114-2_進階英語聽力與溝通：兒童故事(I)
西洋語文學系
教學目標
This is an fun and interesting elective course. It will focus on critical thinking or higher level thinking while learning advanced listening and communication skills using children’s stories. This course will focus on the diverse English children’s stories that are read throughout the world. Story designs and themes, like rhyming and repeating words, ethics, and moral lessons to be taught to children will also be some of the course contents that students will focus on through listening activities. Specifically, the students will utilize English listening and communication skills while moving from the basic forms of thinking through the advance forms of thinking. By the end of the course, students should be able to critically evaluate and verbally discuss children’s stories from all over the world. Students will learn advanced intercommunication techniques and advanced levels of public speaking skills. When you email Aaron or LINE Aaron you must use your English name, your Chinese name, your NUK I.D. number, you will be given a Line group to join.
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
Each week will have different topics and/or stories to be either read or listened to and then discussed afterwards. Week 1 Introduction and general course description of requirements Week 2 How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 3 Continue the discussion about How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 4 Vocabulary building books: Cars and Trucks by Richard Scarry Week 5 Continue the discussion about vocabulary building books: Things That Go by Richard Scarry Week 6 Story time and starter books. Click, Clack, Moo by Doreen Cronin, Elephant & Piggie by Mo Willems, Biscuit by Alyssa Satin Capucilli Week 7 Continue the discussion about story time and starter books. Aaron the Alligator by P. D. Eastman, The Frog and Toad by Arnold Lobel Week 8 Rhyming and moral lessons, Books by Dr. Seuss: Green Eggs and Ham, Oh, the Places You'll Go! Week 9 Mid-term Exam Week Week 10 Student directed study, no class. To be discussed in class. Week 11 Student directed study, no class. To be discussed in class. Week 12 Continue the discussion about classic beginner books and the most popular books with lesson and morals: The Real Mother Goose by Blanche Fisher Wright, James and the Giant Peach by Roald Dahl Week 13 Continue the discussion about classic beginner books and the most popular books with lesson and morals: Love You Forever by Robert Munsch, The Giving Tree by Shel Silverstein, Where the Sidewalk Ends: Poems and Drawings by Shel Silverstein Week 14 Student readings/ presentations and class discussions Week 15 Student readings/ presentations and class discussions Week 16 Student reading/ presentations s and class discussions Week 17 Student readings/ presentations and class discussions Week 18 Final Exam Week
教科書/參考書
Some of the books listed above, to be announced on the first or second day of class. This is based on how many students register for this class and how many student readings and class discussion there will be. There will be a ‘teacher’s package” with additional information that is required for this course and students must bring it to class every day.
評分標準
60% In-class activities (this will included assignments each worth 5-10 points and 1 student reading and class discussion worth 10 points), 20 % oral presentation, 20% midterm exam or other exam task, 20% final exam or other final exam task.
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
23
This is an fun and interesting elective course. It will focus on critical thinking or higher level thinking while learning advanced listening and communication skills using children’s stories. This course will focus on the diverse English children’s stories that are read throughout the world. Story designs and themes, like rhyming and repeating words, ethics, and moral lessons to be taught to children will also be some of the course contents that students will focus on through listening activities. Specifically, the students will utilize English listening and communication skills while moving from the basic forms of thinking through the advance forms of thinking. By the end of the course, students should be able to critically evaluate and verbally discuss children’s stories from all over the world. Students will learn advanced intercommunication techniques and advanced levels of public speaking skills. When you email Aaron or LINE Aaron you must use your English name, your Chinese name, your NUK I.D. number, you will be given a Line group to join.
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
Each week will have different topics and/or stories to be either read or listened to and then discussed afterwards. Week 1 Introduction and general course description of requirements Week 2 How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 3 Continue the discussion about How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 4 Vocabulary building books: Cars and Trucks by Richard Scarry Week 5 Continue the discussion about vocabulary building books: Things That Go by Richard Scarry Week 6 Story time and starter books. Click, Clack, Moo by Doreen Cronin, Elephant & Piggie by Mo Willems, Biscuit by Alyssa Satin Capucilli Week 7 Continue the discussion about story time and starter books. Aaron the Alligator by P. D. Eastman, The Frog and Toad by Arnold Lobel Week 8 Rhyming and moral lessons, Books by Dr. Seuss: Green Eggs and Ham, Oh, the Places You'll Go! Week 9 Mid-term Exam Week Week 10 Student directed study, no class. To be discussed in class. Week 11 Student directed study, no class. To be discussed in class. Week 12 Continue the discussion about classic beginner books and the most popular books with lesson and morals: The Real Mother Goose by Blanche Fisher Wright, James and the Giant Peach by Roald Dahl Week 13 Continue the discussion about classic beginner books and the most popular books with lesson and morals: Love You Forever by Robert Munsch, The Giving Tree by Shel Silverstein, Where the Sidewalk Ends: Poems and Drawings by Shel Silverstein Week 14 Student readings/ presentations and class discussions Week 15 Student readings/ presentations and class discussions Week 16 Student reading/ presentations s and class discussions Week 17 Student readings/ presentations and class discussions Week 18 Final Exam Week
教科書/參考書
Some of the books listed above, to be announced on the first or second day of class. This is based on how many students register for this class and how many student readings and class discussion there will be. There will be a ‘teacher’s package” with additional information that is required for this course and students must bring it to class every day.
評分標準
60% In-class activities (this will included assignments each worth 5-10 points and 1 student reading and class discussion worth 10 points), 20 % oral presentation, 20% midterm exam or other exam task, 20% final exam or other final exam task.
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
23
114-2_進階會話：透過傳播媒體了解美國文化
西洋語文學系
教學目標
This is a fun and interesting elective course. It will focus on critical thinking or higher level thinking while learning about American Culture through the media. This course will utilize different media outlets, including, but not limited to: social media, TV, news outlets, online newspapers, youtube.com, blogs, other online resources, magazines, etc. Specifically, the students will utilize oral communication skills while moving from the basic forms thinking through the advance forms of thinking: Students will be able to critically evaluate and verbally discuss both American Culture and American media outlets. Students will learn advanced vocabulary and advance intercommunication techniques. Students will learn advanced level public speaking skills.
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
Each week will have different topics that either the teacher or classmates will present and then they will be discussed afterwards. Week 1 Introduction and general course description of requirements Week 2 Class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 3 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 4 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 5 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 6 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 7 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 8 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 9 Mid-term Exam Week Week 10 Self study. No class. (Homework to be discussed in class.) Week 11 Self study. No class.(Homework to be discussed in class.) Week 12 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 13 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 14 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 15 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 16 Student presentations and class discussions (part 1) Week 17 Student presentations and class discussions (part 2) Week 18 Final Exam Week
教科書/參考書
No required textbook References: CNN.com, youtube.com, seattletimes.com, facebook.com, TikTok, Instagram, etc.
評分標準
60% attendance and participation (Including 10-12 in-class activities, each worth 5-10 pts.), 20% mid-term exam or exam task, 20% final exam or other final exam task.
