99年第1學期-4066 個別指導 課程資訊

評分方式

評分項目	配分比例	說明
Proposal	25	Formulated a research topic for the M.A. thesis
Research	25	Conducted thorough reviews of literature for the proposed topic
Writing	25	Synthesize the related reviews of literature
Presentation	25	First draft of the first 3 chapters of the M.A. thesis

教育目標

1. have formulated a research topic for the M.A. thesis 2. have had a clear theoretical/ research framework about the proposed topic 3. have conducted thorough reviews of literature for the proposed topic 4. have learned to synthesize the related reviews of literature 5. be ready to conduct the pilot study 6. have completed the pilot study of the thesis research 7. have completed the first draft of the first 3 chapters of the M.A. thesis

課程概述

1. The instructor assists the student in formulating a research topic on the area the student is interested in. 2. The instructor assists the student in searching, assessing, summarizing, integrating, and synthesizing essential reviews of literature on the chosen topic. 3. The instructor assists the student in relating current research to prior related research. 4. The instructor assists the student in designing an appropriate research methodology for the topic. 5. Regular meeting time will be scheduled for the instructor to monitor the student’s progress.

基本資料

選修課，學分數：3-0
上課時間：一/5,三/5[LAN211-F] 四/5[LAN214]
修課班級：外文碩2
修課年級：年級以上
選課備註：教室FL211-F ; 劉x1 Jamesx1 郭x1

參考書目

Tentative Reading List
Butler, Y. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2) 245-278.
Chang, Y. P. (2004). The way of English as a foreign language teaching in Taiwan. Journal of National Taichung Teachers College, 18(1), 79-90.
Chang, Y. F. (2008). Parents attitudes toward the English education policy in Taiwan. Asia Pacific Education Review 9(4), 423-435.
Chen, J. F., Warden C. A., Chang H. T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4) 609-632.
Chen, S. C. (2002). The spread of English in Taiwan: Changing uses and shifting attitudes. Taipei: Crane Publishing Co., Ltd.
Kuo, Y.S. (2001). The effects of age on Taiwanese EFL learners long-term English proficiency. Unpublished doctoral dissertation, University of Kansas, Lawrence, Kansas.
Lai, C. C. (2008). Examination of the implementation of English as foreign language curriculum in Taiwans elementary schools. Journal of Toko University, 3, 58-78.
Nunan, D. (2003). The impact of English as a Global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37, 589-613.
Oladejo, J. (2006). Parents attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal, 30(1), 147-170.
Shih, C. M. (2008). Critical language testing: a case study of the general English proficiency test. English Teaching & Learning, 32(3) 1-34.
Shih, Y. H. (2001). Evaluation of the MOE primary school English teacher training program. English Teaching & Learning, 26(1) 86-108.
Sims, J. (2006). The creation of a valid and reliable university proficiency exam. Tunghai Journal of Humanities, 47, 323-342.
Su, Y. C. (2006). EFL teachers perceptions of English language policy at the elementary level in Taiwan. Educational Studies 32(3), 265-283.
Su, Y. C. (2007). St