:::

詳目顯示

回上一頁
題名:多元智能理論在專科學校文學教學上的應用
作者:許民忠
作者(外文):Ming-Chung Hsu
校院名稱:淡江大學
系所名稱:英文學系
指導教授:陳秀潔
學位類別:博士
出版日期:2005
主題關鍵詞:哈利波特專科學校知能文學能力多元智能讀者反應閱讀動機閱讀策略Harry PotterJunior CollegeLiteracyLiterary CompetenceMultiple IntelligencesReader ResponseReading MotivationReading Strategies
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:330
本論文旨在應用多元智能理論於專科學校文學教學,並比較多元智能教學與傳統教學的效能。本論文採準實驗研究法,研究對象是某所進修專科學校的七十九位英文系主修生,學生分成實驗及控制兩組,實驗組採多元智能教學方式,控制組採傳統教學方式 (如文法翻譯法教學)。實驗前後,兩組接受相同的前測與後測,測驗工具包括英文閱讀能力測驗、哈利波特文學常識測驗、多元智能量表、文學閱讀動機問卷及文學閱讀策略問卷等。實驗期間,兩組也接受相同的期中考與期末考。統計方式主要採單因子變異數分析、重複量數、共變數分析,分析實驗組及控制組之間的差異。另外以皮爾遜相關係數,分析英文閱讀能力、哈利波特文學成就、多元智能、文學閱讀動機及文學閱讀策略之間的相關性。再者,也分析問卷及學生學習檔案,以瞭解學生學習的方式與過程。
研究結果顯示,就學業成就方面,實驗組比控制組表現優異;就文學閱讀動機方面,實驗組比控制組表現優異,較能維持學習動機;就英文閱讀能力方面,實驗組與控制組並無顯著差異;就文學閱讀策略方面,實驗組比控制組表現優異,使用較多的閱讀策略,尤其是語言策略、肢體/動作策略、人際策略及內省策略方面;就教材、教法及評量方式方面,實驗組比控制組更滿意。研究也顯示哈利波特文學常識與英文閱讀能力、文學閱讀動機及文學閱讀策略有正面的相關性。最後,作成結論與建議,供相關研究參考。
The major purpose of this study was to apply Multiple Intelligences (MI) theory to teaching literature and to compare the teaching efficiency of the MI-based approach with the traditional approach implemented in the foreign literature classrooms. The subjects were 79 English majors in the Department of Applied Foreign Language in one Junior College of Continuing Education. Students were randomly divided into the experimental group and the control one. The former was instructed with the Multiple Intelligences approach while the latter was instructed with the traditional approach, Grammar-Translation Method.
The study employed a 2 treatment (Traditional Approach, Multiple Intelligence Approach) x 7 (four exams and three post-instructional questionnaires) factorial design. The scores of the mid-term test, the final test, and the pretests and posttests for English reading proficiency, Harry Potter literacy, reading motivation questionnaire, reading strategies questionnaire, and Multiple Intelligences Inventory were analyzed by using one-way ANOVA, repeated measure t-test and ANCOVA (analysis of covariance). In addition, Pearson correlation was conducted to measure relationships between variables, establishing the strength of relationships of continuous variables. Qualitative tools such as an open-ended questionnaire and portfolios were used to better understand students’ learning process.
In terms of the academic performance, the results showed that the Multiple Intelligences approach to EFL literature instruction contributed to a better performance on literature tests than the traditional approach did for the subjects. In terms of English reading ability, the Multiple Intelligences approach to EFL literature instruction did not contribute to a better performance on English reading proficiency test than the traditional approach did for the subjects. As for reading motivation, the Multiple Intelligences approach to EFL literature instruction maintained junior college students’ learning motivation, while traditional approaches bored them and decreased their learning motivation. On top of this, the Multiple Intelligences approach to EFL literature instruction contributed to using strategies (particularly for the linguistic, kinesthetic, interpersonal and intrapersonal strategies) more in reading literature than traditional approaches did for the subjects. In addition, English reading proficiency, reading motivation, and reading strategies were positively related to Harry Potter literacy. Students who were instructed with a Multiple Intelligences approach responded more satisfactorily than students instructed with traditional approaches in terms of teaching material, teaching method, and the ways of assessment. Implications of the findings for the EFL literature classroom were suggested.
REFERENCES
Adkins, S. (1997). Connecting the powers of music to the learning of languages.
The Journal of the Imagination in Language Learning and Teaching, 4. Retrieved December 2, 2003, from http://www.njcu.edu/cill/vol4/adkins.html
Aebersold, J. A. & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge: Cambridge University
Press.
Agee, J. (2000). What is effective literature instruction? A study of experienced high school English teachers in differing grade- and ability-level classes. Journal of Literacy Research, 32(3), 303-348.
Akyel, A. & Yalcin, E. (1990). Literature in the EFL class: A study of goal-achievement incongruence. ELT Journal, 44(3), 174-180.
Ali, S. (1994). The reader-response approach: An alternative for teaching literature in a second language. Journal of Reading, 37(4), 288-96.