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
20
This is a fun and interesting elective course. It will focus on critical thinking or higher level thinking while learning about American Culture through the media. This course will utilize different media outlets, including, but not limited to: social media, TV, news outlets, online newspapers, youtube.com, blogs, other online resources, magazines, etc. Specifically, the students will utilize oral communication skills while moving from the basic forms thinking through the advance forms of thinking: Students will be able to critically evaluate and verbally discuss both American Culture and American media outlets. Students will learn advanced vocabulary and advance intercommunication techniques. Students will learn advanced level public speaking skills.
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
Each week will have different topics that either the teacher or classmates will present and then they will be discussed afterwards. Week 1 Introduction and general course description of requirements Week 2 Class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 3 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 4 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 5 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 6 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 7 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 8 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 9 Mid-term Exam Week Week 10 Self study. No class. (Homework to be discussed in class.) Week 11 Self study. No class.(Homework to be discussed in class.) Week 12 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 13 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 14 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 15 class discussion about current or past things happening in American multi-media sources and class discussion about how it is or has already affected American Culture. Week 16 Student presentations and class discussions (part 1) Week 17 Student presentations and class discussions (part 2) Week 18 Final Exam Week
教科書/參考書
No required textbook References: CNN.com, youtube.com, seattletimes.com, facebook.com, TikTok, Instagram, etc.
評分標準
60% attendance and participation (Including 10-12 in-class activities, each worth 5-10 pts.), 20% mid-term exam or exam task, 20% final exam or other final exam task.
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
20
114-2_第二外語：西一(下)
西洋語文學系
教學目標
1.進一步介紹西班牙文句法及生活用語 2.增加學生的基本對話能力 3.進一步介紹西班牙語國家的文化及風俗民情 提升學習興趣 4.Google Meet :cqo-uowh-ece
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.Unidad 5 ¿Qué hay en la clase? Vocabularios 2.diálogos,gramática 3.ejercicios,lectura 4.ejercicios, Cultura española 5. tareas y música 6.Unidad 6 ¿Cómo es tu familia? Vocabularios 7.diálogos,gramática 8.ejercicios,lectura 9.Examen del semestre medio 10.película 11.ejercicios, Cultura española 12.tareas y música 13.Unidad 7 ¿A qué te dedicas? Vocabularios 14.diálogos,gramática 15.ejercicios,lectura 16.Cultura española 17..tareas y música 18.Examen final
教科書/參考書
實用西語入門 華立圖書 方伯婷 李優俐 2018 ISBN:978 957 784 779 9
評分標準
平時考40% 期中 期末各30%
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
21
1.進一步介紹西班牙文句法及生活用語 2.增加學生的基本對話能力 3.進一步介紹西班牙語國家的文化及風俗民情 提升學習興趣 4.Google Meet :cqo-uowh-ece
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.Unidad 5 ¿Qué hay en la clase? Vocabularios 2.diálogos,gramática 3.ejercicios,lectura 4.ejercicios, Cultura española 5. tareas y música 6.Unidad 6 ¿Cómo es tu familia? Vocabularios 7.diálogos,gramática 8.ejercicios,lectura 9.Examen del semestre medio 10.película 11.ejercicios, Cultura española 12.tareas y música 13.Unidad 7 ¿A qué te dedicas? Vocabularios 14.diálogos,gramática 15.ejercicios,lectura 16.Cultura española 17..tareas y música 18.Examen final
教科書/參考書
實用西語入門 華立圖書 方伯婷 李優俐 2018 ISBN:978 957 784 779 9
評分標準
平時考40% 期中 期末各30%
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
21
114-2_第二外語：法一(下)
西洋語文學系
教學目標
導以基礎文法，建構法語句型基本結構。以上學期的發音規則為基礎，多進行朗讀，讓看字讀音的能力根深蒂固。 以歌曲與影片導讀，加強法語聽力能力，以網路資訊拓展同學對法語的接觸面，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
第一週：上學期課程複習與新學期課程簡介 第二週：子音（I）、數字20.30.40.50.60 第三週：子音（II）、第五課（II）、數字21.31.41.51.61 第四週：子音（III）、第五課：加強語氣人稱代名詞、數字22-69 第五週：子音（IV）、第四課（I）、第六課：定冠詞 第六週：子音（V）、第四課（II）、第六課：aimer動詞：表達喜好 第七週：停課（清明節補假） 第八週：定冠詞搭配國家名稱 第九週：期中考 第十週：問句結構（倒裝句） 第十一週：問句結構（Est-ce que)句型 第十二週：反身動詞代名詞與反身動詞：s'appeler 第十三週：aller動詞：用來打招呼、問好 第十四週：aller動詞：用來表達行程、去處 第十五週：不定冠詞 第十六週：期末 PS.課程內容與進度，將視同學上課學習狀況調整。
教科書/參考書
實用法語入門:楊美鈴、林雅芬 合著 華立圖書出版社出版
評分標準
期中考20%，期末考20%，出席狀況：10%，演練作業：30%，平常考20％ 除身心假與生理假之外，請假請附上證明。
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
31
導以基礎文法，建構法語句型基本結構。以上學期的發音規則為基礎，多進行朗讀，讓看字讀音的能力根深蒂固。 以歌曲與影片導讀，加強法語聽力能力，以網路資訊拓展同學對法語的接觸面，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
第一週：上學期課程複習與新學期課程簡介 第二週：子音（I）、數字20.30.40.50.60 第三週：子音（II）、第五課（II）、數字21.31.41.51.61 第四週：子音（III）、第五課：加強語氣人稱代名詞、數字22-69 第五週：子音（IV）、第四課（I）、第六課：定冠詞 第六週：子音（V）、第四課（II）、第六課：aimer動詞：表達喜好 第七週：停課（清明節補假） 第八週：定冠詞搭配國家名稱 第九週：期中考 第十週：問句結構（倒裝句） 第十一週：問句結構（Est-ce que)句型 第十二週：反身動詞代名詞與反身動詞：s'appeler 第十三週：aller動詞：用來打招呼、問好 第十四週：aller動詞：用來表達行程、去處 第十五週：不定冠詞 第十六週：期末 PS.課程內容與進度，將視同學上課學習狀況調整。
教科書/參考書
實用法語入門:楊美鈴、林雅芬 合著 華立圖書出版社出版
評分標準
期中考20%，期末考20%，出席狀況：10%，演練作業：30%，平常考20％ 除身心假與生理假之外，請假請附上證明。
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
31
114-2_英語聽力與會話(一下)(B)
西洋語文學系
教學目標
This course is designed to enhance students’ listening and speaking skills through a variety of interactive activities. Students will engage in listening and conversation drills from English language proficiency tests such as TOEFL, TOEIC, and IELTS. The course also includes a film project, where students collaborate in pairs to introduce a film and design a package for the purpose of listening and speaking practice. In addition, students will delve into discussions on Sustainable Futures, exploring key global issues related to the SDGs, and stay informed with a News and Current Affairs Spotlight. Group conferences and individual interviews will further encourage collaborative learning and effective communication in diverse contexts.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (2/26) Orientation
Week 2 (3/5) Bucket List; Listening Drill
Week 3 (3/12) Bucket List; Listening Drill
Week 4 (3/19) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 5 (3/26) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 6 (4/2) Holiday
Week 7 (4/9) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 8 (4/16)Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 9 (4/23) Midterm Recess
Week 10 (4/30) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 11 (5/7) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 12 (5/14) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 13 (5/21) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 14 (5/28) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 15 (6/4) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 16 (6/11) NUK 16+2 Module, independent studies.
