching and inspiring experiences. Last but not the least, the students’ participation in research projects and classroom activities is expected to join forces with their reading experiences of the texts. They will be encouraged not only to savor the masterpieces individually but also to delve into their shared quintessence that explains how those classics surpass the limit of time and live on.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. England’s First View of America by John White (c. 1540–c. 1606); ★Pocahontas II. John Smith, The General History of Virginia . . . III. Thomas Jefferson, The Declaration of Independence IV. ★Washington Irving, Rip Van Winkle V. Ralph Waldo Emerson, “The American Scholar” VI. Ralph Waldo Emerson, “Self-Reliance” VII. ★Nathaniel Hawthorne, “Young Goodman Brown” [Ref. Calvinism, Puritanism, and Jonathan Edwards, Sinners in the Hands of an Angry God ]; Group I & II VIII. ★Nathaniel Hawthorne, “The Birth-Mark”; Group III & IV IX. Mid-term Exam. X. Edgar Allan Poe, “Annabel Lee”, ★The Tell-Tale Heart (702) XI. American Civil War & Slave Narratives XII. Abraham Lincoln, “Gettysburg Address”; Group V & VI XIII. Henry David Thoreau, “Resistance to Civil Government” ★Walden; (Take-home Project: Story-sharing & Comments) XIV. Henry David Thoreau; Group VII & VIII XV. Walt Whitman, “Out of the Cradle Endlessly Rocking” XVI. ★Herman Melville, “Bartleby”; Group IX & X XVII. Emily Dickinson XVIII. Final Exam.
教科書/參考書
Textbook: Ed. Baym, Nina. The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2008. (Shorter Ninth Edition) References: Ed. Fox, Richard Wightman & James T. Kloppenberg. A Companion to American Thought. Oxford, UK: Blackwell, 1998. Hart, D. James. The Concise Oxford Companion to American Literature. New York: Oxford University Press, 1986. High, Peter B. An Outline of American Literature. London & New York: Longman, 1997. Ed. Lemay, J.A. Leo. An Early American Reader. Washington, D.C.: United States Information Agency, 1989.
評分標準
Evaluation: A. Mid-term Examination (25%) B. Final Examination (25%) C. Quizzes (20%) D. Classroom Participation: 30% (including attendance, discussion, individual and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
43
108-1_英國文學史(二上)
教學目標
This course aims to introduce students to as many canonical works as possible of English literature from the Eighteenth Century to the Romantic Period.
Students are required to preview the works which will be covered in each of the weeks before they comet to class. During the class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each of the works to them.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:隨堂測驗-10.00%
課程內容與進度
W1 10/09 Course overview
W2 17/09 Joseph Addison (1672-1719) and Sir Richard Steele (1671-1729); The Tatler (1709-1710) and The Spectator (1711-1712): “The Aims of the Spectator” by Addison and “The Spectator’s Club” by Steele
W3 24/09 Alexander Pope (1688-1744); The Rape of the Lock: the introduction to the work, the letter addressed to Mrs. Arabella Fermor, as well as lines 1-28, 41-70, 105-148 of Canto 1, and lines 1-34, 101-142 of Canto 2
W4 01/10 The Rape of the Lock continued: lines 125-178, Canto 3 and lines 11-16, 79-88, Canto 4
W5 08/10 The Rape of the Lock continued: lines 103-114, and 123-150, Canto 5
W6 15/10 An introduction to Samuel Johnson (1709-1784) and "Preface to A Dictionary of the English Language"; presentation on Alexander Pope and his work(s) by Group 1
W7 22/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W8 29/10 The History of Rasselas continued; Presentation on Samuel Johnson and his work(s) by Group 2
W9 05/11 Introduction to the Romantic period
W10 12/11 Mid-term examination
W11 19/11 Examination results announced; William Blake (1757-1827); “There Is No Religion” (I. Man’s perceptions are not bounded . . . .) and “The Argument” of The Marriage of Heaven and Hell
W12 26/12 William Blake’s Songs of Innocence and of Experience; “Introduction,” “The Lamb,” “The Little Black Boy,” “The Chimney Sweeper,” “The Divine Image,” and “Infant Joy” from Songs of Innocence
W13 03/12 “Introduction,” “The Chimney Sweeper,” “The Tyger,” “London,” “The Human Abstract,” and “Infant Sorrow” from Songs of Experience; Presentation on William Blake and his work(s) by Group 3
W14 10/12 Robert Burns (1759-1796); "Song: For a' that and a' that" and "To a Mouse"
W15 17/12 Robert Burns's "To a Louse" and "Tam o'Shanter"
W16 24/12 William Wordsworth (1770-1850); "We Are Seven," "Expostulation and Reply," "The Tables Turned"; presentation on Robert Burns and his work(s) by Group 4
W17 31/12 William Wordsworth's "The Solitary Reaper" and "The World is Too Much with Us" ["Lines Composed a Few Miles above Tintern Abbey" and "Resolution and Independence" (if we have adequate time)]; course review
W18 07/01/2020 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 1. New York: Norton, 2019.