Allsobrook, M. (2003). Potter’s place in the literary canon. BBC News. Retrieved June 18, 2003, from http://news.bbc.co.uk/go/pr/fr/-/hi/entertainment/arts/2996578.htm
Anderson, N. (1999). Exploring second language reading: Issues and strategies.
Boston: Heinle & Heinle.
Anderson, R. C., & Pichert, J. W. (1983). Effects of the readers’ schema at different points in time. Journal of Educational Psychology, 75, 271-279.
Applebee, A. N. (1974). Tradition and reform in the teaching of English: A history. Urbana, Illinois: The National Council of Teachers of English.
Armstrong, T. (2000). Multiple intelligences in the classroom. 2nd ed. Alexandria,
VA: Association for Supervision and Curriculum Development.
Armstrong, T. (2003). The multiple intelligences of reading and writing: Making the words come alive. Alexandria, VA: Association for Supervision and Curriculum Development.
Asselin, M. (2000). Reader response in literature and reading instruction.
Teacher Librarian, 27(4), 62-63.
Baddock, B. (1996). Using films in the English class. Hertfordshire: International
Book Distributors Ltd.
Barton, J. (1996). Interpreting character emotions for literature comprehension. Journal of Adolescent and Adult Literacy, 40(1), 22-28.
Baxter, J. (1999). A message from the old world to the new: Teaching classic fiction through drama. English Journal, 89(2), 119-124.
Beach, R., & Marshall, J. (1991). Teaching literature in the secondary school. Orlando, FL: Harcourt Brace Jovanovich.
Beach, L. W. (2000). Harry Potter and the Sorcerer’s Stone by J. K. Rowling. New York: Scholastic Inc.
Beliavsky, N. (2001). English through opera. The Journal of the Imagination in Language Learning and Teaching, 6. Retrieved December 2, 2003, from http://www.njcu.edu/cill/vol6/beliavsky.html
Benton, M. & Fox, G. (1985). Teaching literature: Nine to fourteen. Oxford: Oxford University Press.
Bernhardt, E. B. (1995). Teaching literature or teaching students?
ADFL Bulletin, 26(2), 5-6.
Bernstein, R. (1999, Nov. 30). Examining the reality of the fantasy in the Harry Potter stories. New York Times, B1.
Birckbichler, D. W. & Muyskens, J. A. (1980). A personalized approach to the teaching of literature. Foreign Language Annals, 13, 23-27.
Bolger, G. & Hogaboam, G. (2002). Handbook for integrating reading with multiple intelligences. Retrieved December 2, 2003, from http://www.omlta.org/pdf/ Grade12HandbookFinaNovt2002lINTEGRATINGREADINGWI%85.pdf
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-492.
Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 20, 319-342.
Bortolussi, M. & Geissler, C. (1999). A Web-based approach to the teaching of world literature and culture. In C. -H. Ku (Chair), Proceedings of the third international conference on multimedia language education (pp. 187-203), Taipei: The Crane Publishing Co. Ltd.
Brown, H. D. (1994). Principles of language learning and teaching. 3rd ed. Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, H. D. (2000). Principles of language learning and teaching. 4th ed. New York: Longman.
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245.
Brualdi, A. (1998). Gardner’s theory. Teacher Librarian, 26(2), 26-28.
Brumfit, C. J. & Carter, R. A. (Eds.).(1986). Literature and language teaching. Oxford: Oxford University Press.
Bushman, J. H. & Bushman K. P. (1997). Using young adult literature in the English
classroom. Englewood Cliffs: Prentice-Hall.
Campbell, J. (1992). Laser disk portfolios: Total child assessment. Educational Leadership, 49(8), 69-70.
Campbell, L. & Campbell, B. (1999). Multiple intelligences and student achievement:Success stories from six schools. Alexandria, VA: Association for Supervision and Curriculum Development.
Campbell, L., Campbell, B. & Dickinson, D. (1996). Teaching & learning through mulitple intelligences. Massachusetts: Allyn & Bacon.
Carlisle, A. (2000). Reading logs: An application of reader-response theory in ELT. ELT Journal, 54(1), 12-19.
Carrel, P. (1985). Facilitating ESL reading by teaching text structure.
TESOL Quarterly, 19, 727-752.
Carrel, P. (1989). Some causes of text-boundedness and schema interference in ESL reading. In P. Carrel, J. Devine & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 101-113). New York: Cambridge University Press.
Carrel, P., Pharis, B. G., & Liberto, J. C. (1989). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19, 727-752.
Carter, R. & Long, M. N. (1991). Teaching literature. Harlow: Longman Group.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 71-83). Englewood Cliffs, New Jersey: Prentice/Hall International.
Chang, M. -L. (2000). Higher Education reforms in Taiwan, R.O.C. NAFSA’s 52nd annual conference: An update on education in Taiwan. Retrieved May 3, 2004, from http://www.tw.org/TaiwanUpdate.html
Chang, S. F. & Hung, S. C. (1999). Taiwanese English learners’ learning motivation and language learning strategies. In C. T. Huang (Chair), Proceedings of the sixteenth conference on English teaching and learning in the Republic of China (pp. 111-128), Taipei: The Crane Publishing Co. Ltd.