Week 17 (6/18) NUK 16+2 Module, independent studies.
Week 18 (6/25) Final report due
教科書/參考書
Handouts.
Access your course materials via Moodle
評分標準
Attendance 15%
Listening Drills 15%
Bucket List and Interview 10%
Film Project 15%
Sustainable Futures: Exploring the SDGs 10%
News and Current Affairs Spotlight 10%
16+2 Report 10%
Final Report 15%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
This course is designed to enhance students’ listening and speaking skills through a variety of interactive activities. Students will engage in listening and conversation drills from English language proficiency tests such as TOEFL, TOEIC, and IELTS. The course also includes a film project, where students collaborate in pairs to introduce a film and design a package for the purpose of listening and speaking practice. In addition, students will delve into discussions on Sustainable Futures, exploring key global issues related to the SDGs, and stay informed with a News and Current Affairs Spotlight. Group conferences and individual interviews will further encourage collaborative learning and effective communication in diverse contexts.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (2/26) Orientation
Week 2 (3/5) Bucket List; Listening Drill
Week 3 (3/12) Bucket List; Listening Drill
Week 4 (3/19) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 5 (3/26) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 6 (4/2) Holiday
Week 7 (4/9) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 8 (4/16)Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 9 (4/23) Midterm Recess
Week 10 (4/30) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 11 (5/7) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 12 (5/14) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 13 (5/21) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 14 (5/28) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 15 (6/4) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 16 (6/11) NUK 16+2 Module, independent studies.
Week 17 (6/18) NUK 16+2 Module, independent studies.
Week 18 (6/25) Final report due
教科書/參考書
Handouts.
Access your course materials via Moodle
評分標準
Attendance 15%
Listening Drills 15%
Bucket List and Interview 10%
Film Project 15%
Sustainable Futures: Exploring the SDGs 10%
News and Current Affairs Spotlight 10%
16+2 Report 10%
Final Report 15%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
114-2_英語聽力與會話(一下)(A)
西洋語文學系
教學目標
This course is designed to enhance students’ listening and speaking skills through a variety of interactive activities. Students will engage in listening and conversation drills from English language proficiency tests such as TOEFL, TOEIC, and IELTS. The course also includes a film project, where students collaborate in pairs to introduce a film and design a package for the purpose of listening and speaking practice. In addition, students will delve into discussions on Sustainable Futures, exploring key global issues related to the SDGs, and stay informed with a News and Current Affairs Spotlight. Group conferences and individual interviews will further encourage collaborative learning and effective communication in diverse contexts.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (2/26) Orientation
Week 2 (3/5) Bucket List; Listening Drill
Week 3 (3/12) Bucket List; Listening Drill
Week 4 (3/19) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 5 (3/26) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 6 (4/2) Holiday
Week 7 (4/9) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 8 (4/16)Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 9 (4/23) Midterm Recess
Week 10 (4/30) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 11 (5/7) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 12 (5/14) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 13 (5/21) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 14 (5/28) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 15 (6/4) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 16 (6/11) NUK 16+2 Module, independent studies.
Week 17 (6/18) NUK 16+2 Module, independent studies.
Week 18 (6/25) Final report due
教科書/參考書
Handouts.
Access your course materials via Moodle
評分標準
Attendance 15%
Listening Drills 15%
Bucket List and Interview 10%
Film Project 15%
Sustainable Futures: Exploring the SDGs 10%
News and Current Affairs Spotlight 10%
16+2 Report 10%
Final Report 15%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
This course is designed to enhance students’ listening and speaking skills through a variety of interactive activities. Students will engage in listening and conversation drills from English language proficiency tests such as TOEFL, TOEIC, and IELTS. The course also includes a film project, where students collaborate in pairs to introduce a film and design a package for the purpose of listening and speaking practice. In addition, students will delve into discussions on Sustainable Futures, exploring key global issues related to the SDGs, and stay informed with a News and Current Affairs Spotlight. Group conferences and individual interviews will further encourage collaborative learning and effective communication in diverse contexts.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (2/26) Orientation
Week 2 (3/5) Bucket List; Listening Drill
Week 3 (3/12) Bucket List; Listening Drill
Week 4 (3/19) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 5 (3/26) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 6 (4/2) Holiday
Week 7 (4/9) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 8 (4/16)Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 9 (4/23) Midterm Recess
Week 10 (4/30) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 11 (5/7) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 12 (5/14) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 13 (5/21) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 14 (5/28) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 15 (6/4) Film Project (pair work); Sustainable Futures: Exploring the SDGs; News and Current Affairs Spotlight; Listening Drill.
Week 16 (6/11) NUK 16+2 Module, independent studies.
Week 17 (6/18) NUK 16+2 Module, independent studies.
Week 18 (6/25) Final report due
教科書/參考書
Handouts.
Access your course materials via Moodle
評分標準
Attendance 15%
Listening Drills 15%
Bucket List and Interview 10%
Film Project 15%
Sustainable Futures: Exploring the SDGs 10%
News and Current Affairs Spotlight 10%
16+2 Report 10%
Final Report 15%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
114-2_文學作品讀法(下)
西洋語文學系
教學目標
Approaches to Literature is designed to teach students basic skills in reading, understanding, and interpreting creative texts written or produced in English. The main purpose is to prepare English majors for more advanced literary and cultural studies. Different from traditional arrangement, this course consists of five units, each based on a common genre or theme. In addition to the three major literary genres--fiction, poetry, and drama--a 'bridge unit' exploring the connection between text and context and a unit called 'new development in English literature' are included. The first semester has been devoted to bridge unit and fiction. This second semester will cover drama, poetry and new development in English literature.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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 (2/25): Review and Introduction. Week 2 (3/4): A Midsummer Night’s Dream. Week 3 (3/11): Elements of Drama; A Midsummer Night’s Dream.
Week 4 (3/18):Shakespeare and the Globe Theatre. Week 5 (3/25): Introduction to Poetry and Invited Talk. Week 6 (4/1): Holiday
Week 7 (4/8): Feeling; Simile, Metaphor, and Symbol.
"A Red, Red Rose", "How Do I Love Thee", *"The Tally Stick", *"That time of year thou mayst in me behold" Week 8 (4/15):Social and Cultural Context.*"On Being Brought from Africa to America", *"Paper Matches", *"We Real Cool".
Week 9 (4/22): Midterm Exam. Week 10 (4/29): Introduction to new English literature, postcolonial studies and films.
Week 11 (5/6): Project orientation and film screening: Australia (2008)
Week 12 (5/13): Guided workshop on finding film evidence
Week 13 (5/20): Presentation on Textual Evidence.
Week 14 (5/27): Presentation on Textual Evidence.
Week 15 (6/3): Film studies article: “Shifting from Landscape to Country in Australia”; "The Four Fathers of Australia"; “Allegory of Becoming: Ethnicities and Nation in Baz Luhrmann’s Australia.”
