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

A cognitive approach to language learning

The Architecture Of Cognition

https://dialnet.unirioja.es/descarga/articulo/2927343.pdf

Problems in SLA

The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring component, a metalinguistic knowledge test, and a probabilistic serial reaction time (SRT) task, which served as a measure of aptitude for implicit learning. Results showed that EI scores were correlated positively with metalinguistic knowledge, but they were not related to the SRT scores. Word monitoring performance, in contrast, was not related to metalinguistic knowledge but correlated positively with SRT scores only among L2 speakers with longer lengths of residence. These results suggest that online error detection can index implicit knowledge, whereas EI may measure automatized explicit knowledge.

Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge.

Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of phonological short-term memory and aptitude tests for explicit and implicit learning Structural equation modeling demonstrated that aptitude for explicit learning significantly predicted acquisition of automatized explicit knowledge, and automatized explicit knowledge significantly predicted acquisition of implicit knowledge The effects of implicit learning aptitude and phonological short-term memory on acquisition of automatized explicit knowledge and implicit knowledge were limited These findings provide the first empirical evidence that automatized explicit knowledge, which develops through explicit learning mechanisms, may impact the acquisition of implicit knowledge

The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes

Accumulating evidence suggests that time-pressured form-focused tasks like grammaticality judgment tests (GJTs) can measure second language (L2) implicit knowledge. The current paper, however, proposes that these tasks draw on automatized explicit knowledge. A battery of six grammar tests was designed to distinguish automatized explicit knowledge and implicit knowledge. While three time-pressured form-focused tasks (an auditory GJT, a visual GJT, and a fill in the blank test) were hypothesized to measure automatized explicit knowledge, three real-time comprehension tasks (a visual-world task, a word-monitoring task, and a self-paced reading task) were hypothesized to measure implicit knowledge. One hundred advanced L2 Japanese learners with first language Chinese residing in Japan took all six tests. Confirmatory factor analysis and multitrait-multimethod analysis provided an array of evidence supporting that these tests assessed two types of linguistic knowledge separately with little influence from the method effects. The results analyzed separately by length of residence in Japan (a proxy for the amount of naturalistic L2 exposure) showed that learners with longer residence in Japan can draw on implicit knowledge in the real-time comprehension tasks with more stability than those with shorter residence. These findings indicate the potential of finely tuned real-time comprehension tasks as measures of implicit knowledge.

Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge

Several previous factor-analytic studies on the construct validity of grammaticality judgment tests (GJTs) concluded that untimed GJTs measure explicit knowledge (EK) and timed GJTs measure implicit knowledge (IK) (Bowles, 2011; R. Ellis, 2005; R. Ellis & Loewen, 2007). It has also been shown that, irrespective of the time condition chosen, GJTs’ grammatical sentences tap into IK, whereas their ungrammatical ones invoke EK (Gutierrez, 2013). The current study examined these conclusions by employing two more fine-grained measures of IK: that is, a self-paced reading task and a word-monitoring task. The results of a confirmatory factor analysis revealed that manipulating GJTs’ time conditions and/or the grammaticality of the sentences does not render them distinct measures of EK and IK. The current work shows that GJTs are too coarse to be measures of IK, and that the different types of GJTs measure different levels of EK.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263115000455

VALIDATING GRAMMATICALITY JUDGMENT TESTS: Evidence from Two New Psycholinguistic Measures

The present study aimed to examine whether distributed practice works better than massed practice for proceduralization of grammatical knowledge. Learners of Japanese as a second language were trai...

Yuichi Suzuki

Papers

Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge.

The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes

Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge

VALIDATING GRAMMATICALITY JUDGMENT TESTS: Evidence from Two New Psycholinguistic Measures

Effects of distributed practice on the proceduralization of morphology