Basics of qualitative research: Grounded theory procedures and techniques

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

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Research methods in applied linguistics

Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Joshua A. Fishman. Multilingual Matters, 76. Clevedon: Multilingual Matters, 1991. 431 pp.

Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages

In ELT literature, the reader often finds the terms Content and Language Integrated Learning (CLIL) and immersion used interchangeably, even though there are important differences between them. These two labels usually appear as generic terms covering any kind of teaching in which an L2 is used to teach content. In this article, we attempt to unravel this ambiguity from the Spanish context, describing from a psycholinguistic and methodological point of view the aspects they share and, above all, their main differences. Although CLIL can be implemented in different foreign languages, the fact is that English is the language overwhelmingly used as a means of instruction in most European countries (Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: European Commission).

Immersion and CLIL in English: more differences than similarities

European educational systems are making great efforts to improve students’ command of foreign languages, as there are many students who leave compulsory education with only the most limited ability to communicate in a foreign language. In this context the implementation of CLIL (Content and Language Integrated Learning) courses is becoming commonplace throughout Europe, because this approach is believed to significantly improve overall language competence in the target language. This paper examines the implementation of CLIL in the Basque Country (Spain), a bilingual community in which both Basque and Spanish are official languages and where English represents the third language included in the curriculum. The results show that the CLIL approach is successful and helps to improve students’ foreign language competence even in bilingual contexts where English has little social presence.

Foreign Language Competence in Content and Language Integrated Courses

Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current main lingua franca. While many studies have been devoted to the role played by different orientations in this process, this paper focuses on the effect of the approach used in the foreign language classroom. Thus, attention is paid to the relationship between motivation and the language proficiency attained through two different approaches: Content and Language Integrated Learning (CLIL) and English as a Foreign Language (EFL), among 191 secondary school students. The results confirm the benefits of CLIL from both a motivational and a language competence per...

English achievement and student motivation in CLIL and EFL settings

Schoolchildren are starting to learn a foreign language sooner than ever as education authorities introduce early-start compulsory foreign language (FL) policies. As a result of this global trend, the learning of FLs is playing a major role in many educational systems (Coleman, 2006). This is the context in which CLIL (Content and Language Integrated Learning) programmes have been implemented during the last few years in many different contexts, in the belief that this will help to improve students’ language proficiency and to “nurture a feel good and can do attitude towards language learning in general” (Marsh, 2000: 10). The aim of this paper is to analyze the effect of CLIL on students’ attitudes towards English as a FL and the two official languages (Basque and Spanish) in the curriculum of a bilingual context, namely the Basque Country in Spain. The participants in the study were 287 secondary education students from four different schools and the results obtained seem to confirm that CLIL programmes help to foster positive attitudes towards language learning in general.

Language Attitudes in CLIL and Traditional EFL Classes

InthenewEuropeanhighereducationspace,UniversitiesinEuropeareexhortedtocultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities. Internationalisation has played a key role in this process, becoming one of the main drivers of the linguistic hegemony exerted by English. In this paper we examine the opinions of teaching staff involved in English-medium instruction, from pedagogical ecology- of-language and personal viewpoints. Data were gathered using group discussion. The study was conducted at a multilingual Spanish university where majority (Spanish), minority (Basque) and foreign (English) languages coexist, resulting in some unavoidable linguistic strains. The implications for English-medium instruction are discussed at the end of this paper.

David Lasagabaster

Papers

Immersion and CLIL in English: more differences than similarities

Foreign Language Competence in Content and Language Integrated Courses

English achievement and student motivation in CLIL and EFL settings

Language Attitudes in CLIL and Traditional EFL Classes

Internationalisation, multilingualism and English‐medium instruction