Week 16 (6/10): NUK 16+2 module-independent studies: Taiwan's postcolonial connection through film (submit a report to Moodle by deadline)
Week 17 (6/17): NUK 16+2 module-independent studies: Taiwan's postcolonial connection through film (submit a report to Moodle by deadline)
Week 18 (6/24): Term paper due.
教科書/參考書
The Norton Introduction to Literature, shorter 12th edition.
Handouts.
Australia Dir. Baz Luhrmann. Australia: Bazmark Films. 2008. DVD.
Konishi, Shino. “The Four Fathers of Australia: Baz Luhrmann’s Depiction of Aboriginal History and Paternity in the Norther Territory.” History Australia, vol.8, no.1, 2016, pp 23-41.
Simpson, Catherine. “Shifting from Landscape to country in Australia.” Metro Magazine, no.165, 2010, pp. 88-93.
Yu-wen Fu. “Allegory of Becoming: Ethnicities and Nation in Baz Luhrmann’s Australia.” Concentric: Literary and Cultural Studies, vol. 51, no. 1, 2025, pp.157-78.
評分標準
Attendance 15%
Class performance 35% (presentations, worksheets, and NUK 16+2 report).
Midterm exam 25%
Final Exam 25%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
42
Approaches to Literature is designed to teach students basic skills in reading, understanding, and interpreting creative texts written or produced in English. The main purpose is to prepare English majors for more advanced literary and cultural studies. Different from traditional arrangement, this course consists of five units, each based on a common genre or theme. In addition to the three major literary genres--fiction, poetry, and drama--a 'bridge unit' exploring the connection between text and context and a unit called 'new development in English literature' are included. The first semester has been devoted to bridge unit and fiction. This second semester will cover drama, poetry and new development in English literature.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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 (2/25): Review and Introduction. Week 2 (3/4): A Midsummer Night’s Dream. Week 3 (3/11): Elements of Drama; A Midsummer Night’s Dream.
Week 4 (3/18):Shakespeare and the Globe Theatre. Week 5 (3/25): Introduction to Poetry and Invited Talk. Week 6 (4/1): Holiday
Week 7 (4/8): Feeling; Simile, Metaphor, and Symbol.
"A Red, Red Rose", "How Do I Love Thee", *"The Tally Stick", *"That time of year thou mayst in me behold" Week 8 (4/15):Social and Cultural Context.*"On Being Brought from Africa to America", *"Paper Matches", *"We Real Cool".
Week 9 (4/22): Midterm Exam. Week 10 (4/29): Introduction to new English literature, postcolonial studies and films.
Week 11 (5/6): Project orientation and film screening: Australia (2008)
Week 12 (5/13): Guided workshop on finding film evidence
Week 13 (5/20): Presentation on Textual Evidence.
Week 14 (5/27): Presentation on Textual Evidence.
Week 15 (6/3): Film studies article: “Shifting from Landscape to Country in Australia”; "The Four Fathers of Australia"; “Allegory of Becoming: Ethnicities and Nation in Baz Luhrmann’s Australia.”
Week 16 (6/10): NUK 16+2 module-independent studies: Taiwan's postcolonial connection through film (submit a report to Moodle by deadline)
Week 17 (6/17): NUK 16+2 module-independent studies: Taiwan's postcolonial connection through film (submit a report to Moodle by deadline)
Week 18 (6/24): Term paper due.
教科書/參考書
The Norton Introduction to Literature, shorter 12th edition.
Handouts.
Australia Dir. Baz Luhrmann. Australia: Bazmark Films. 2008. DVD.
Konishi, Shino. “The Four Fathers of Australia: Baz Luhrmann’s Depiction of Aboriginal History and Paternity in the Norther Territory.” History Australia, vol.8, no.1, 2016, pp 23-41.
Simpson, Catherine. “Shifting from Landscape to country in Australia.” Metro Magazine, no.165, 2010, pp. 88-93.
Yu-wen Fu. “Allegory of Becoming: Ethnicities and Nation in Baz Luhrmann’s Australia.” Concentric: Literary and Cultural Studies, vol. 51, no. 1, 2025, pp.157-78.
評分標準
Attendance 15%
Class performance 35% (presentations, worksheets, and NUK 16+2 report).
Midterm exam 25%
Final Exam 25%
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導:
學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課
學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
42
114-2_西洋文學概論(下)
西洋語文學系
教學目標
This course engages students in the careful reading and critical analysis of classic Western literature from the ancient world to the Renaissance. Through the active reading of a selection of texts, students will have an overall view of the historical and cultural contexts, and further deepen their understanding of the ways in which these combine to form the background to Western culture. The focus of this course will also be mythology, for example, the ancient Greek gods and heroes, their portrayal in ancient literature, and Roman legends. Students will learn to appreciate the roles of these myths in forging Western consciousness and values, as well as their continued vitality in contemporary Western thought and culture. By taking this course students will: • become acquainted with the literature of Western culture from the ancient world to the Renaissance and its historical contexts. • develop their skills for close reading of literary texts and for textual analysis. • sharpen their critical thinking skills. • learn to express their ideas about literature in writing.
授課形式
理論講述與討論-35.00%;個案分析或作品賞析-35.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:16+2-10.00%
課程內容與進度
Week 1 Course Overview Week 2 The Iliad Week 3 The Iliad Week 4 The Iliad + The Odyssey Week 5 The Odyssey Week 6 The Odyssey Week 7 Holiday Week 8 Oedipus the King Week 9 Oedipus the King Week 10 Mid-term exam Week 11 Romeo and Juliet Week 12 Romeo and Juliet Week 13 Project-based instructional activities Week 14 Project-based instructional activities Week 15 Project-based instructional activities Week 16 Final exam: class presentations Week 17 (16+2) Online oral presentations Week 18 (16+2) Online oral presentations
教科書/參考書
Photocopied Handouts. ★★Access part of your learning materials via your Moodle The Norton Anthology of Western Literature. Vol. I; Mythology: Timeless Tales of Gods and Heroes; The Complete World of Greek Mythology; The Wordsworth Dictionary of Mythology
評分標準
Attendance and participation (10%). Class Work (30%, in-class assignments, oral presentations, quizzes, etc.). Mid-term Exam (25%). Final Exam (35%) ★★Details about classroom etiquette, absence policy, how to report absences, and what kinds of absences can be excused can be found via your Moodle.
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
51
This course engages students in the careful reading and critical analysis of classic Western literature from the ancient world to the Renaissance. Through the active reading of a selection of texts, students will have an overall view of the historical and cultural contexts, and further deepen their understanding of the ways in which these combine to form the background to Western culture. The focus of this course will also be mythology, for example, the ancient Greek gods and heroes, their portrayal in ancient literature, and Roman legends. Students will learn to appreciate the roles of these myths in forging Western consciousness and values, as well as their continued vitality in contemporary Western thought and culture. By taking this course students will: • become acquainted with the literature of Western culture from the ancient world to the Renaissance and its historical contexts. • develop their skills for close reading of literary texts and for textual analysis. • sharpen their critical thinking skills. • learn to express their ideas about literature in writing.
