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

就語言學習而言,無論其所習語言之文字系統是否為拼音文字,諸如文字譯音和音韻覺識等基礎閱讀技能之於日後閱讀理解能力甚或聽力文字學習之重要性不斷見諸文獻。本課程即為介紹在讀寫能力習得研究上目前最新的主流理論。課程中將探討針對識字和聽力字彙所牽涉的學習歷程目前所有的理論和模型,以及其對母語和第二語言學習中讀寫能力與字彙學習的啟示。修畢本課程後,碩班學生應能夠對識字和字彙習得的認知機制有相當的認識。博班學生則應能更進一步針對尚有爭議或懸而未解的議題提出可能解決的意見。
Spoken word acquisition has been shown to be subject to orthographic influence. Word learning therefore cannot be fruitfully studied withtout taking literacy into account. This course begins with an introduction to the empirically felt presence of automatic orthographic processing in spoken word recognition and learning. With the critical roles of orthography established, topics concerning literacy acquisition are then introduced, covering heated issues as summarized in Ziegler & Goswami (2005): availability (in terms of phonological awareness), consistency (in terms of orthographic transparency), and granularity (in terms of unit of correspondence) as well as the critical roles of decoding skills in comprehension and self-teaching.

課程學習目標 Course Objectives

  • Familiar with the role of orthography in (spoken) word learning
  • Familiar with characteristics of the English alphabet
  • Familiar with the main issues in literacy acquisition
  • 課程進度 Progress Description

    進度說明 Progress Description
    1Orientation
    2Lecture: Visual word recognition (I)
    3Lecture: Visual word recognition (2)
    4Discussion: Mental lexicon (Leach & Samuel, 2007)
    5Lecture: Word reading: principles and models
    6Literacy (L1) on word recognition: Chereau et al (2007)
    7Literacy (L1) on word learning: Nelson et al (2005)
    8Literacy (L2) on L2 WL: Hu (2008)
    9Literacy (L1) on L2 WL: Chen (2011b)
    10The role of decoding: Share (1995)
    11Issues of availability: Share et al (1984)
    12Issues of consistency (ODH): Frith et al (1998)
    13Issues of granularity (I): phonemic vs. onset-rime awareness: Hulme et al. (2002)
    14Issues of granularity (2): developmental account: Chen (2011a)
    15Psychology & teaching of reading: Rayner et al. (2001)
    16Pre-presentation conference
    17Final Presentation (I)
    18Final Presentation (II)
     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)

    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? 否
    Is there any industry specialist invited in this course? How many times? No
    2.本課程是否規劃含校外實習(並非參訪)? 否
    Are there any internships involved in the course? How many hours? No
    3.本課程是否可歸認為學術倫理課程? 否
    Is this course recognized as an academic ethics course? In the course how many hours are regarding academic ethics topics? No
    4.本課程是否屬進入社區實踐課程? 否
    Is this course recognized as a Community engagement and Service learning course? Which community will be engaged? No