Chang, S. -M. (1991). Liang-man-shih-dai-qian ying-guo liang-man-wen-xue yu ying-yu-jiao-cai-jiao-fa zheng-he zhi chu-tan (A first look at the integration of British Pre-Romantic literature and ESL teaching methods浪漫時代前英國浪漫文學與英語教材教法整合之初探). In Y. —F. Lin et al. (Eds.), Papers from the seventh conference on English Teaching and Learning in the Republic of China (pp. 237-257). Taipei: The Crane Publishing Co. Ltd.
Chang, Y. -L. (1998). A study of adolescent literature in reading instruction.
Taipei: Caves Books.
Chang, Y. -L. (2003). Jian-gou Er-tong-wen-xue dao-du-xu-ni-xue-yuan﹘yi “Ha-li-po-te yu mo-fa-shi” xu-ni-xue-yuan wei-li (Construcing a virtual learning website for reading children literature﹘Take the virtual learning website of Harry Potter and the Sorcerer’s Stone as an example 建構兒童文學導讀虛擬學園─以「哈利波特與魔法石」虛擬學園為例). In K. —S. Yang (Chair), The proceedings of APAMALL 2003 and ROCMELIA 2003 (pp. 50-61). Taipei: The Crane Publishing Co. Ltd.
Chao, T. -C. (2000). Authentic assessment in the EFL school context: An MI-based model. Proceedings of the seventeenth conference on English teaching and learning in the Republic of China, (pp. 486-496). Taipei: The Crane
Publishing Co. Ltd.
Chao, T. -C. (2001). Teaching and learning English grammar through Multiple
Intelligences. Taipei: Shih-De Business Management Co., Ltd.
Chastain, K. (1988). Developing second language skills: Theory and practice. 3rd ed. New York: Harcourt Brace Jovanovich.
Checkley, K. (1997). The first seven…and the eighth: A conversation with Howard Gardner. Educational Leadership, 55(1), 8-13.
Chen, C. -C. (1993a). The reader and the text: Reading of English classics and teaching English. A research paper for National Science Council. (NSC82-0301-H017-008).
Chen, H. -C. (1993b). Effects of previewing and providing background knowledge on Taiwanwse students’ comprehension of American short stories. Unpublished doctoral dissertation. University of Minnesota.
Chen, H.-C. & Graves, M. F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29(4), 663-686.
Chen, I. -J. (2002). Language learning strategies used by high and low English proficiency students in a technology college. Unpublished master’s thesis. National Changhua University of Education.
Chen, Y. -H., Song, P. -T. & Huang, R. -Y. (2000). Ru-he pei-yu bo-ya de zhuan-ye wai(ying)-yu-ren-cai: Wen-hua wen-xue zai ji-zhi-ti-xi ying ban-yan de jiao-se (How to cultivate knowledgeable foreign language professionals: The role of culture and literature in the technological and vocational education system 如何培育博雅的專業外(英)語人才:文化文學在技職體系應扮演的角色). In D. Z. Chen (Chair), The proceedings of 2000 national workshop and conference on the application of English teaching (pp. 49-95). Taipei: The Crane Publishing Co.
Chi, F. -M. (1993). Shi-xi da-xue-sheng yue-du si-pian ying-wen duan-pian-xiao-shuo (An analysis of the process of university students reading four short stories試析大學生閱讀四篇英文短篇小說). In W. P. Li et al. (Eds.), Papers from the tenth conference on English teaching and learning in the Republic of China (pp. 387-415), Taipei: The Crane Publishing Co., Ltd.
Chi, F. -M. (1995). EFL readers and a focus on intertextuality. Journal of Reading, 38(8), 638-644.
Chi, F. -M. (1997). Tan-tao bing bi-jiao liang-hao yu bu-liang-hao gao-zhong-yue-du-zhe de yue-du-guo-cheng (A study and comparison of the reading process between good and bad senior high readers 探討並比較良好與不良好高中閱讀者的閱讀過程). In L. M. Huang (Chair), Proceedings of the fourteenth conference on English teaching and learning in the Republic of China (pp. 19-33). Taipei: The Crane Publishing Co., Ltd.
Chiang, H. -L. (1997). Teaching college English with feature films: A practical implementation of the whole language approach. Unpublished doctoral dissertation, National Taiwan Normal University.
Chien, Y. -W. (2001). Smart or not smart: Seeking multiple intelligences in Jane Austen’s Emma and Persuasion. Unpublished master’s thesis, Fu Jen Catholic University.
Chiou, C. -A. (2003). Literature and English teaching: Perceptions and practices of senior high school English teachers in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Christison, M. A. (1996). Teaching and learning languages through multiple intelligences. TESOL Journal, 6 (1), 10-14.
Christison, M. A. (1999). Multiple intelligences: Theory and practice in adult ESL. Retrieved July 13, 2004, from http://www.cal.org/ncle/DIGESTS/MI.htm
Chu, P. -M. (1996). A culture-aware approach to the teaching of foreign literature.