授課形式
理論講述與討論-35.00%;個案分析或作品賞析-35.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:16+2-10.00%
課程內容與進度
Week 1 Course Overview Week 2 The Iliad Week 3 The Iliad Week 4 The Iliad + The Odyssey Week 5 The Odyssey Week 6 The Odyssey Week 7 Holiday Week 8 Oedipus the King Week 9 Oedipus the King Week 10 Mid-term exam Week 11 Romeo and Juliet Week 12 Romeo and Juliet Week 13 Project-based instructional activities Week 14 Project-based instructional activities Week 15 Project-based instructional activities Week 16 Final exam: class presentations Week 17 (16+2) Online oral presentations Week 18 (16+2) Online oral presentations
教科書/參考書
Photocopied Handouts. ★★Access part of your learning materials via your Moodle The Norton Anthology of Western Literature. Vol. I; Mythology: Timeless Tales of Gods and Heroes; The Complete World of Greek Mythology; The Wordsworth Dictionary of Mythology
評分標準
Attendance and participation (10%). Class Work (30%, in-class assignments, oral presentations, quizzes, etc.). Mid-term Exam (25%). Final Exam (35%) ★★Details about classroom etiquette, absence policy, how to report absences, and what kinds of absences can be excused can be found via your Moodle.
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
51
114-2_英文作文(一下)(B)
西洋語文學系
教學目標
This course is designed to enhance students’ The course enables students to: 1. apply freewriting, clustering and brainstorming to collect ideas for content; 2. write descriptions, narrations and expositions after going through respective writing processes; 3. organize a paragraph and essay logically; 4. abide by basic writing conventions for correct format; 5. reinforce grammar through writing practice.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-0.00%;專題實作與報告-70.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2026/02/24 — Orientation 2026/03/03 — Argumentative Essay: Read Article 1 + In-class Writing ■ Article 1: Animal Welfare (Topic for Presentation 1) 2026/03/10 — Presentation 1 + TOFEL Grammar: Quiz 1 + Discussion of Writings 2026/03/17 — Argumentative Essay 2: Read Article 2 + In-class Writing ■ Article 2: Death Penalty (Topic for Presentation 2) 2026/03/24 — Presentation 2 + TOFEL Grammar: Quiz 2 + Discussion of Writings 2026/03/31 — Argumentative Essay 3: Read Article 3 + In-class Writing ■ Article 3: Same Sex Marriage (Topic for Presentation 3) 2026/04/07 — Presentation 3 + TOFEL Grammar: Quiz 3 + Discussion of Writings 2026/04/14 —Argumentative Essay 4: Read Article 4 + In-class Writing ■ Article 4: Abortion (Topic for Presentation 4) 2026/04/21 — Mid-term Exam 2026/04/28 — Presentation 4 + TOFEL Grammar: Quiz 4 + Discussion of Writings 2026/05/05 — Argumentative Essay 5: Read Article 5 + In-class Writing ■ Article 5: GM Food (Topic for Presentation 5) 2026/05/12 — Presentation 5 + TOFEL Grammar: Quiz 5 + Discussion of Writings 2026/05/19 — Argumentative Essay 6: Read Article 6 + In-class Writing ■ Article 6: Prostitution (Topic for Presentation 6) 2026/05/26 — Presentation 6 + TOFEL Grammar: Quiz 6 + Discussion of Writings 2026/06/02 — Argumentative Essay 7: Read Article 7 + In-class Writing ■ Article 7: Euthanasia (Topic for Presentation 7) 2026/06/09 — Self-learning 2026/06/16 — Self-learning 2026/06/23 — Final Exam *** The syllabus is subject to necessary changes ***
教科書/參考書
評分標準
General Assignments (45%) Mid-term Exam = (15%) Final Exam = (15%) Grammar Quiz = (15%) Oral Presentation + Attendance (10%)
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
This course is designed to enhance students’ The course enables students to: 1. apply freewriting, clustering and brainstorming to collect ideas for content; 2. write descriptions, narrations and expositions after going through respective writing processes; 3. organize a paragraph and essay logically; 4. abide by basic writing conventions for correct format; 5. reinforce grammar through writing practice.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-0.00%;專題實作與報告-70.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2026/02/24 — Orientation 2026/03/03 — Argumentative Essay: Read Article 1 + In-class Writing ■ Article 1: Animal Welfare (Topic for Presentation 1) 2026/03/10 — Presentation 1 + TOFEL Grammar: Quiz 1 + Discussion of Writings 2026/03/17 — Argumentative Essay 2: Read Article 2 + In-class Writing ■ Article 2: Death Penalty (Topic for Presentation 2) 2026/03/24 — Presentation 2 + TOFEL Grammar: Quiz 2 + Discussion of Writings 2026/03/31 — Argumentative Essay 3: Read Article 3 + In-class Writing ■ Article 3: Same Sex Marriage (Topic for Presentation 3) 2026/04/07 — Presentation 3 + TOFEL Grammar: Quiz 3 + Discussion of Writings 2026/04/14 —Argumentative Essay 4: Read Article 4 + In-class Writing ■ Article 4: Abortion (Topic for Presentation 4) 2026/04/21 — Mid-term Exam 2026/04/28 — Presentation 4 + TOFEL Grammar: Quiz 4 + Discussion of Writings 2026/05/05 — Argumentative Essay 5: Read Article 5 + In-class Writing ■ Article 5: GM Food (Topic for Presentation 5) 2026/05/12 — Presentation 5 + TOFEL Grammar: Quiz 5 + Discussion of Writings 2026/05/19 — Argumentative Essay 6: Read Article 6 + In-class Writing ■ Article 6: Prostitution (Topic for Presentation 6) 2026/05/26 — Presentation 6 + TOFEL Grammar: Quiz 6 + Discussion of Writings 2026/06/02 — Argumentative Essay 7: Read Article 7 + In-class Writing ■ Article 7: Euthanasia (Topic for Presentation 7) 2026/06/09 — Self-learning 2026/06/16 — Self-learning 2026/06/23 — Final Exam *** The syllabus is subject to necessary changes ***
教科書/參考書
評分標準
General Assignments (45%) Mid-term Exam = (15%) Final Exam = (15%) Grammar Quiz = (15%) Oral Presentation + Attendance (10%)
學分數
3
授課時數(周)
3
開課班級
A11411
修課人數
21
114-2_跨學科視野下的色彩：生物學、語言、文化、歷史與社會
西洋語文學系
教學目標
This 18-week interdisciplinary course explores the phenomenon of colors through a comprehensive lens, integrating physics, biology, anthropology, history, and cultural studies. The curriculum begins with the physics of light and the human eye, examining how perception occurs even in darkness or clouds, and delves into the neurological processes behind color recognition. It then explores the cultural symbolism of colors across societies—such as white in Hindu mourning or black in Western customs—highlighting how color meanings evolve over time. The course traces the history of color sampling, from ancient ochre use in archaeology to the development of color charts by scientists and dyers, emphasizing the role of chemistry and industrialization in producing synthetic colors. Students will study how color classification influences social hierarchies, artistic practices, and scientific understanding, including the impact of color charts on global trade and cultural identity. The curriculum also covers the biological diversity of color perception across species, the linguistic categorization of colors, and their representation in literature, culminating in contemporary issues of color standardization, reproduction in print and digital media, and the role of colors in branding and cultural identity. Throughout, students will critically analyze how technological advances and cultural shifts shape our understanding and use of color, fostering an interdisciplinary appreciation of this complex phenomenon.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-30.00%;其他-0.00%
課程內容與進度
Week 1: Introduction to Color Phenomena — Overview of the course. Week 2: Exploring why humans perceive and value colors; discussion of color in everyday life, perception in clouds, darkness, and the universality of color experience. Week 3: Physics of Light and Color Perception — Examination of the physics behind light, the chromatic spectrum, and how the eye and brain perceive color; Newton’s contribution and the nature of light as a wave and particle. Week 4: Biological and Neurological Bases of Color Perception — Study of the structure of the eye in humans and animals; how different species perceive colors; neurological pathways involved in color recognition; colors and emotions; early and contemporary theories. Week 5: Colors as Cultural Symbols — Analysis of color symbolism across societies; white for mourning in Hindu tradition, black in Western cultures, and the evolution of these codes over time; the internal and external worlds of color perception. Week 6: Archaeological and Prehistoric Use of Color — Exploration of the earliest evidence of color use, such as ochre by Australian Aboriginal peoples for 40,000 years; significance of natural pigments in early human societies. Week 7: Color in Anthropology and Human Classification — Study of skin color, Broca’s color charts, and the