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 2. New York: Norton, 2019.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader’s Companion to World Literature. 2nd ed. New York: Penguin, 2002.
So, K. H., and I-chung Wang, eds. A Guide to Major Texts in English Literature. Taipei: Bookman, 2007.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
(If you are interested in the books listed above and have difficulty finding them in the libraries or in Bookman in Taiwan, you may look for them on the websites of Barnes and Noble and Amazon, www.barnesandnoble.com and www.amazon.com.)
評分標準
Course participation and attendance 10% (Please notice that if you skip classes for more than three times, you will lose 10% of the whole score).
Presentation 30%
Mid-term examination 30%
Final examination 30%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
43
This course aims to introduce students to as many canonical works as possible of English literature from the Eighteenth Century to the Romantic Period.
Students are required to preview the works which will be covered in each of the weeks before they comet to class. During the class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each of the works to them.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:隨堂測驗-10.00%
課程內容與進度
W1 10/09 Course overview
W2 17/09 Joseph Addison (1672-1719) and Sir Richard Steele (1671-1729); The Tatler (1709-1710) and The Spectator (1711-1712): “The Aims of the Spectator” by Addison and “The Spectator’s Club” by Steele
W3 24/09 Alexander Pope (1688-1744); The Rape of the Lock: the introduction to the work, the letter addressed to Mrs. Arabella Fermor, as well as lines 1-28, 41-70, 105-148 of Canto 1, and lines 1-34, 101-142 of Canto 2
W4 01/10 The Rape of the Lock continued: lines 125-178, Canto 3 and lines 11-16, 79-88, Canto 4
W5 08/10 The Rape of the Lock continued: lines 103-114, and 123-150, Canto 5
W6 15/10 An introduction to Samuel Johnson (1709-1784) and "Preface to A Dictionary of the English Language"; presentation on Alexander Pope and his work(s) by Group 1
W7 22/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W8 29/10 The History of Rasselas continued; Presentation on Samuel Johnson and his work(s) by Group 2
W9 05/11 Introduction to the Romantic period
W10 12/11 Mid-term examination
W11 19/11 Examination results announced; William Blake (1757-1827); “There Is No Religion” (I. Man’s perceptions are not bounded . . . .) and “The Argument” of The Marriage of Heaven and Hell
W12 26/12 William Blake’s Songs of Innocence and of Experience; “Introduction,” “The Lamb,” “The Little Black Boy,” “The Chimney Sweeper,” “The Divine Image,” and “Infant Joy” from Songs of Innocence
W13 03/12 “Introduction,” “The Chimney Sweeper,” “The Tyger,” “London,” “The Human Abstract,” and “Infant Sorrow” from Songs of Experience; Presentation on William Blake and his work(s) by Group 3
W14 10/12 Robert Burns (1759-1796); "Song: For a' that and a' that" and "To a Mouse"
W15 17/12 Robert Burns's "To a Louse" and "Tam o'Shanter"
W16 24/12 William Wordsworth (1770-1850); "We Are Seven," "Expostulation and Reply," "The Tables Turned"; presentation on Robert Burns and his work(s) by Group 4
W17 31/12 William Wordsworth's "The Solitary Reaper" and "The World is Too Much with Us" ["Lines Composed a Few Miles above Tintern Abbey" and "Resolution and Independence" (if we have adequate time)]; course review
W18 07/01/2020 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 1. New York: Norton, 2019.
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 2. New York: Norton, 2019.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader’s Companion to World Literature. 2nd ed. New York: Penguin, 2002.
So, K. H., and I-chung Wang, eds. A Guide to Major Texts in English Literature. Taipei: Bookman, 2007.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
(If you are interested in the books listed above and have difficulty finding them in the libraries or in Bookman in Taiwan, you may look for them on the websites of Barnes and Noble and Amazon, www.barnesandnoble.com and www.amazon.com.)
評分標準
Course participation and attendance 10% (Please notice that if you skip classes for more than three times, you will lose 10% of the whole score).
Presentation 30%
Mid-term examination 30%
Final examination 30%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
43
108-1_人文計算：程式語言設計、基本概念及人文特色開拓介紹
教學目標
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.
