#完全是在對英語系教授們喊話喔
【台灣未來的英語教育要更好,新興英文老師們要一起做的事】
我常常被外文系或英語系的學生問,如果想要當一個優秀的英文老師,要做什麼準備。當然,屏除掉同理心、愛、耐心這種老師基本要素,我常常跟他們分享的是:不只要學習「教」,更要學習「學習科學」,尤其是第二語言習得科學。
例如,我常常問他們,你們覺得要給學生 feedback 嗎?他們常常點頭說要。但再問下去時,通常就回答不出來了。
• feedback 要怎樣給比較有效呢?
• 你確定你給 feedback 時,學生都有接受到你給的 feedback 嗎?
• 為什麼有些 feedback 比較有效,有些沒效呢?哪些 feedback 比較有效?
• 在口說中,給 feedback 好像會打斷學生,那這樣還要給嗎?
這些問題,如果沒有遇到第二語言習得相關專業的教授的細心引導,大多的台灣外文系 / 英語系出來想要教英文的準老師們,都難以回答(甚至是修完教程)。
用科學、實證研究來回答問題,而非用偏見甚多的「個人經驗」、「個人想法」來回答問題和執行教學,是每個頂尖教師應該對自己的要求 - 至少我在哥倫比亞大學求學時遇到的教授是這樣要求的。
所以不管是英語語用力、英語恆毅力計畫、英語搭配詞、學術寫作、還是全方位口說課,全部都有一個 "theoretical framework",依照著科學已知的內容,再去做教學,學生才不會變成「白老鼠」。
因此我期待未來新興的台灣英文老師們,大家能一起培養科學素養,在期刊論文裡面尋找教學上的答案。
「中文腦有可能剷除嗎?feedback 應該怎麼給好?input 和 output 誰比較重要?口說的自動化如何養成?」
這些問題的答案都在期刊論文裡面呀呀!(在 How languages are learned / Teaching by principles 這種教程生用了20年以上的教科書裡找不到喔)。
✔︎ 以 corrective feedback 要怎麼給為例,頂尖的學者在期刊論文中做了十足的討論。
(以下23篇重要的論文,來自 Studies in Second Language Acquisition, Language Learning, TESOL Quarterly, The Modern Language Journal, Language Teaching Research, Applied Linguistics 等重要期刊以及專書。本文純為臉書發文,恕無使用 APA style 呈現。若想知道作者,直接 google 應可查到)
1. How do learners perceive interactional feedback?
2. The effectiveness of corrective feedback in SLA: A meta-analysis
3. Corrective feedback and learner uptake: Negotiation of form in communicative classroom
4. Learner uptake in communicative eel classroom
5. Patterns of corrective feedback and uptake in an adult ESL classroom
6. Reexamining the role of recasts in second language acquisition
7. Rethinking the role of corrective feedback in communicative language teaching
8. Uptake in incidental focus on form in meaning-focused ESL lessons
9. Recasts, language anxiety, modified output, and L2 learning
10. Implicit and explicit corrective feedback and the acquisition of L2 grammar
11. A study of the impact of recasts on tense consistency in L2 output
12. Recasts and second language development
13. Corrective feedback and learner uptake in communicate classroom across instructional settings
14. Exploring the relationship between characteristics of recasts and learner uptake
15. Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness
16. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition
17. Feedback on corrective feedback — A cast study
18. Corrective feedback in second language acquisition
19. Interactional context and feedback in child ESL classroom
20. Feedback, noticing, and instructed second language learning
21. Negative feedback in child NS-NNS conversation
22. Fine-turning corrective feedback
23. The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles
同時也有10000部Youtube影片,追蹤數超過62萬的網紅Bryan Wee,也在其Youtube影片中提到,...