historical use of color as a means of social and racial classification; implications of color in racial ideologies and history. Week 8: The Development of Color Sampling and Charts — Review of historical color charts from Richard Waller to Henry Pecin, including the role of dyers and chemists; the standardization and rationalization of color naming and classification. Week 9: The Industrial Revolution and Synthetic Colors — Impact of chemical innovations; creation of synthetic dyes like mauveine; the chromatic revolution; how industrialization transformed color production and accessibility. Week 10: The shift from poetic to numerical color naming systems. Color palettes and standardized color names for design, printing and fashion. Week 11: Colors in Art and Society — Examination of the societal implications of color use in art and fashion; the stratification of society through color. Week 12: Color Production and Natural Sources — Study of traditional dye sources: plants, minerals, animals; processes of dye extraction, fermentation, and color hiding; the role of bacteria and fermentation in color development. Week 13: Color Production and Color Patterns in Taiwan Indigenous Weaving — Taiwan traditional dye sources and dye production. Color patterns of Taiwan Indigenous clothes, techniques, meanings, social class and social identity. Week 14: Cross-Species and Linguistic Perspectives on Color — Exploration of how different species perceive color; linguistic categorization of colors in various languages and their influence on perception and literature. Week 15: Color and Cultural Identity — Analysis of color symbolism in national, religious, and social identities; how colors reinforce or challenge cultural narratives; the role of color in literature and art; color anomalies in literature. Week 16: Color Standardization and Reproduction in Media — Study of color reproduction technology: print, digital screens, and color management; issues of standardization, color names, and the transition from material to virtual color worlds. Week 17: Contemporary Issues in Color — Discussion of current debates: color in branding, marketing, and identity politics; global standardization efforts; the future of color technology and cultural shifts. Week 18: Final Projects and Course Reflection — Student presentations integrating interdisciplinary perspectives; reflection on how the study of color reveals broader cultural, scientific, and technological insights; course wrap-up.
教科書/參考書
Finlay, V. (2002). Color: A natural history of the palette. Random House. Harvard Art Museums. (n.d.). Forbes Pigment Collection: An atlas of rare & familiar colors. Harvard University. Rossotti, H. (2003). Why the world isn’t grey. A & C Black. Birren, F. (1961). Color and human response. Van Nostrand Reinhold.
評分標準
Course Participation: 30% Assignments 70% All coursework must be handwritten in a notebook, called the Color-Book, not smaller than A4. Submit your Color-Book after class; they can be picked up the next day with feedback and grades for the assignment (70 points, 15 points per assignment). Students will have one week to revise assignments based on the feedback provided.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
25
This 18-week interdisciplinary course explores the phenomenon of colors through a comprehensive lens, integrating physics, biology, anthropology, history, and cultural studies. The curriculum begins with the physics of light and the human eye, examining how perception occurs even in darkness or clouds, and delves into the neurological processes behind color recognition. It then explores the cultural symbolism of colors across societies—such as white in Hindu mourning or black in Western customs—highlighting how color meanings evolve over time. The course traces the history of color sampling, from ancient ochre use in archaeology to the development of color charts by scientists and dyers, emphasizing the role of chemistry and industrialization in producing synthetic colors. Students will study how color classification influences social hierarchies, artistic practices, and scientific understanding, including the impact of color charts on global trade and cultural identity. The curriculum also covers the biological diversity of color perception across species, the linguistic categorization of colors, and their representation in literature, culminating in contemporary issues of color standardization, reproduction in print and digital media, and the role of colors in branding and cultural identity. Throughout, students will critically analyze how technological advances and cultural shifts shape our understanding and use of color, fostering an interdisciplinary appreciation of this complex phenomenon.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-30.00%;其他-0.00%
課程內容與進度
Week 1: Introduction to Color Phenomena — Overview of the course. Week 2: Exploring why humans perceive and value colors; discussion of color in everyday life, perception in clouds, darkness, and the universality of color experience. Week 3: Physics of Light and Color Perception — Examination of the physics behind light, the chromatic spectrum, and how the eye and brain perceive color; Newton’s contribution and the nature of light as a wave and particle. Week 4: Biological and Neurological Bases of Color Perception — Study of the structure of the eye in humans and animals; how different species perceive colors; neurological pathways involved in color recognition; colors and emotions; early and contemporary theories. Week 5: Colors as Cultural Symbols — Analysis of color symbolism across societies; white for mourning in Hindu tradition, black in Western cultures, and the evolution of these codes over time; the internal and external worlds of color perception. Week 6: Archaeological and Prehistoric Use of Color — Exploration of the earliest evidence of color use, such as ochre by Australian Aboriginal peoples for 40,000 years; significance of natural pigments in early human societies. Week 7: Color in Anthropology and Human Classification — Study of skin color, Broca’s color charts, and the historical use of color as a means of social and racial classification; implications of color in racial ideologies and history. Week 8: The Development of Color Sampling and Charts — Review of historical color charts from Richard Waller to Henry Pecin, including the role of dyers and chemists; the standardization and rationalization of color naming and classification. Week 9: The Industrial Revolution and Synthetic Colors — Impact of chemical innovations; creation of synthetic dyes like mauveine; the chromatic revolution; how industrialization transformed color production and accessibility. Week 10: The shift from poetic to numerical color naming systems. Color palettes and standardized color names for design, printing and fashion. Week 11: Colors in Art and Society — Examination of the societal implications of color use in art and fashion; the stratification of society through color. Week 12: Color Production and Natural Sources — Study of traditional dye sources: plants, minerals, animals; processes of dye extraction, fermentation, and color hiding; the role of bacteria and fermentation in color development. Week 13: Color Production and Color Patterns in Taiwan Indigenous Weaving — Taiwan traditional dye sources and dye production. Color patterns of Taiwan Indigenous clothes, techniques, meanings, social class and social identity. Week 14: Cross-Species and Linguistic Perspectives on Color — Exploration of how different species perceive color; linguistic categorization of colors in various languages and their influence on perception and literature. Week 15: Color and Cultural Identity — Analysis of color symbolism in national, religious, and social identities; how colors reinforce or challenge cultural narratives; the role of color in literature and art; color anomalies in literature. Week 16: Color Standardization and Reproduction in Media — Study of color reproduction technology: print, digital screens, and color management; issues of standardization, color names, and the transition from material to virtual color worlds. Week 17: Contemporary Issues in Color — Discussion of current debates: color in branding, marketing, and identity politics; global standardization efforts; the future of color technology and cultural shifts. Week 18: Final Projects and Course Reflection — Student presentations integrating interdisciplinary perspectives; reflection on how the study of color reveals broader cultural, scientific, and technological insights; course wrap-up.