In T. H. Nash, J. W. -Y. Chiu & R. Schulte (Eds.), Papers from the eleventh conference on English teaching and learning in the Republic of China (pp. 247-263). Taipei: The Crane Publishing Co., Ltd.
Collie, J. & Slater, S. (1987). Literature in the language classroom. New York: Cambridge Universality Press.
Collin, R. & Cooper, P. J. (1997). The power of stow: Teaching through storytelling. Needham Heights, MA: A Viacom Company.
Coil, R. A. (1999). Multiple intelligences and computer assisted learning with adult learners: An examination of learner outcomes. Ann Arbor, Mich.: UMI.
Coreil, C. (2001). Dance: An inspiration for language in the ESL classroom. The Journal of the Imagination in Language Learning and Teaching, 6. Retrieved July 21, 2004, from http://www.njcu.edu/cill/vol6/bongiorno.html
Coustan, T. & Rocka, L. (1999). Putting theory into practice. Focus on Basics, 3(A), 21-24.
Culler, J. (1975). Structuralist poetics. Ithaca: Cornell University Press.
Dai, W. -Y. (2003). Duo-yuan-zhi-hui yu ying-yu-wen jiao-xue--Ren-zhi, jian-gou, chuangng-xin-dao-xiang (Multiple Intelligences and ESL teaching--Cognition, construction and innovation多元智慧與英語文教學─認知、建構、創新導向). Taipei: Shi-da-shu-yuan (師大書苑).
Davis, J. N., et al. (1992). Readers and foreign languages: A survey of undergraduate attitudes toward the study of literature. The Modern Language Journal, 76, 321-331.
Day, R. D. & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press,
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
Diaz-Lefebvre, R. (2004). Multiple intelligences, learning for understanding, and creative assessment: Some pieces to the puzzle of learning. Teachers College Record, 106(1), 49-57.
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Duff, A. & Maley, A. (1990). Literature. Oxford: Oxford University Press.
Dugan, J. (1997). Transactional literature discussions: Engaging students in the appreciation and understanding of literature. The Reading Teacher, 51(2), 86-96.
Elliott, R. (1990). Encouraging reader-response to literature in ESL situations.
ELT Journal, 44(3), 191-198.
Evangelia, G. (n.d.). Using literature in the EFL classroom. Retrieved June 26, 2002, from http://www.thrace-net.gr/bridges/gantidou.html
Fraser, L. (1997, June 28). Volumes of choice for the holiday. The Scotsman, p. 15.
Fujita-Starck, P. J. (1996). Motivations and characteristics of adult students: Factor stability and construct validity of the educational participation scale. Adult Education Quarterly, 47(1), 29-40.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.
Gan, Z., Humphreys, G. & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. The Modern Language Journal, 88(2), 229-244.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.
New York: Basic Books.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1993a). Frames of mind: The theory of multiple intelligences. Tenth-anniversary ed. New York: Basic Books.
Gardner, H. (1993b). Multiple intelligences: The theory in practice.
New York: Basic Books.
Gardner, H. (1999). Intelligences reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gardner, R. C. & MacIntyre, P. D. (1992). A student’s contribution to second language learning. Part I: Cognitive variables. Language Teaching, 25, 211-220.
Gerber, U. (1990). Literary role play. ELT Journal, 44(3), 199-203.
Glasgow, J. N. (1996). Motivating the tech prep reader through learning styles and adolescent literature. English Journal, 39(5), 358-367.
Glasgow, J. N. (1999). Recognizing students’ multiple intelligences in cross-age study buddy journals. English Journal, 88(6), 88-96.
Gottleib, M. (1995). Nurturing student learning through portfolios. TESOL Journal, 5(1), 12-14.
Grabe, W. & Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education.
Guerin, W. L., et al. (1979). A handbook of critical approaches to literature. 2nd ed. New York: Harper & Row.
Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.
Harper, S. N. (1988). Strategies for teaching literature at the undergraduate level. The Modern Language Journal, 72(4), 402-408.
Harste, J. C. (1988). Good writers as informants. Reading-Canada-Lecture, 6, 28-36.
Heyman, D. (Producer), & Columbus, C. (Director). (2001). Harry Potter and the sorcerer’s stone [Motion picture]. United States: Warner Bros.
Hill, J. (1986). Using literature in language teaching. London: Macmillam.
Hino, N. (1988). Yakudoku: Japan’s dominant tradition in foreign language learning. JALT Journal, 10(1&2), 45-55.
Hirvela, A. & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal, 42(3), 179-184.
Hopper, B. & Hurry, P. (2000). Learning the MI way: The effects on students’ learning of using the theory of multiple intelligences. Pastrol Care in Education, 18(4), 26-32.
Houdson, T. (1989). The effects of induced schemata on the ‘short circuit’ in L2 reading: Non-decoding factors in L2 reading performance. In P. Carrel, J. Devine & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 183-205). New York: Cambridge University Press.
