100年第1學期-0146 英文作文（三） 課程資訊

評分方式

評分項目	配分比例	說明
Attendance/participation	30
assignments	50
midterm/final essay	20

教育目標

1. to enhance, refine and practice intermediate level aural skills (speaking and listening) 2. to help students gain confidence, overcoming shyness when speaking English 3. to express their communicate their ideas communicate effectively and fluently 4. to help students improve attentiveness (listening) 5. to give students immediate feedback for future improvement.

課程概述

Composition 3 is a third-year required course. As this course is part of the Comp/Oral series, its main aim is to give final shape and polish the skills of the students in writing. Students are taught to write academic essays in various rhetorical styles including essays about literature. Students also have to be able to formulate and pursue intellectual and professional goals. The course will help increase the mental flexibility of the students and they are required to write a research paper on an independently researched topic. This course is taught together with Oral Training 3.

基本資料

必修課，學分數：2-2
上課時間：四/6,7[LAN002]
修課班級：外文系3B
修課年級：年級以上
選課備註：1由系辦編班2口訓及作文任一門上期未達60分下期不得續修

參考書目

Brownell, W. W., & Katula, R. A. (1984). The communication anxiety graph: A classroom tool for managing speech anxiety. Communication Quarterly, 32(3), 243-249.

Canfield, D. K. (1986). Teaching language style improvement.
Notes: (ERIC Document Reproduction Service No. ED 269 817)

Cronin, M. W., & Others. (1994). The effects of interactive video instruction in coping with speech fright. Communication Education, 43(1), 42-53.
Hall, J. 1993. The role of oral practices in the accomplishment of our everyday lives: The sociocultural dimension of interaction with implications for the learning of another language. Applied Linguistics, 14(2), 145-166.
Hall, J. 1995. (Re)creating our worlds with words: A sociocultural perspective of face-to-face interaction. Applied Linguistics, 16(2), 206-232.
Hymes, D. 1974. Sociolinguistics and the ethnography of speaking. In B. Blount (ed.), Language, Culture, and Society. Cambridge, Mass.: Withrop Publishers.
Jaques, D. Learning in Groups. Beckenham, Kent: Croom Helm, 1984.
Janis, I. L. Victims of Groupthink. Boston: Houghton-Mifflin, 1972.
Kumaravadivelu, B. 1993. The name of the task and the task of naming: Methodological aspects of task-based pedagogy. In Crookes and Gass (eds.), 1993b.
Long, M. and Crookes, G. 1993. Units of analysis in syllabus design: The case for task. In Crookes and Gass (eds.) 1993b.
Nunan, David. 1989. Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
Nunan, David. 1993. Task-based syllabus design: Selecting, grading, and sequencing tasks. In Crookes and Gass (eds.), 1993b.
Sheen, R. A critical analysis of the advocacy of a task-based syllabus. TESOL Quarterly, 28(1), 127-51.
Shohamy, E. 1988. A proposed framework for testing the oral language of second/foreign language learners. Studies in Second Language Acquisition, 10(2), 165-180.