教科書/參考書
Finlay, V. (2002). Color: A natural history of the palette. Random House. Harvard Art Museums. (n.d.). Forbes Pigment Collection: An atlas of rare & familiar colors. Harvard University. Rossotti, H. (2003). Why the world isn’t grey. A & C Black. Birren, F. (1961). Color and human response. Van Nostrand Reinhold.
評分標準
Course Participation: 30% Assignments 70% All coursework must be handwritten in a notebook, called the Color-Book, not smaller than A4. Submit your Color-Book after class; they can be picked up the next day with feedback and grades for the assignment (70 points, 15 points per assignment). Students will have one week to revise assignments based on the feedback provided.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
25
114-2_媒體與文化研究(下)
西洋語文學系
教學目標
This course introduces students to cultural diversity through popular music and media. It focuses on how cultural differences are expressed and understood in everyday popular culture, particularly through lyrics, sound, music videos, and performance. The course draws on basic ideas from cultural studies, including discussions of culture, difference, representation, identity, and mobility, which provide a general framework for thinking about how meanings are produced and interpreted in different social and cultural contexts. Key theoretical texts will be listed in the syllabus and discussed in class.
Using popular music as a main site of analysis, the course explores issues such as gender, race, body, and representation in various musical styles, including hip hop, funk, and other forms of contemporary popular music. Through instructor-led examples and student presentations, students will learn to read music and media as cultural texts and to apply basic cultural studies concepts in discussion and written analysis. The course aims to help students develop critical perspectives on cultural diversity as it appears in contemporary media and popular culture.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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
Orientation: Course Introduction, Syllabus, Overview of Key Themes and Assignments
Week 2–6
Theoretical Framework: Cultural Diversity in Cultural Studies
Key concepts include culture, difference, representation, identity, and mobility.
Selected readings will be introduced and discussed in class.
(The pacing and selection of theoretical texts may be adjusted based on the needs of the class.)
Week 7–15
Case-Based Analysis: Cultural Diversity through Popular Music and Media
Using popular music as a main site of analysis, the course explores issues such as gender, race, body, and representation through lyrics, sound, music videos, and performance. Instructor-led case studies will provide models of analysis, followed by student-led presentations and seminar discussions. A guest speaker session may be arranged during this period if available.
(The number of instructor-led case studies may be adjusted depending on class progress.)
Week 16–17 + 2 Flexible Weeks
Student Research Workshop: Independent Case Analysis and Final Report Preparation
Students will develop an individual final report based on a chosen example of popular music and/or media, applying key concepts discussed throughout the course. Additional sessions may be used for project consultation, make-up seminars, or extended discussion depending on class needs.
Week 18
Final Report Submission due
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Reading materials will be provided in class.
評分標準
Attendance 20%
In-class Presentation and Discussions 50%
Final Short Essay (2500 words maximum) 30%
*** Attendance Policy ***
・Full attendance and active participation will award you the full 20 points.
・Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.
・Absences:
- For the first three absences, each will incur a 2-point deduction.
- Beginning with the fourth absence, each will result in a 5-point deduction.
・Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.
・Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.
・This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
7
This course introduces students to cultural diversity through popular music and media. It focuses on how cultural differences are expressed and understood in everyday popular culture, particularly through lyrics, sound, music videos, and performance. The course draws on basic ideas from cultural studies, including discussions of culture, difference, representation, identity, and mobility, which provide a general framework for thinking about how meanings are produced and interpreted in different social and cultural contexts. Key theoretical texts will be listed in the syllabus and discussed in class.
Using popular music as a main site of analysis, the course explores issues such as gender, race, body, and representation in various musical styles, including hip hop, funk, and other forms of contemporary popular music. Through instructor-led examples and student presentations, students will learn to read music and media as cultural texts and to apply basic cultural studies concepts in discussion and written analysis. The course aims to help students develop critical perspectives on cultural diversity as it appears in contemporary media and popular culture.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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
Orientation: Course Introduction, Syllabus, Overview of Key Themes and Assignments
Week 2–6
Theoretical Framework: Cultural Diversity in Cultural Studies
Key concepts include culture, difference, representation, identity, and mobility.
Selected readings will be introduced and discussed in class.
(The pacing and selection of theoretical texts may be adjusted based on the needs of the class.)
Week 7–15
Case-Based Analysis: Cultural Diversity through Popular Music and Media
Using popular music as a main site of analysis, the course explores issues such as gender, race, body, and representation through lyrics, sound, music videos, and performance. Instructor-led case studies will provide models of analysis, followed by student-led presentations and seminar discussions. A guest speaker session may be arranged during this period if available.
(The number of instructor-led case studies may be adjusted depending on class progress.)
Week 16–17 + 2 Flexible Weeks
Student Research Workshop: Independent Case Analysis and Final Report Preparation
Students will develop an individual final report based on a chosen example of popular music and/or media, applying key concepts discussed throughout the course. Additional sessions may be used for project consultation, make-up seminars, or extended discussion depending on class needs.
Week 18
Final Report Submission due
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Reading materials will be provided in class.
評分標準
Attendance 20%
In-class Presentation and Discussions 50%
Final Short Essay (2500 words maximum) 30%
*** Attendance Policy ***
・Full attendance and active participation will award you the full 20 points.
・Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.
・Absences:
- For the first three absences, each will incur a 2-point deduction.
- Beginning with the fourth absence, each will result in a 5-point deduction.
・Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.
・Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.
・This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
7
114-2_數位人文科學概論
西洋語文學系
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 digital tools 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 30% Learning Journal 50% Final Report 20% Teaching will start in the first week. Course participation from the first week is obligatory. If you are late, enter the class with the next break. Class participation is checked in the first minutes of the first hour of each class. Each week missed will reduce the final score by 10%.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
2
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 digital tools 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 30% Learning Journal 50% Final Report 20% Teaching will start in the first week. Course participation from the first week is obligatory. If you are late, enter the class with the next break. Class participation is checked in the first minutes of the first hour of each class. Each week missed will reduce the final score by 10%.