Hsieh, L. -T. (2003). Teaching strategies and applications for westerner literature. Selected papers from the twelfth international symposium on English teaching, (pp. 371-381). Taipei: The Crane Publishing Co. Ltd.
Hsu, M. -C. (2002). Ying-yu-ke duo-yuan-zhi-hui jiao-xue yan-jiu: yi xi-ju-zuo-pin wei ti-cai (A Multiple Intelligences approach to teaching English: Drama as the teaching materials英語科多元智慧教學研究─以戲劇作品為題材). Taichung: The Training Institute for Secondary Schools Teachers in Taiwan, Ministry of Education.
Huang, H. -T. (2003). An application of the Multiple Intelligences (MI) Mode in EFL literature instruction in a senior high school: The novel The Phantom of the Opera as demonstration. Unpublished master’s thesis, National Kaohsiung Normal University.
Huang, Y. -H. (1997). Readers Theater and multicultural children’s literature in the language classroom. A research paper for National Science Council, Executive Yuan. (NSC86-2411-H128-001).
Hung, C. -H. (1997). Cong ji-zhi-xue-yuan ying-wen-jiao-shi de guan-dian tan-tao
wo-guo ji-zhi-ti-xi zhi ying-yu-jiao-xue (A study of teaching English as a foreign language in the technological and vocational education system from the perspectives of English Teachers of Technology Institute in Taiwan 從技職學院英文教師的觀點探討我國技職體系之英語教學). A research paper for National Science Council, Executive Yuan. (NSC86-2411-H-224-004).
Hung, C. -H. (1998). Zhuan-ke-xue-xiao ying-yong-wai-yu-ke ying-wen-jiao-shi dui ying-yu-wen jiao-yu-guan-dian zhi yan-jiu (Junior college English teaches’
perspectives of English education 專科學校應用外語科英文教師
對英語文教育觀點之研究). Taipei: The Crane Publishing Co. Ltd.
Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore: Johns Hopkins University Press.
Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(1), 6-9.
Jeng, H. -S. (1993). Ying-yu-jiao-xue, ying-mei-wen-xue, ying-yu-yu-yan-xue de san-jiao-guan-xi (A triangle relationship among ESL teaching, British and American literature, and English linguistics 英語教學、英美文學、英語語言學的三角關係). In W. -P. Li, Y. —M Yin, H. —H. Chang, B. —I. Lin & C. —Y. Lin (Eds.), Papers from the tenth conference on English teaching and learning in the Republic of China (pp. 291-308), Taipei: The Crane Publishing Co. Ltd.
Jerry, C. (1994). A new model for teaching literature classes. THE Journal, 22 (1), 55-57.
Johnson, P. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16 (4), 503-516.
Kallenbach, S. & Viens, J. (2004). Open to interpretation: Multiple intelligences theory in adult literacy education. Teachers College Record, 106(1), 58-66.
Katchen, J. (1996). Using authentic video in English language teaching: Tips for Taiwan’s teachers. Taipei: The Crane Publishing Co. Ltd.
Kauffmann, R. A. (1996). Writing to read and reading to write: Teaching literature in the foreign language classroom. Foreign Language Annals, 29(3), 396-402.
Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154.
Kirschenbaum, R. J. (1995). An interview with Howard Gardner. In R. Fogarty & J. Bellanca (Eds.), Multiple intelligences: A collection (pp. 3-24). Arlington Heights, Illinois: IRI/Skylight Training and Publishing.
Knowles, M., Holton, E. F. & Swanson, R. (1998). The adult learner. 5th ed. Houston: Gulf Publishing Company.
Koening, J. M. & Zorn, C. R. (2002). Using storytelling as an approach to teaching and learning with diverse students. Journal of Nursing Education, 41(9), 393-399.
Kornhaber, M. L. (2004). Multiple intelligences: From the ivory tower to the dusty classroom﹘But why? Teachers College Record, 106(1), 67-76.
Kramsch, C. (1985). Literary texts in the classroom: A discourse. Modern Language Journal, 69(4), 356-366.
Krashen, S. D. & Terrell, T. D. (1988). The natural approach: Language acquisition in the classroom. New York: Prentice-Hall.
Kuo, P. -Y. (2003). Reborn from despair: Multiple intelligences in the life of Robinson Crusoe. Unpublished master’s thesis. Fu Jen Catholic University.
Lake, R. (2002-03). Enhancing acquisition through music. The Journal of the Imagination in Language Learning and Teaching, 7. Retrieved July 21, 2004, from http://www.njcu.edu/cill/vol7/lake.html
Langer, J. A. (1984). Literary instruction in American schools: Problems and perspectives. American Journal of Education, 93, 107-132.
Langer, J. A. (1990). Understanding literature. Language Arts, 67, 812-816.
Lazear, D. (1992). Teaching for multiple intelligences. Bloomington, Indiana:Phi Delta Kappa Educational Foundation.
Lazear, D. (1999). Multiple intelligence approaches to assessment: Solving the
assessment conundrum. Tucson, Arizona: Zephyr Press.
Lazar, G. (1990). Using novels in the language-learning classroom. ELT Journal, 44(3), 204-214.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. New York: Cambridge UP.