教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.
評分標準
Course participation (50%) and final project (50%)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
10
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.
教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.
評分標準
Course participation (50%) and final project (50%)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
10
108-1_翻譯導論(上)
教學目標
This module is designed to enhance students’ knowledge of current translation theory and translating skills. Students will be given assignments (i.e., translating an assigned text) in order to apply what they learn in lectures during the translating process. Practical translation problems that may be encountered during the translating process will be investigated. Relevant problem-solving strategies and techniques will be taught. Students’ translation errors in the assignments will also be examined and discussed in the lessons.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2020/09/17 — Orientation 2020/09/24 — Cohesion and Coherence 2020/10/01 — National Holiday 2020/10/08 — Syntactic Problems in Translation 2020/10/15 — The Problems of Non-equivalence 2020/10/22 — The Problems of Long Sentences 2020/10/29— The Problems of under/over/mistranslation 2020/11/05 — Register Analysis: formal texts 2020/11/12 — Register Analysis: informal texts 2020/11/19 — Assignment Discussion + CA practice 2020/11/26 — Assignment Discussion + CA practice 2020/12/03 — Assignment Discussion + CA practice 2020/12/10 — Assignment Discussion + CA practice 2020/12/17 — Assignment Discussion + CA practice 2020/12/24 — Assignment Discussion + CA practice 2020/12/31 — Final Exam (CA) 2020/01/07 — Final Exam (CA) 2020/01/14 — Final Exam (CA)
教科書/參考書
評分標準
Assignments = 70% Final exam = 30%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
23
This module is designed to enhance students’ knowledge of current translation theory and translating skills. Students will be given assignments (i.e., translating an assigned text) in order to apply what they learn in lectures during the translating process. Practical translation problems that may be encountered during the translating process will be investigated. Relevant problem-solving strategies and techniques will be taught. Students’ translation errors in the assignments will also be examined and discussed in the lessons.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2020/09/17 — Orientation 2020/09/24 — Cohesion and Coherence 2020/10/01 — National Holiday 2020/10/08 — Syntactic Problems in Translation 2020/10/15 — The Problems of Non-equivalence 2020/10/22 — The Problems of Long Sentences 2020/10/29— The Problems of under/over/mistranslation 2020/11/05 — Register Analysis: formal texts 2020/11/12 — Register Analysis: informal texts 2020/11/19 — Assignment Discussion + CA practice 2020/11/26 — Assignment Discussion + CA practice 2020/12/03 — Assignment Discussion + CA practice 2020/12/10 — Assignment Discussion + CA practice 2020/12/17 — Assignment Discussion + CA practice 2020/12/24 — Assignment Discussion + CA practice 2020/12/31 — Final Exam (CA) 2020/01/07 — Final Exam (CA) 2020/01/14 — Final Exam (CA)
教科書/參考書
評分標準
Assignments = 70% Final exam = 30%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
23
108-1_英美兒童文學(上)
教學目標
Children’s Literature in English focuses on three major categories in this semester. Firstly, it introduces the context of children’s literature, exploring especially its history, its cultural and social diversity, and various approaches to literary criticism. Secondly, it attempts to throw new light on some major texts of children’s literature. The last but not the least essential part of this course is the students’ full participation in class. This course aims to usher my students to the bountiful treasures of children’s literature in English with substantial guidance, which hopefully will prove delightful as well as enlightening in this academic treasure hunting. It is expected not only to enhance the students’ English capability in general but also to equip them with profound knowledge in this specific field. With films, games, and thorough examination of both literary works and their criticism, it endeavors to make possible the well-informed and resourceful scholars-to-be in a most intriguing way.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. A Brief History of Children’s Literature in English II. Edwar Lear III. Lewis Carroll’s Alice’s Adventures in Wonderland (1865) IV. Alice’s Adventures in Wonderland (II) V. Alice’s Adventures in Wonderland (III) VI. Alice’s Adventures in Wonderland (IV) VII. Through the Looking-Glass (I) VIII. Through the Looking-Glass (III) IX. Through the Looking-Glass (IV) X. Mid-term Examination! XI. *J. M. Barrie’s Peter Pan (1904, I): to Page XVIII XII. Peter Pan (II) XIII. Peter Pan (III) XIV. Peter Pan (IV) XV. Peter Pan (V) XVI. Peter Pan (VI) XVII. Peter Pan (VII) XVIII. Final Examination!
