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

On Linguistic Imperialism

PART ONE: THE THEORY AND PRACTICE OF LANGUAGE TEACHING PART TWO: ASPECTS OF LANGUAGE PART THREE: ASPECTS OF TEACHING

语言教学面面观 = Aspects of language teaching

Life with Two Languages: An Introduction to Bilingualism.@@@Language Spread: Studies in Diffusion and Social Change.

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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Non-native English-speaking English language teachers: History and research

Contributing -Authors -Acknowledgments -Looking at the perceptions, challenges, and contributions or the importance of being a non-native teacher -PART I: Setting up the stage: Non-native teachers in the twenty-first century -A history of research on non-native speaker English teachers -Cultural studies, foreign language teaching and learning practices, and the NNS practitioner -PART II: NNS teachers in the classroom -Basing teaching on the L2 user -Codeswitching in the L2 classroom: A communication and learning strategy -Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk -Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts -PART III: Perspectives on NNS teachers-in-training -Non-native TESOL students as seen by practicum supervisors -Chinese graduate teaching assistants teaching freshman composition to native English speaking students -Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context -PART IV: Students' perceptions of NNS teachers -Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners -What do students think about the pros and cons of having a native speaker teacher? -'Personality not nationality': Foreign students' perceptions of a non-native speaker lecturer of English at a British university -PART V: NNS teachers' self-perceptions -Mind the gap: Self and perceived native speaker identities of EFL teachers -Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research -Index

Non-native language teachers : perceptions, challenges, and contributions to the profession

This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non-native-speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with the increasing appreciation of NNS teachers – both in ESL and EFL contexts – are creating the right conditions for the gradual acceptance of English as a Lingua Franca, with the consequence of a decrease in the role of native-speaker teachers in setting the principles and norms on which this lingua franca will be taught in the future.

Non-native-speaker teachers and English as an International Language

The characteristics and particular problems faced by non-native speaking (NNS) teachers of foreign languages are being increasingly addressed. NNSs currently constitute the majority of language teachers in the world, but they have different needs and concerns from native speakers (NSs). Research is being conducted to uncover these needs and provide better teaching conditions for this group of teachers. This paper presents the results of a questionnaire distributed to NNS EFL teachers working in all the primary and secondary education schools in the mid-size Catalan city of Lleida. The questionnaire focused on their self-perception as NNS teachers, with particular attention to three aspects: language proficiency, teaching views, and the NS-NNS debate. Results indicate that primary and secondary teachers clearly differ in their self-awareness regarding each of the above three aspects.

Enric Llurda

Papers

Non-native English-speaking English language teachers: History and research

Non-native language teachers : perceptions, challenges, and contributions to the profession

Non-native-speaker teachers and English as an International Language

Self-awareness in NNS EFL Primary and Secondary School Teachers

Non-Native Language Teachers