Leib, S. (1991). Principles of adult learning. Retrieved July 10, 2004, from http://honolulu.hawaii.edu/intranet/commitees/FacDevCom/guidebk/teachtip/adults-2.htm
Lewis, C. S. (1997). Interactive multimedia brings new possibilities to adult learning. Adult Learning, 8(5&6), 23-25.
Liang, L. -J. (2001). The relationship among self-directed learning, learning motivation, learning strategies and self-concept on the in-service students in the technology college. Unpublished master’s thesis, National Changhua University of Education.
Liaw, M. -L. (2001). Exploring literary response in an EFL classroom. Foreign Language Annals, 34 (1), 35-59.
Lightbown, P. M. & Spada, N. (1999). How languages are learned. 2nd. ed. Oxford: Oxford UP.
Lin, C. -C., Chen, H. -C., Huang, Y. -K, & Wang, A. -L. (2001). Dou-yuan-hua-nei-han yu jiao-xue-ke-ji zheng-he dui da-yi ying-yu-wen jiao-xue zhi ying-xing: Da-yi-ying-wen yu ying-yu-yu-yan-lian-xi jiao-cai-jiao-fa yan-jiao (An investigation of the effects of the integration of multiple perspectives with instructional technology on Freshmen English learning: A study of teaching Freshmen English and English materials for language learning多元化內涵與教學科技整合對大一英語文教學之影響:大一英文與英語語言練習教材教法研究). Taipei: Ministry of Education.
Lin, L. -Y. (2002). The effects of featured films upon learners’ motivation, listening comprehension performance and speaking skills: The learner-centered approach. Taipei: The Crane Publishing Co. Ltd.
Lin, M. -S. (1996). Computered-assisted literature studies: Limitations and Prospects. A collection of papers presented in the third conference of English teaching / research and computer information (pp. 107-115). Taipei: English Teachers’ Association.
Lin, P. -Y. (2000). Multiple intelligences theory and English language teaching. Retrieved July 10, 2004, from http://highschool.english.nccu.edu.tw/
paper/ying.doc
Lin, S. -O. (1991). Zheng-shi du-zhe--Cong du-zhe-fan-ying-ping-lun de-dao de qi-shi (Focus on readers--Inspirational ideas from reader-response criticism 正視讀者─從讀者反應評論得到的啟示). In Y. -H. Shih, et al. (Eds.), Papers from the seventh conference on English teaching and learning in the Republic of China (pp. 89-101), Taipei: English Department, National Taiwan Normal University.
Lin, Y. -F. (1991). Yu-yan yu wen-xue de chong-tu? Wai-wen-xi-ke-cheng yu jiao-xue
de yi-xie ji-ben-wen-ti (Conflicts between language and literature? Some basic
questions about the foreign language curriculum and teaching 語言與文學的衝
突?外文系課程與教學的一些基本問題). In Y. -H. Shih, et al. (Eds.), Papers
from the seventh conference on English teaching and learning in the Republic of
China (pp. 27-35), Taipei: English Department, National Taiwan Normal University.
Lindeman, E. C. (1989). The meaning of adult education. Norman: Oklahoma.
Liu, C. -H. (1991). Wen-xue/yi-shu yu xi-fang-wen-hua﹘da-xue ying-mei-wen-xue-jiao-xue zhi ling-yi-zhong fang-xiang (Literature/ art and western culture--Another direction for teaching British and American literature in university 文學/藝術與西方文化─大學英美文學教學之另一種方向). In Y. -H. Shih, et al. (Eds.), Papers from the seventh conference on English teaching and learning in the Republic of China (pp. 63-87), Taipei: English Department, National Taiwan Normal University.
Liu, C. -H. (1991). Ying-mei-wen-xue (shi) ke-cheng de chong-xin gui-hua yu shi-shi (The curriculum of British and American literature: A new plan and implementation 英美文學(史)課程的重新規劃與實施). Retrieved August 12, 2004, from http://www.srcs.nctu.edu.twjoyceliu/mworks/mw-litcomment/ CurriculumRevision.htm
Livingston, L. (2003). Motivational strategies: The outcome starts here. The American Music Teacher, 53(2), 35-36.
Long, M. N. (1986). A feeling for language: The multiple values of teaching literature. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 42-59). Oxford: Oxford University Press.
Ma, G. (1991). Ren-shi hou-xian-dai: Yi-ci yi-bai-fen-zhong de jiao-xue-jing-yan (Understanding Postmodernism: A teaching experience for 100 minutes 認識後現代:一次一百分鐘的教學經驗). In Y. -H. Shih, et al. (Eds.), Papers from the seventh conference on English teaching and learning in the Republic of China (pp. 119-134), Taipei: English Department, National Taiwan Normal University.
Maram, K. (1996). The student centered classroom: A model for teaching literature.
In T. H. Nash, J. W. -Y. Chiu & R. Schulte (Eds.), Papers from the eleventh conference on English teaching and learning in the Republic of China (pp. 375-381). Taipei: the Crane Publishing Co., Ltd.