教科書/參考書
Textbooks: Lewis Carroll’s Alice’s Adventures in Wonderland (1865) & Through the Looking-Glass(1872) J. M. Barrie’s Peter Pan (1904) Reference Books: Russell, David L. Literature for Children: A Short Introduction. New York: Longman, 1997. Carpenter, Humphrey and Mari Prichard. The Oxford Companion to Children’s Literature. Oxford: Oxford Univ. Press, 1995. Hunt, Peter. Children’s Literature. UK: Blackwell, 2001. Saltman, Judith. The Riverside Anthology of Children’s Literature. Boston: Houghton Mifflin Compnay, 1985.
評分標準
Evaluation: A. Mid-term Examination (25%) B. Final Examination (25%) C. Quizzes (20%) D. Classroom Participation: 30% (including attendance, discussion, individual and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
42
Children’s Literature in English focuses on three major categories in this semester. Firstly, it introduces the context of children’s literature, exploring especially its history, its cultural and social diversity, and various approaches to literary criticism. Secondly, it attempts to throw new light on some major texts of children’s literature. The last but not the least essential part of this course is the students’ full participation in class. This course aims to usher my students to the bountiful treasures of children’s literature in English with substantial guidance, which hopefully will prove delightful as well as enlightening in this academic treasure hunting. It is expected not only to enhance the students’ English capability in general but also to equip them with profound knowledge in this specific field. With films, games, and thorough examination of both literary works and their criticism, it endeavors to make possible the well-informed and resourceful scholars-to-be in a most intriguing way.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
I. A Brief History of Children’s Literature in English II. Edwar Lear III. Lewis Carroll’s Alice’s Adventures in Wonderland (1865) IV. Alice’s Adventures in Wonderland (II) V. Alice’s Adventures in Wonderland (III) VI. Alice’s Adventures in Wonderland (IV) VII. Through the Looking-Glass (I) VIII. Through the Looking-Glass (III) IX. Through the Looking-Glass (IV) X. Mid-term Examination! XI. *J. M. Barrie’s Peter Pan (1904, I): to Page XVIII XII. Peter Pan (II) XIII. Peter Pan (III) XIV. Peter Pan (IV) XV. Peter Pan (V) XVI. Peter Pan (VI) XVII. Peter Pan (VII) XVIII. Final Examination!
教科書/參考書
Textbooks: Lewis Carroll’s Alice’s Adventures in Wonderland (1865) & Through the Looking-Glass(1872) J. M. Barrie’s Peter Pan (1904) Reference Books: Russell, David L. Literature for Children: A Short Introduction. New York: Longman, 1997. Carpenter, Humphrey and Mari Prichard. The Oxford Companion to Children’s Literature. Oxford: Oxford Univ. Press, 1995. Hunt, Peter. Children’s Literature. UK: Blackwell, 2001. Saltman, Judith. The Riverside Anthology of Children’s Literature. Boston: Houghton Mifflin Compnay, 1985.
評分標準
Evaluation: A. Mid-term Examination (25%) B. Final Examination (25%) C. Quizzes (20%) D. Classroom Participation: 30% (including attendance, discussion, individual and group activities.)
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
42
108-1_第二外語：西二(上)
教學目標
1.進一步介紹基本句型:描述住家,家庭, 職業, 天氣....... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Repaso 2.Unidad 6 ¿Cómo es tu familia? P.86-88 3. P.89-94. 4. P.95-101 actividad en grupo 5.P.102-108 6. Actividad en grupo 7. Unidad 7 ¿A qué te dedicas? P.110-118 8. Ejercicios y p.119-122 9. Examen del semestre medio 10.Pelicula 11. P.123-130 12.Unidad 8 ¿Qué te dedicas? P.110-112 13.P.113-118 14.Actividad en grupo y ejtiempo hace hoy? p.132-135 15.Ejercicios y p.136-143 16.P.1443-153 17.Pelicula 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
14