「negative form 中文」的推薦目錄:
- 關於negative form 中文 在 Alexander Wang 王梓沅英文 Facebook
- 關於negative form 中文 在 Alexander Wang 王梓沅英文 Facebook
- 關於negative form 中文 在 Eric's English Lounge Facebook
- 關於negative form 中文 在 Bryan Wee Youtube
- 關於negative form 中文 在 Travel Thirsty Youtube
- 關於negative form 中文 在 スキマスイッチ - 「全力少年」Music Video : SUKIMASWITCH / ZENRYOKU SHOUNEN Music Video Youtube
negative form 中文 在 Alexander Wang 王梓沅英文 Facebook 八卦
#完全是在對英語系教授們喊話喔
【台灣未來的英語教育要更好,新興英文老師們要一起做的事】
我常常被外文系或英語系的學生問,如果想要當一個優秀的英文老師,要做什麼準備。當然,屏除掉同理心、愛、耐心這種老師基本要素,我常常跟他們分享的是:不只要學習「教」,更要學習「學習科學」,尤其是第二語言習得科學。
例如,我常常問他們,你們覺得要給學生 feedback 嗎?他們常常點頭說要。但再問下去時,通常就回答不出來了。
• feedback 要怎樣給比較有效呢?
• 你確定你給 feedback 時,學生都有接受到你給的 feedback 嗎?
• 為什麼有些 feedback 比較有效,有些沒效呢?哪些 feedback 比較有效?
• 在口說中,給 feedback 好像會打斷學生,那這樣還要給嗎?
這些問題,如果沒有遇到第二語言習得相關專業的教授的細心引導,大多的台灣外文系 / 英語系出來想要教英文的準老師們,都難以回答(甚至是修完教程)。
用科學、實證研究來回答問題,而非用偏見甚多的「個人經驗」、「個人想法」來回答問題和執行教學,是每個頂尖教師應該對自己的要求 - 至少我在哥倫比亞大學求學時遇到的教授是這樣要求的。
所以不管是英語語用力、英語恆毅力計畫、英語搭配詞、學術寫作、還是全方位口說課,全部都有一個 "theoretical framework",依照著科學已知的內容,再去做教學,學生才不會變成「白老鼠」。
因此我期待未來新興的台灣英文老師們,大家能一起培養科學素養,在期刊論文裡面尋找教學上的答案。
「中文腦有可能剷除嗎?feedback 應該怎麼給好?input 和 output 誰比較重要?口說的自動化如何養成?」
這些問題的答案都在期刊論文裡面呀呀!(在 How languages are learned / Teaching by principles 這種教程生用了20年以上的教科書裡找不到喔)。
✔︎ 以 corrective feedback 要怎麼給為例,頂尖的學者在期刊論文中做了十足的討論。
(以下23篇重要的論文,來自 Studies in Second Language Acquisition, Language Learning, TESOL Quarterly, The Modern Language Journal, Language Teaching Research, Applied Linguistics 等重要期刊以及專書。本文純為臉書發文,恕無使用 APA style 呈現。若想知道作者,直接 google 應可查到)
1. How do learners perceive interactional feedback?
2. The effectiveness of corrective feedback in SLA: A meta-analysis
3. Corrective feedback and learner uptake: Negotiation of form in communicative classroom
4. Learner uptake in communicative eel classroom
5. Patterns of corrective feedback and uptake in an adult ESL classroom
6. Reexamining the role of recasts in second language acquisition
7. Rethinking the role of corrective feedback in communicative language teaching
8. Uptake in incidental focus on form in meaning-focused ESL lessons
9. Recasts, language anxiety, modified output, and L2 learning
10. Implicit and explicit corrective feedback and the acquisition of L2 grammar
11. A study of the impact of recasts on tense consistency in L2 output
12. Recasts and second language development
13. Corrective feedback and learner uptake in communicate classroom across instructional settings
14. Exploring the relationship between characteristics of recasts and learner uptake
15. Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness
16. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition
17. Feedback on corrective feedback — A cast study
18. Corrective feedback in second language acquisition
19. Interactional context and feedback in child ESL classroom
20. Feedback, noticing, and instructed second language learning
21. Negative feedback in child NS-NNS conversation
22. Fine-turning corrective feedback
23. The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles
negative form 中文 在 Eric's English Lounge Facebook 八卦
[時事英文] 「本土的」和「確診病例」英文怎麼說?
讀懂新聞英文,讓你邏輯表達、托福雅思寫作更有靈感
近 1000 位同學在學的英文思考術 https://bit.ly/3eTHIvH
同學看了陳時中部長籲請各方支持我國參加WHO的專文了嗎?
這篇專文絕對值得一讀,也統整了我們在粉專上整理出有關肺炎疫情的25篇文章及關鍵片語:https://bit.ly/2WNcHSj
以下已為大家摘錄出中英文對照版,並為各位精選了關鍵詞與片語。原文的完整版連結請詳本文最末。
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The threat of emerging infectious diseases to global health and the economy, trade, and tourism has never abated. Pandemics can spread rapidly around the world because of the ease of international transportation. Among the most salient examples are the Spanish flu of 1918, the severe acute respiratory syndrome (SARS) outbreak of 2003, and the H1N1 influenza of 2009. Intermittently, serious regional epidemics, such as Middle East respiratory syndrome (MERS) in 2012, Ebola in West Africa in 2014, and the Zika virus in Central and South America in 2016, have also reared their heads.
1. the threat of ⋯⋯的威脅
2. emerging infectious disease 新興傳染病
3. abate (v.) 減少;消除
4. salient examples 顯著的例子
5. regional epidemics 地區流行疫情;地區性流行病
6. rear their heads(令人不悅之事)發生;出現
新興傳染病對全球人類健康及經貿旅遊的威脅從未間斷過,舉凡1918年西班牙流感、2003年嚴重急性呼吸道症候群(SARS)、2009年H1N1新型流感等爆發的全球大流行,抑或2012年中東呼吸症候群冠狀病毒感染症(MERS)、2014年西非伊波拉出血熱、2016年中南美洲茲卡病毒感染症等導致的區域大流行,皆因國際航空運輸而加速散播到全球各地,造成全球衛生安全不可避免的傷害。
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Today, a novel form of pneumonia that first emerged in Wuhan, China, at the end of 2019 and has since been classified as coronavirus disease 2019 (COVID-19) has caused a global pandemic. As of April 20, 2020, World Health Organization data showed that 2.24 million people had been confirmed as having the disease, with 152,551 deaths in 211 countries/areas/territories. Taiwan has not been spared.
7. a novel form of ⋯⋯的新種類
8. be classified as 被分類為⋯⋯
9. a global pandemic 全球大流行
10. be confirmed as 被確認為⋯⋯
11. be spared 不被傷害;被赦免
更有甚者,2019年底從中國武漢傳出的不明原因肺炎,現已在全球各地爆發大流行,截至WHO在2020年4月8日的統計數據,全球已有1,353,361名確診病例、79,235名死亡,影響範圍擴及211個國家/區域/地區,臺灣亦無從倖免。
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As of April 20, Taiwan had tested a total of 55,476 persons showing 422 confirmed cases of COVID-19, of which 55 were indigenous, 343 imported, and 24 are Navy members currently serving in the fleet. Taiwan has reported just six deaths; 203 people have been released from the hospital after testing negative. Despite its proximity to China, Taiwan ranked 123rd among 183 countries in terms of confirmed cases per million people. This has shown that Taiwan’s aggressive efforts to control the epidemic are working.
12. as of 截至⋯⋯
13. confirmed cases 確診病例
14. indigenous 本土的
15. proximity to 鄰近
16. in terms of 就⋯⋯而言
17. aggressive efforts 積極的努力
截至4月20日止,我國已累計檢驗55,476例,共發現422起確診病例,其中本土55例、境外移入343例以及敦睦遠訓支隊24例。我國目前6例死亡;經三次採檢均為陰性的出院者203例。我國在地理位置上雖鄰近中國,然每百萬人口確診數在國際間排名約第123名,顯示臺灣防疫工作成效顯著。
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A crisis anywhere readily becomes a problem everywhere. Global health security requires the efforts of every person to ensure an optimal response to public health threats and challenges. Taiwan, though not a member of WHO, cannot stand alone and must be included in the fight against such threats and challenges. Taiwan has fulfilled its responsibilities as a global citizen and abided by the International Health Regulations 2005 (IHR 2005) in notifying the WHO of confirmed COVID-19 cases.