Martin, G. P. & Carter, B. (2000). Maximizing multiple intelligences through multimedia: A real application of Gardner’s theories. Multimedia Schools, 7(5), 28-33.
McAlpine, C. G. (1995). An analysis of the new criticism and reader response theories of criticism with implications for teching literature in thesecondary schools.
Ann Arbor, Mich.: UMI.
Mckay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 191-198). Oxford: Oxford University Press.
Mokhtari, K. & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
Muyskens, J. A. (1983). Teaching second-language literature: Past, present, and future. Modern Language Journal, 67, 413-23.
Nel, P. (2001). JK Rowling’s Harry Potter novels: A reader’s guide. New York: The Continuum International Publishing Group.
Nelson, G. (1991). Internet/Web-based instruction and multiple intelligences. Educational Media International, 35(2), 90-94.
Nikolajeva, M. (1986). Harry Potter--A return to the romantic hero. In E. E. Heilman (Ed.), Harry Potter’s world: Multidisciplinary critical perspectives (pp. 125-140). New York: RoutledgeFalmer.
Norris, R. W. (1994). Getting students more personally involved: An alternative to the Yakudoku and lecture-dominated methods of teaching literature and reading. Fukuoka Women’s Junior College Studies, 48, 25-38.
Norris, R. W. (1995). Getting students more personally involved in their reading and literature classes: A case study. Fukuoka Women’s Junior College Studies, 49, 35-48.
Nystrand, M., Gamoran, A. & Heck, M. J. (1993). Using small groups for response to and thinking about literature. English Journal, 82, 14-22.
O’Malley, J. M. (1987). The effects of training in the use of learning strategies on learning English as a second language. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 133-144). Englewood Cliffs, New Jersey: Prentice/Hall International.
Osick, S. Y. & Milheim, W. D. (2001). Multiple intelligences and the design of Web-based instruction. International Journal of Instructional Media, 28 (4), 335-361.
Oster, J. (1989). Seeing with different eyes: Another view of literature in ESL class. TESOL Quarterly, 23, 85-103.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.
Oxford, R. L., Park-Oh, Y., Ito, S., & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, gender, course level, and previous language learning experience on Japanese language achievement. Foreign Language Annals, 26, 359-371.
Perrine, L. (1974). Literature: Structure, sound, and sense. 2nd ed. New York:
Harcourt brace Jovanocich, Inc.
Probst, R. E. (1987). Transactional theory in the teaching of literature. Retrieved November 11, 2003, from http://www.ericfacility.net/databases/ERIC_Digests
/ed284274.html
Purves, A. (1981). Reading and literature: American achievement in international perspective. Urbana, IL: National Council of Teachers of English.
Richards, J. C., Platt, J. & Platt, H. (1992). Longman dictionary of language teaching & applied linguistics. 2nd. ed. Harlow: Longman Groups.
Richison, J. D., Hernandez, A. C. & Carter, M. (2002). Blending multiple genres in theme baskets. English Journal, 92(2), 76-81.
Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale and Edwardsville: Southern Illinois University Press.
Rosenblatt, L. M. (1995). Literature as exploration. 5th ed. New York: The Modern Language Association of America.
Rowling, J. K. (1997). Harry Potter and the philosopher’s stone. London: Bloomsbury.
Rowling, J. K. (1999). Harry Potter and the sorcerer’s stone. New York: Scholastic Press.
Ruggieri, C. A. (2002). Multigenre, multiple intelligences and transcendentalism. English Journal, 92(2), 60-68.
Samuel, M. (1995). Using versions of literary texts to improve comprehension. TESOL Journal, 4(3), 21-23.
Shang, H. -F. (2000). A collaborative model of content-based instruction in the literature. A research paper for National Science Council. (NSC89-2411-H214-005).
Shih, S. -C. (1991). Ying-mei-wen-xue yu ying-yu-jiao-xue: Ying-yu-xi de jiao-cai, jiao-xue, du-zhe-jian hu-dong-guan-xi de tan-tao (British / American literature and ESL teaching: An investigation of the interactive relationships among teaching materials, teaching method, and readers 英美文學與英語教學:英語系 的教材、教學、讀者間互動關係的探討). In Y. -H. Shih, et al. (Eds.), Papers from the seventh conference on English teaching and learning in the Republic of China (pp. 367-388), Taipei: English Department, National Taiwan Normal University.
Short, M. H. & Candlin, C. N. (1986). Teaching study skills for English literature. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 89-109). Oxford: Oxford University Press.
Showalter, E. (2003). Teaching literature. Oxford: Blackwell Publishing.
Shrum, J. L. & Glisan, E. W. (1994). Teacher’s handbook: Contextualized language instruction. Boston, Massachusetts: Heinle and Heinle Publishers.999
Sinder, D. P. (2001). Multiple intelligences theory and foreign language teaching.
Ann Arbor, Mich.: UMI.
Smith, M. W. (1997). Playing by the rules. In P. J. Rabinowitz & M. W. Smith, Authorizing readers: Resistance and respect in the teaching of literature, (pp. 73-87). New York: Teachers College Press.