1.進一步介紹基本句型:描述住家,家庭, 職業, 天氣....... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Repaso 2.Unidad 6 ¿Cómo es tu familia? P.86-88 3. P.89-94. 4. P.95-101 actividad en grupo 5.P.102-108 6. Actividad en grupo 7. Unidad 7 ¿A qué te dedicas? P.110-118 8. Ejercicios y p.119-122 9. Examen del semestre medio 10.Pelicula 11. P.123-130 12.Unidad 8 ¿Qué te dedicas? P.110-112 13.P.113-118 14.Actividad en grupo y ejtiempo hace hoy? p.132-135 15.Ejercicios y p.136-143 16.P.1443-153 17.Pelicula 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
14
108-1_第二外語：法二(上)
教學目標
以文法結構講解，建構同學書寫表達能力，以會話、歌曲與影片導讀，加強同學的聽力能力，以網路資訊拓展同學對法文的接觸面，啟動多元學習
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第1週：上學期課程總覽與複習 第2週：自我介紹演練(喜好複習) 第3週：aller et venir複習 第4週：形容詞(第八課課文) 第5週：部分冠詞'數字複習 第6週：部分冠詞 第7週：餐廳點餐(I) 第8週：餐廳點餐(II) 第9週：期中考 第10週：食譜 第11週：購物(I) 第12週：購物(II) 第13週：序數 第14週：方位 第15週：問路 第16週：問路演練 第17週：課外影片教學，補充教材 第18週：期末考
教科書/參考書
實用法語入門：楊美玲、林雅芬 合著 華立圖書出版社出版 vocabulaire en dialogues:évelyne siréjols CLE international
評分標準
出席狀況（20%）、課堂表現20%）、期中考（30）、期末考（30%）
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
29
以文法結構講解，建構同學書寫表達能力，以會話、歌曲與影片導讀，加強同學的聽力能力，以網路資訊拓展同學對法文的接觸面，啟動多元學習
授課形式
理論講述與討論-60.00%;個案分析或作品賞析-20.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第1週：上學期課程總覽與複習 第2週：自我介紹演練(喜好複習) 第3週：aller et venir複習 第4週：形容詞(第八課課文) 第5週：部分冠詞'數字複習 第6週：部分冠詞 第7週：餐廳點餐(I) 第8週：餐廳點餐(II) 第9週：期中考 第10週：食譜 第11週：購物(I) 第12週：購物(II) 第13週：序數 第14週：方位 第15週：問路 第16週：問路演練 第17週：課外影片教學，補充教材 第18週：期末考
教科書/參考書
實用法語入門：楊美玲、林雅芬 合著 華立圖書出版社出版 vocabulaire en dialogues:évelyne siréjols CLE international
評分標準
出席狀況（20%）、課堂表現20%）、期中考（30）、期末考（30%）
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
29
108-1_語言學概論(上)
教學目標
This course attempts to familiarize students with central components of linguistics. Students will have an overview of the various fields of linguistics, including the nature of human language, morphology, syntax, semantics, phonetics, phonology, and the psychology of language. Language and society, inclusive of language in society and language change, will also be covered.
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Language: a preview
Week 2: Morphology
Week 3: Morphology
Week 4: Review
Week 5: Paper-and-pencil test 1
Week 6: Syntax
Week 7: Syntax
Week 8: Syntax & Group Report 1
Week 9: Semantics
Week 10: Semantics
Week 11: Semantics & Group Report 2
Week 12: Review
Week 13: Paper-and-pencil test 2
Week 14: Phonetics
Week 15: Phonetics
Week 16: Phonetics & Group Report 3
Week 17: Review
Week 18: Paper-and-pencil test 3
教科書/參考書
Fromkin, V., Rodman, R., & Hyams, N. (2013). An Introduction to Language. (10th ed.) USA: Thomson.
Language Files (12th ed). (2017). The Ohio State University Press.
O’Grady, W., & Archibald, J. (2015). Contemporary Linguistic Analysis. (8th ed.) USA: Pearson.
評分標準
1. Attendance, class participation, on-line discussion, assignments, exercise and paper-and-pencil tests: 80%
2. Group reports/exercises: 20%
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
43
This course attempts to familiarize students with central components of linguistics. Students will have an overview of the various fields of linguistics, including the nature of human language, morphology, syntax, semantics, phonetics, phonology, and the psychology of language. Language and society, inclusive of language in society and language change, will also be covered.
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Language: a preview
Week 2: Morphology
Week 3: Morphology
Week 4: Review
Week 5: Paper-and-pencil test 1
Week 6: Syntax
Week 7: Syntax
Week 8: Syntax & Group Report 1
Week 9: Semantics
Week 10: Semantics
Week 11: Semantics & Group Report 2
Week 12: Review
Week 13: Paper-and-pencil test 2
Week 14: Phonetics
Week 15: Phonetics
Week 16: Phonetics & Group Report 3
Week 17: Review
Week 18: Paper-and-pencil test 3
教科書/參考書
Fromkin, V., Rodman, R., & Hyams, N. (2013). An Introduction to Language. (10th ed.) USA: Thomson.
Language Files (12th ed). (2017). The Ohio State University Press.
O’Grady, W., & Archibald, J. (2015). Contemporary Linguistic Analysis. (8th ed.) USA: Pearson.
評分標準
1. Attendance, class participation, on-line discussion, assignments, exercise and paper-and-pencil tests: 80%
2. Group reports/exercises: 20%
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
43