18. global health security 全球衛生安全
19. ensure an optimal response 確保最佳應變措施
20. public health threats and challenges 公共衛生威脅與挑戰
21. fulfill its responsibilities 履行職責
22. abide by 遵守;信守(協議、決定或規章)
23. notify sb. of sth. 將某事通報某人
疾病無國界,星星之火足以燎原,地方疫情控制不好即可能造成全球大流行。因此,維護全球衛生安全亟需全體人類共同努力,確保最佳量能因應公共衛生威脅與挑戰。我國雖非WHO會員,但無法獨善其身、置身於全球衛生安全之外,故秉持世界公民之責,恪守國際衛生條例2005(IHR 2005)規範,主動向WHO通報確診病例,
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Moreover, Taiwan has communicated with other countries such as Japan, the Republic of Korea, Singapore, Malaysia, the Philippines, the United States, Canada, Italy, France, Switzerland, Germany, the United Kingdom, Belgium, and the Netherlands, as well as the European Center for Disease Prevention and Control, to share information on confirmed cases, travel and contact histories of patients, and border control measures. Taiwan has uploaded the genetic sequence of COVID-19 to the Global Initiative on Sharing All Influenza Data (GISAID). Taiwan has worked with global partners to respond to the threat of COVID-19 to ensure that global health is not imperiled by a lack of communication and transparency.
24. communicate with 與⋯⋯交流(資訊、思想或感情等)
25. share information on 分享⋯⋯的資訊
26. travel and contact histories 旅行與接觸史
27. border control measures 邊境管制措施
28. genetic sequence 基因序列
29. be imperiled by 因⋯⋯而被危及
30. a lack of communication and transparency 缺乏溝通與透明度
同時積極與日本、韓國、新加坡、馬來西亞、菲律賓、美國、加拿大、義大利、法國、瑞士、德國、英國、比利時、荷蘭等國家及歐盟CDC分享交流武漢肺炎確診病例、接觸者旅遊史、邊境管制措施等資訊,並將病毒基因序列上傳「全球共享禽流感數據倡議組織(GISAID)」供各國查詢,共同因應此波新興傳染病毒之威脅,確保全球衛生安全不再因缺乏溝通及透明度而產生致命性盲點。
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We urge the WHO and related parties to acknowledge Taiwan’s longstanding contributions to the international community in the areas of public health, disease prevention, and the human right to health, and to include Taiwan in WHO and its meetings, mechanisms, and activities. Taiwan will continue to work with the rest of the world to ensure that all enjoy the fundamental human right to health as stipulated in the WHO Constitution. Echoing the mantra of the United Nations’2030 Sustainable Development Goals, no one should be left behind.
31. urge sb. to do sth. 呼籲某人去做某事
32. longstanding contributions 長期的貢獻
33. disease prevention 疾病預防
34. the human right to health 有關於健康的人權
35. will continue to... 將持續⋯⋯
36. fundamental human right 基本人權
37. the mantra of ⋯⋯的口號
38. no one should be left behind 不遺漏任何人
我們籲請WHO及相關各方注及臺灣長期以來對全球公共衛生防疫以及健康人權之貢獻,堅定支持將臺灣納入WHO,讓臺灣完整參與WHO各項會議、機制及活動,與世界各國攜手,共同落實WHO憲章「健康是基本人權」及聯合國永續發展目標「不遺漏任何人」之願景。
Dr. Chen Shih-chung is Minister of Health and Welfare in the Republic of China (Taiwan).
陳時中博士係中華民國衛生福利部部長
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完整英文版:https://bit.ly/2WLrdKb
完整中文版:https://bit.ly/2yOzJQy
外交部 Ministry of Foreign Affairs, ROC(Taiwan)各國版本:https://bit.ly/2YYRRBU
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Do you think Taiwan will participate in this year's World Health Assembly (WHA)?
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#疫情英文
#國際時事英文