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
2
114-2_語音學專題
西洋語文學系
教學目標
This course attempts to introduce juniors, seniors and postgraduate students to Phonetics, the study of sounds. It aims to increase students’ 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 project 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 Holiday
Week 2 Basic Concepts of Phonetics
Week 3 SDL 1
Week 4 Consonants
Week 5 Consonants
Week 6 Holiday
Week 7 Vowels
Week 8 Vowels
Week 9 Proposal
Week 10 Holiday
Week 11 SDL 2
Week 12 Supra-segmentals
Week 13 Supra-segmentals
Week 14 Syllable Structure and Consonant Clusters
Week 15 Review & Discussion
Week 16 Oral presentation of final project
Week 17 Holiday
Week 18 Final 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, presentation: 30%
2. SDL plan/report, mid-term proposal, and final report: 70%
學分數
3
授課時數(周)
3
開課班級
M11411
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 students’ 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 project 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 Holiday
Week 2 Basic Concepts of Phonetics
Week 3 SDL 1
Week 4 Consonants
Week 5 Consonants
Week 6 Holiday
Week 7 Vowels
Week 8 Vowels
Week 9 Proposal
Week 10 Holiday
Week 11 SDL 2
Week 12 Supra-segmentals
Week 13 Supra-segmentals
Week 14 Syllable Structure and Consonant Clusters
Week 15 Review & Discussion
Week 16 Oral presentation of final project
Week 17 Holiday
Week 18 Final 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, presentation: 30%
2. SDL plan/report, mid-term proposal, and final report: 70%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
11
114-2_雙語研究
西洋語文學系
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. This course will also examine to what extent English languages influence the global culture.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2026/02/26 — Orientation 2026/02/26 — Foundations of Bilingualism + Themes in the study of code-switching 2026/03/05 — The Bilinguals’ Language Modes + Structural Approach to code-switching 1 (The MLF model- Wang, 2016a) 2026/03/12 — Simultaneous Bilingual Language Acquisition + Sociolinguistic factors in code-switching 2 (Wei, 2003) 2026/03/19 — The Learning of Foreign Language Vocabulary + Sociolinguistic factors in code-switching 2 (Alarcon and Heyman, 2013) 2026/03/26 — What does critical period really mean? Conversational Structure and Social Structure + A Conversation Analytic Model of code-switching 1 (Li Wei, 2005) 2026/04/02 — National Holiday 2026/04/09 —Code-switching and the Politics of Language + Rational Choice Model (Myers-Scotton & Bolonyai, 2001) 2026/04/16 —Code-switching and Bilingual Lexicon + Structural implications of code-switching 1 (Wei, 2000) 2026/04/23 —Code-switching and Language Acquisition + Structural implications of code-switching 2 (Deuchar, Muysken, and Wang, 2007) 2026/04/30 —Code-switching and Language Acquisition + Structural implications of code-switching 2 (Wang, 2016b-The PFDJ Theorem ) 2026/05/07— Code-switching and Minority Language Survival+ Structural implications of code-switching 4 (Deuchar, 2006) 2026/05/14 — Code-switching and Bilingual Education + (Tien 2009) 2026/05/21 — A Usage-based Approach to CS (Ad. Backus) 2026/05/28 — Translanguaging (Li Wei) 2026/06/04 — Bilingual Vocabulary Acquisition (Ge et. Al., 2024) 2026/06/11 — Self-learning + Assignment Discussion 2026/06/18 — Self-learning + Assignment Discussion 2026/06/25 — Oral Presentation + Deadline of Assignment
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
(1) In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) (2) 3,000-5000 word Essay (80%)
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
6
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. This course will also examine to what extent English languages influence the global culture.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2026/02/26 — Orientation 2026/02/26 — Foundations of Bilingualism + Themes in the study of code-switching 2026/03/05 — The Bilinguals’ Language Modes + Structural Approach to code-switching 1 (The MLF model- Wang, 2016a) 2026/03/12 — Simultaneous Bilingual Language Acquisition + Sociolinguistic factors in code-switching 2 (Wei, 2003) 2026/03/19 — The Learning of Foreign Language Vocabulary + Sociolinguistic factors in code-switching 2 (Alarcon and Heyman, 2013) 2026/03/26 — What does critical period really mean? Conversational Structure and Social Structure + A Conversation Analytic Model of code-switching 1 (Li Wei, 2005) 2026/04/02 — National Holiday 2026/04/09 —Code-switching and the Politics of Language + Rational Choice Model (Myers-Scotton & Bolonyai, 2001) 2026/04/16 —Code-switching and Bilingual Lexicon + Structural implications of code-switching 1 (Wei, 2000) 2026/04/23 —Code-switching and Language Acquisition + Structural implications of code-switching 2 (Deuchar, Muysken, and Wang, 2007) 2026/04/30 —Code-switching and Language Acquisition + Structural implications of code-switching 2 (Wang, 2016b-The PFDJ Theorem ) 2026/05/07— Code-switching and Minority Language Survival+ Structural implications of code-switching 4 (Deuchar, 2006) 2026/05/14 — Code-switching and Bilingual Education + (Tien 2009) 2026/05/21 — A Usage-based Approach to CS (Ad. Backus) 2026/05/28 — Translanguaging (Li Wei) 2026/06/04 — Bilingual Vocabulary Acquisition (Ge et. Al., 2024) 2026/06/11 — Self-learning + Assignment Discussion 2026/06/18 — Self-learning + Assignment Discussion 2026/06/25 — Oral Presentation + Deadline of Assignment
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
(1) In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) (2) 3,000-5000 word Essay (80%)
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
6
114-2_教學實務及實習(II)
西洋語文學系
教學目標
This course provides students with practical training, instructional aids, and techniques of teaching English. Throughout the course, students will learn to put theories of Teaching Practicum into practice and familiarize themselves with different teaching and pedagogical delivery, for example, course and syllabus design, lesson planning, classroom management, designing tests and grading. They will also undertake their teaching practice under the supervision of assigned course instructors. By the end of the course, students will be able to utilize relevant instructional materials and learning resources appropriate to their intended audience.
For more information on online and remote learning, please contact the assigned instructor.
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:比例由個別指導老師自行設定-100.00%
課程內容與進度
For the detailed course schedule, please contact the assigned instructor.
本課程因指導老師不同以及教學主題各異。
教科書/參考書
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
The instructor will explain the requirements and the basis upon which grades are determined.
本課程因指導老師不同以及教學主題各異。
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
5
This course provides students with practical training, instructional aids, and techniques of teaching English. Throughout the course, students will learn to put theories of Teaching Practicum into practice and familiarize themselves with different teaching and pedagogical delivery, for example, course and syllabus design, lesson planning, classroom management, designing tests and grading. They will also undertake their teaching practice under the supervision of assigned course instructors. By the end of the course, students will be able to utilize relevant instructional materials and learning resources appropriate to their intended audience.
For more information on online and remote learning, please contact the assigned instructor.
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:比例由個別指導老師自行設定-100.00%
課程內容與進度
For the detailed course schedule, please contact the assigned instructor.
本課程因指導老師不同以及教學主題各異。
教科書/參考書
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
The instructor will explain the requirements and the basis upon which grades are determined.
本課程因指導老師不同以及教學主題各異。
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
5