基本素養 Basic Literacy
□ 厚植人文素養及西洋文學文化涵養
To cultivate their spirit of humanity and increase their knowledge of western literatures and cultures.
■ 獨立思考、思辨、反省與推己及人
To think independently, analyze critically, reflect and sympathy
□ 發揮專業、擴展國際視野、跨界學習
To demonstrate their professionalism, broaden their international perspectives and interdisciplinary studies
核心能力 Competence
□ 人文素養與社會關懷能力
Ability to provide social concern with a spirit of humanity
■ 熟稔各種理論基礎、收集分析文獻資料的能力
Ability to collect and analyze literature data with various theoretical foundations
■ 完成學術論文及批判性書寫的能力
Ability to work on academic papers and critical writing
□ 深入閱讀並解析外國文學、語言、文化等作品與論文的能力
Ability to read and analyze works or academic papers on foreign literatures, languages and cultures
□ 國際視野、跨領域研究及適應能力
Ability to conduct interdisciplinary studies from international perspectives
■ 獨立思考、團隊合作、創意研究及分析、解決問題的能力
Abilities to think independently, to perform a teamwork, to conduct creative research and analysis, and to solve problems.
課程概述 Course Description
研究生將可從此課程中學習最新的認知語言學的知識，尤其是在其中的一個重要領域：生命體的詞彙。透過教師的帶領，和學生彼此間的互動和討論，激發學生們對認知語言學的思考，以及參與做相關研究的探索和興趣。 本課程包括以下的主題： ? 認知語言學的相關理論 ? 從語言學到概念比喻 ? 暗喻推套 ? 肢體經驗、思維和詞彙 ? 固定語式和文化模式The goal of this course is to solidify students’ knowledge about Cognitive Linguistics especially about life-form expressions (fixed expressions of emotion, human being, animal, plant etc.). This course focuses on the collaboration between the instructor and the students to explore Cognitive Linguistics. The following topics on cognitive aspects of language will be presented and the related readings will be given for class discussion. Topics to be covered: (1) Theories of Cognitive Linguistics, (2) From linguistic to conceptual metaphor, (3) Metaphorical mappings, (4) Bodily experience, thought, and lexicon, and (5) Fixed expressions and cultural models. A term paper is required at the end of the semester.
課程學習目標 Course Objectives
課程進度 Progress Description
| 進度說明 Progress Description | |
|---|---|
| 1 | Introduction |
| 2 | Chap 1. prototypes and categories |
| 3 | Heart Expressions and Mind-as-Body Hypothesis |
| 4 | Chap 2. levels of categorization, and application |
| 5 | holiday |
| 6 | Chap 3. conceptual metaphors and metonymies, and application |
| 7 | Student presentation |
| 8 | Student presentation |
| 9 | Midterm, Orientation of your term project |
| 10 | Student presentation |
| 11 | Emotion Expressions |
| 12 | Chap 6. Blending, relevance, and application |
| 13 | Embodiment in language |
| 14 | Embodiment in language |
| 15 | Chap 7. other issues in cognitive linguistics |
| 16 | Chap 7. other issues in cognitive linguistics |
| 17 | Term paper due |
| 18 | peer review |
以上每週進度教師可依上課情況做適度調整。The schedule may be subject to change.
課程是否與永續發展目標相關調查
Survey of the conntent relevant to SDGs
本課程與SDGs相關項目如下：
This course is relevant to these items of SDGs as following:
- 教育品質 (Quality Education)
- 性別平等 (Gender Equality)
有關課程其他調查 Other Surveys of Courses
1.本課程是否規劃業界教師參與教學或演講?Is there any industry specialist invited in this course? How many times?
2.本課程是否規劃含校外實習(並非參訪)?
Are there any internships involved in the course? How many hours?
3.本課程是否可歸認為學術倫理課程?
Is this course recognized as an academic ethics course? In the course how many hours are regarding academic ethics topics?
4.本課程是否屬進入社區實踐課程?
Is this course recognized as a Community engagement and Service learning course? Which community will be engaged?