Sommers, J. (1997). Portfolios in literature courses: A case study. Teaching English in the Two Year College, 24(3), 220-234.
Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps.
TESOL Quarterly, 19(4), 703-725.
Stansell, J. W. (n. d.). The use of music in learning languages: A review. Retrieved December 2, 2003, from http://www.mste.uiuc.edu/courses/ci407su02/students/
stansell/Literature%20Review%201.htm
The Language Training & Testing Center (財團法人語言訓練測驗中心). (2001). Quan-min-ying-yu-neng-li-fen-ji-jian-ding-ce-yan: Jiu-shi-nian di-yi-ci chu-ji-ce-yian chu-fu-shi-cheng-ji tong-ji-bao-gao (General English Proficiency Test (GEPT): A report of the statistical results of the first GEPT for the elementary level, 1st & 2nd tests 全民英語能力分級檢定測驗:九十年第一次初級測驗初、複試成績統計報告). Retrieved June 24, 2004, from http://www.lttc.ntu.edu.tw/research/statistics/90年度初級研究報告.pdf
The Language Training & Testing Center (財團法人語言訓練測驗中心). (2001). General English Proficiency Test: Elementary level-1. Taipei: LTTC.
The Language Training & Testing Center (財團法人語言訓練測驗中心). (2003). General English Proficiency Test: Elementary level-2. Taipei: LTTC.
Thompson, B. R. & Thornton, H. J. (2002). The transition from extrinsic to intrinsic motivation in the college classroom: A first-year experience. Education, 122(4), 785-792.
Ting, K. -Y. (2003). Internet application in project work from the view of the Multiple Intelligences theory. In K. -S. Yang (Chair), The proceedings of APAMALL 2003 and ROCMELIA 2003 (pp. 416-435). Taipei: The Crane Publishing Co. Ltd.
Tierney, R. J., Readence, J. E. & Dishner, E. K. (1995). Reading strategies and
practices: A compendium. 4th. ed. Boston: Allyn and Bacon.
Tsou, P. -Y. (2001). Teaching the excerpted short stories in senior high school
textbooks in Taiwan. Unpublished master’s thesis. National Kaohsiung Normal University.
Tung, C. -H. (1990). Cong “wen-xue-xing” tan yu-yan yu wen-xue-jiao-xue (A study
of language and literature from the perspective of “literariness” 從「文學性」
語言與文學教學). In Y. —F. Lin et al. (Eds.), Papers from the seventh conference on English Teaching and Learning in the Republic of China (pp. 1-10),
Taipei: The Crane Publishing Co. Ltd.
Veenema, S. & Gardner, H. (1996). Multimedia and multiple intelligences. The American Prospect, 29(7). Retrieved July 13, 2004, from http://www.prospect.org/print/V7/29/veenema-s.html
Vincent, M. & Burnette, C. (1986). Simple text and reading text. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 208-222). Oxford: Oxford University Press.
Vries, A. (1974). Dictionary of symbols and imagery. 2nd ed. Amsterdam: North-Holland Publishing Company.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: The MI Press.
Walters, J. & Gardner, H. (1995). The development and education of intelligences. In R. Fogarty & J. Bellanca (Eds.), Multiple intelligences: A collection (pp. 51-76). Arlington Heights, Illinois: IRI/Skylight Training and Publishing.
Weber, E. (n.d.). Five-phrase to PBL: MITA (Multiple Intelligences Teaching Approach) model for redesigned higher education. Retrieved November 11, 2003, from http://www.newhorizons.org/strategies/mi/weber3.htm
Widdowson, H. G. (1983). Talking shop: H.G. Widdowson on literature and ELT.
ELT Journal , 37 (1): 30-35.
William, J. (2001). Harry Potter and the sorcerer’s stone [CD]. United States:
Warner Bros.
Winograd, P. & Hare, V. C. (1988). Direct instruction of reading comprehension
strategies: The nature of teacher explanation. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction,and evaluation (pp. 121-139). San Diego, CA: Academic Press, Inc.
Wiske, M. S. (Ed.). (1998). Teaching for understanding. San Francisco: Jossey-Bass Publishers.
Wood, D. J. (1995). Film communication theory and practice in teaching English as a foreign language. New York: The Edwin Mellen Press.
Wood, D. J. (1997). Film communication: One potential of literature in language teaching. In M. -S. Lin & Y. -N. Liang (Eds.), The proceedings of the sixth international symposium on English Teaching (pp. 573-584). Taipei: The Crane Publishing Co. Ltd.
Wood, S. N. & Quackenbush, K. (2001). The sorcerer’s stone: A touchstone for readers of all ages. English Journal, 90(3), 97-103.
Xu, X. -J. (1999). Preparing for teaching literature in English in China: Three approaches. Ann Arbor, Mich.: UMI.
Yang, L. -C. (2004). The pedagogical implications of using Chinese American literary texts in Taiwan’s EFL classroom. Journal of Taipei Municipal Teachers College, 35(2), 47-60.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE