活動手冊 - 開南大學

2008 年開南大學應用英語學系學術研討會 

2008 National Conference on ESP 

研討會手冊 

Handbook 

研討會日期 : 

Conference Date: 

研討會地點 : 

Venue: 

主辦單位 : 

Conference Organizer: 

民國 97 年 5 月 17 日 ( 星期六 ) 

May 17, 2008 (Sat.) 

開南大學至誠樓國際會議廳 

Conference Room, ZhiCheng Hall, KNU 

開南大學應用英語學系 

Department of Applied English, KNU

目錄 

Content 

壹、論文徵稿 Call for Papers.....................................................................1 

貳、研討會議程 Agenda ............................................................................5 

参、議事規則 Rules of Procedure ..............................................................8 

肆、論文摘要集 Abstract ...........................................................................9 

Session I / Room 1................................................................................10 

Session I / Room 2................................................................................18 

Session II / Room 1 ..............................................................................28 

Session II / Room 2 ..............................................................................34 

Session III / Room 1.............................................................................41 

Session III / Room 2.............................................................................49 

伍、學術研討會報名表 Registration Form .............................................55 

陸、通訊錄 Contact Information ..............................................................56 

柒、開南大學交通資訊 ...........................................................................58 

捌、開南大學平面圖 .................................................................................60 

玖、工作人員 .............................................................................................61 

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主辦單位 : 開南大學應用英語學系 

會議時間 :2008 年 5 月 17 日 

會議地點 :33857 桃園縣蘆竹鄉開南路一號至誠樓會議廳 

★ 會議主題 

期待與挑戰 - 跨文化與跨領域的 ESP 教學 

★ 大會主旨 

分享現今英語教學的問題與解答 

提昇教師與學生對跨文化溝通的能力 

討論以學生需求為導向的課程設計與教學目標 

★ 徵稿範圍 

◇ 語言與文化 

◇ 課程設計 

◇ 師資訓練與評鑑 

◇ 跨領域教學 

◇ESP/EAP 

◇ 語言教學與評量 

◇ 畢業門檻 

◇ 理論與應用 

★ 稿件規定 

◇ 請採用 APA (American Psychological Association) 論文格式 

◇WORD 電子格式 , 英文及數字為新羅馬體 (Times New Roman), 

文字大小為 12 號 

◇ 摘要以 500 字為限 

★ 使用語言 

◇ 英文 

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★ 重要日期 

◇ 摘要繳交期限 :2008 年 3 月 21 日 

◇ 摘要接受通知 :2008 年 3 月 26 日 

◇ 全文繳交期限 :2008 年 5 月 3 日 

★ 郵寄地址或聯絡人 

338 桃園縣蘆竹鄉開南路 1 號 

03-3412500 ext. 3602, 3601 

謝珉琍小姐 

mlhsieh@mail.knu.edu.tw 

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CALL FOR PAPERS 


Department of Applied English 

Kainan University 

Theme: 

Interest and Expectations: Intercultural and Interdisciplinary ESP Teaching and 

Learning in Taiwan. 

Objectives: 

• To share problems and solutions of English teaching today 

• To equip teachers and students with updated cultural competence 

• To propose and discuss demands-oriented curriculum design and teaching 

objectives 

Issues: 

• Language and Culture 

• Curriculum Design 

• Teacher training and evaluation 

• Interdisciplinary issues 

• ESP/EAP 

• Language teaching and assessment 

• Theory and application 

• Graduation requirement 

Date: 

May 17 (Saturday), 2008 

Venue: 

ZhiCheng Hall, Kainan University 

Require Format: 

• APA (American Psychological Association) 

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• WORD, Times New Roman, Size12 

• Abstract length 500 words 

Language: 

English 

Important Dates to Remember: 

• Abstract due date: March 21, 2008 

• Abstract acceptance notice: March 26, 2008 

• Full paper due date: May 3, 2008 

Mailing Address: 

• No. 1 Kainan Road, Luzhu, Taoyuan County 338 

Taiwan 

• mlhsieh@mail.knu.edu.tw 

Contact Person: 

Lily Hsieh 

03-341 2500 Ext. 3602 

mlhsieh@mail.knu.edu.tw 

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2008 年開南大學應用英語學系學術研討會議程 


Conference Agenda 

日期 : 民國 97 年 5 月 17 日 ( 星期六 ) 

Date: May 17, 2008 (Sat.) 

地點 : 至誠樓國際會議廳 (A105) 

Venue: Conference Room, ZhiCheng Hall, KNU 

時間 

Time 

8:20 - 9:00 

9:00 - 9:15 

9:20 - 9:40 

9:40 - 10:00 

10:00 - 10:20 

10:20 - 10:40 

9:20 - 9:40 

9:40 - 10:00 

活動內容 

Activity 

報到 

Registration 

開幕 Opening 

主持人 : 郭明政開南大學人文社會學院院長 

Session I 

Room 1 

主持人 : 王旭元智大學應用外語學系主任 

講題 :Cultural Identity and Language Policy: A Phenomenon in Taiwan 

發表人 : 車蓓群副教授 ( 開南大學 ) 

鄒佳森研究生 ( 開南大學 ) 

講題 :Pedagogical Ethics and the Spirit of Capitalism 

發表人 :Jonathan Butler 助理教授 ( 開南大學 ) 

講題 :A Close Look at Learning Strategy Uses in Writing Skills among 

Technological College EFL Students 

發表人 : 高千文研究生 ( 屏東商業技術學院 ) 

講題 :The Influence of Learners’ Field Independent and Field Dependent 

Cognitive Styles on Contextualized Vocabulary Learning 

發表人 : 簡宜榛研究生 ( 中原大學 ) 

李家遠副教授 ( 中原大學 ) 

謝怡娟助理教授 ( 清雲科技大學 ) 

Session I 

Room 2 

主持人 : 楊泰雄中山大學教授 

講題 :Global English/Local English: The Globalization of English and its 

Implications for Teachers and Learners in Taiwan 

發表人 :Ian Clarke 助理教授 ( 開南大學 ) 

講題 :Waiting for Godot: ESP Tutors as a Way out of the AED’s Dilemma 

發表人 : 周茂林助理教授 ( 開南大學 ) 

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10:00 - 10:20 

10:20 - 10:40 

10:45 - 11:00 

11:05- 11:25 

11:24 - 11:45 

11:45 - 12:05 

12:05 - 12:25 

11:05- 11:25 

11:24 - 11:45 

11:45 - 12:05 

12:05 - 12:25 

12:30 - 13:30 

講題 :Peer Pressure and the Reticence to Speak English 

發表人 :John Jenkins 助理教授 ( 開南大學 ) 

講題 :A Study of Student’s Perception and Efficiency of Learning 

Translation---Chinese to English and English to Chinese 

發表人 : 陳漢盺助理教授 ( 開南大學 ) 

李如苓研究生 ( 開南大學 ) 

龐滿銘研究生 ( 開南大學 ) 

林玉清研究生 ( 開南大學 ) 

茶敘 

Tea Break 

Session II 

Room 1 

主持人 : 李振清世新大學講座教授 

講題 :EFL Teachers’ Beliefs and Practices about Classroom Assessment: Benefits 

and Difficulties 

發表人 : 楊存莉博士 (University of Iowa) 

講題 :Linking Assessment to Instruction: An Exploratory Study on Business 

English 

發表人 : 林翰儀講師 ( 政治大學 ) 

講題 :Oral Participation in the EFL Classroom 

發表人 :Stefano A. DeCaro 博士 (Northeastern University) 

講題 :The Revolutionary Epoch of English Teaching with the Advent of YouTube 

發表人 : 李家遠副教授 ( 中原大學 ) 

Session II 

Room 2 

主持人 : 戴維揚中國科技大學講座教授 

講題 :Language and Culture, ESP in Taiwan 

發表人 :Wolfgang B. Sperlich 助理教授 ( 開南大學 ) 

講題 :Justifying Standard English: Criticizing an Introductory Textbook Dogma 

發表人 :Brian Zamulinski 助理教授 ( 開南大學 ) 

講題 :Teaching Multiculturalism in Freshman English Course Through Reading a 

Short Story 

發表人 : 李長春講師 ( 師範大學 ) 

講題 :How to Apply Drama Activities to Boost English Language Teaching and 

Learning 

發表人 : 許美惠助理教授 ( 文藻外語學院 ) 

午餐 

Lunch 

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13:35 - 13:55 

13:55 - 14:15 

14:15 - 14:35 

14:35 - 14:55 

13:35 - 13:55 

13:55 - 14:15 

14:15 - 14:35 

15:00 

Session III 

Room 1 

主持人 : 陳彥豪台北大學教授兼國際談判及同步翻譯中心主任 

講題 :Mathematical Equations in English: An Important Element of ESP for 

Engineering Majors 

發表人 :Carol Troy ( 大葉大學 ) 

Syou-Rung Tsau ( 大葉大學 ) 

講題 :Advance Organizers and Bilingual Subtitles on College Students’ Listening 

Performance---A Pilot Study 

發表人 : 張理宏助理教授 ( 屏東教育大學 ) 

吳泰緯研究生 ( 屏東教育大學 ) 

講題 :EFL Learners’ Sound-links and Sound-drops in Reading Aloud---A Case 

Study 

發表人 : 劉凱莉助理教授 ( 開南大學 ) 

王大建助理教授 ( 開南大學 ) 

講題 :The Effects of Internet Upon Chinese Immigrants’ Attributional 

Confidence: taking Chinese immigrants from China and Hong Kong in 

Austin, TX as an example 

發表人 : 黃葳威教授 ( 政治大學 ) 

Session III 

Room 2 

主持人 : 車蓓群開南大學應用英語學系主任兼所長 

講題 :Case Studies in Teaching English in Different Cultural Contexts 

發表人 :Roman Stroppetti 助理教授 ( 開南大學 ) 

講題 :Difficulties Foreign Spouse Encounter in Teaching Children Mandarin: A 

Cross-cultural Study 

發表人 : 邱聖雯研究生 ( 開南大學 ) 

講題 :A Workshop for the Obvious: Reading, Reading Books and Technical 

English 

發表人 :Evan Schmidt 助理教授 ( 開南大學 ) 

閉幕 

Ending 

* 備註 : 發表人之排序係按照摘要之作者名稱先後。 

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議事規則 

Rules of Procedure 

發表時間 : 十五分鐘發表 , 五分鐘討論 

Please limit the presentation time of each paper within 15 minutes 

and allow 5 minutes for questions or discussion. 

響鈴規則 : 十三分鐘時 , 響鈴一聲 ; 十五分鐘到 , 響鈴兩聲 , 

請結束發表。 

Bell will ring once after 13 minutes of presentation and twice after 

15 minutes. Please then finish the presentation. 

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論文摘要集 

Abstract 

第一場 /Room1 

★ 主持人 : 王旭元智大學應用外語學系主任 

☆ 講題 :Cultural Identity and Language Policy: A Phenomenon in Taiwan 

發表人 : 車蓓群副教授 ( 開南大學 ) 

鄒佳森研究生 ( 開南大學 ) 

☆ 講題 :Pedagogical Ethics and the Spirit of Capitalism 

發表人 :Jonathan Butler 助理教授 ( 開南大學 ) 

☆ 講題 :A Close Look at Learning Strategy Uses in Writing Skills among 


發表人 : 高千文研究生 ( 屏東商業技術學院 ) 

☆ 講題 :The Influence of Learners’ Field Independent and Field Dependent 


發表人 : 簡宜榛研究生 ( 中原大學 ) 

李家遠副教授 ( 中原大學 ) 

謝怡娟助理教授 ( 清雲科技大學 ) 

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Session I 

Venue: Room 1 

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Cultural Identity and Language Policy: A Phenomenon in Taiwan 

Pei-Chun Che, Ph.D. 

Chair/Associate Professor 



Chia-Sen Tsou 

Graduate Program 



Abstract 

Language is often regarded as the foundation stone that represents a person’s 

cultural identity. Like many countries, the diverse ethnic groups make Taiwan a 

multilingual as well as multicultural society. However, the diversity seems gradually 

disappearing as kids in new generations tend to speak Mandarin only as their mother 

tongue. Most Holoh (Taiwanese speakers), Hakka, and the aboriginal children are 

losing the interests in and the ability of speaking their own language. 

Authors of this paper are interested in investigating how this phenomenon 

associates with children’s language preference and perception. Thus, a pilot and a main 

study were conducted with six graders from urban as well as rural areas to see how five 

most commonly used languages are associated with certain educational level, 

professions, and/or even characters. The five languages are aboriginal language, Hakka, 

Taiwanese, Mandarin, and English. A questionnaire was given to students and the 

result was analyzed. 

The result shows the majority of the participants speak Mandarin at home. They 

also tend to hold a bias against the languages like Hakka, Taiwanese, and aboriginal 

languages rather than Mandarin and English. The combination of language policy in the 

past and extensive foreign language contact today may have contributed to this result. 

Of course, further inquiry and investigation is needed to confirm this preliminary 

finding, however alarming it might be. Finally, authors of this paper believe the 

research finding can lead us to understand the general perception of young generations 

nowadays and the gravity of their language bias, if there is any. Hopefully, the result 

can provide a valuable data to the planning of language education and language policy 

making. 

Key Words: Language policy, language education, cultural identity 

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Pedagogical Ethics and the Spirit of Capitalism 

Jonathan Butler, Ph.D. 

Assistant Professor 



Abstract 

This paper, incorporating a very explicit allusion to Max Weber’s celebrated 

treatise, The Protestant Ethic and the Spirit of Capitalism, seeks to use Weber’s 

well-known thesis as a starting point, a springboard of sorts, with the key difference 

being the subject of inquiry—pedagogical ethics instead of the protestant ethic—in 

relation to capitalism. Furthermore, the focus of this paper narrows the scope of 

capitalism to a field of terrain comprised solely of the material, imaginative projections 

that contemporary undergraduate students engage in as they consider their future lives 

after graduation. In short, what dreams of wealth inhabit the minds of our students and 

how does our teaching affect these dreams? 

Like Weber over one hundred years before me, I would like to suggest that an 

ostensible opposition is counterfactual. For Weber, the protestant work ethic, 

long-considered to be the nemesis of capitalist ideology—eschewing as it seemed to do 

the trappings of wealth, decadence and grandiosity—is actually a contributing factor to 

capitalist development. Similarly, it has long been assumed that academic teaching 

inhabits a realm far from capitalist concerns, that the “true” teacher, hermetically sealed 

in his lofty “ivory tower,” oblivious to the crass goings-on of materialist culture, 

instills in his or her students a love of learning for its own sake which is independent of 

the instrumental uses of knowledge comprising the capitalist world. Nothing, I would 

like to suggest, could be further from the truth. 

Widely-acclaimed American critic and novelist John Fowles once observed the 

remarkable irony that professors of literature spend their entire lives instilling in their 

students a hatred of bourgeois culture—the very culture in which these students will 

have to make a livelihood for themselves. Granted, most of modernist literature does 

indeed embody a conscious distaste for consumer culture, for the sorry life of the 

masses in general, elevating, instead, the life of the artist above the mundane concerns 

of the capitalist world. One need only think of Woolf’s To the Lighthouse, or Joyce’s A 

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Portrait of the Artist as a Young Man to see such a value system firmly in place. But in 

the wake of a good half-century of postmodernist literature and culture, the rules of the 

game have changed. Pure art can no longer be considered to be outside the realm of 

consumer culture. Andy Warhol’s “Campbell Soup” is perhaps the epitome of such 

embeddedness, such complicity. Art is inside—is an inextricable part of—consumer 

culture: this is the message. Well if art is part of consumer culture, where does this leave 

the critic or the teacher? 

This paper argues for a pedagogical ethic of “responsible capitalism.” It seeks to 

establish the point that if academic discourse is an integral part of capitalism—and not 

something separate from it—then we have an obligation as teachers to incorporate into 

our lectures a paradigm to assist students in dealing with their own capitalist aspirations. 

Indeed, the growing closeness of some academic institutions to the business community 

is already a testament to the mounting appreciation for such a need, for teachers to 

integrate discussion about capitalist culture in their “ivory tower” classrooms. 

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A Close Look at Learning Strategy Uses in Writing Skills among 


Chian-Wen Kao 


Applied Foreign Languages 

National Pingtung Institute of Commerce 

Abstract 

Uses of strategies have been regarded as a facilitative tool of English learning for 

years (Cohen, 1998; Freeman, 2000; O’Malley & Chamot, 1990; Oxford, 1990). A 

number of empirical studies have also been conducted to corroborate the positive effect 

of strategy uses on language learning (e.g. Dreyer & Oxford, 1996; Green & Oxford, 

1995; Park, 1997; Sheorey, 1999; Wharton, 2000). Thus, the importance of strategy 

uses in students’ English learning is undeniable. However, most studies were done to 

scrutinize strategies used in general language skills; few were carried out to investigate 

strategies used in specific skills, particularly productive skills (Lam & Wong, 2000). 

Especially, the English writing skill has always been considered as the most difficult 

skill to master (Tompkins, 2004). Even university students, particularly technological 

college students could not write well enough (Li, 2004; Liao, 2004). However, since 

English writing instruction in vocational education intends to be English for Specific 

Purpose (ESP) oriented, writing is an important and useful skill for students to apply in 

their future workplace. Hence, it is worthwhile to understand how they learn writing 

skills. The current study aimed to explore technological college students’ learning 

strategies in the writing skill and to find out the problems of student writers’ strategy 

uses. The 106 students majoring in Applied English in northern and southern Taiwan 

participated in this study. A questionnaire designed based on Oxford’s classification of 

learning strategies (1990) were used to elicit students’ strategy uses in the writing skill. 

Results indicated that technological college student writers’ learning strategies were 

medium use with direct strategies more frequently than indirect ones. Furthermore, 

among all strategies, compensation strategies were used most frequently; affective ones, 

least frequently. However, the association among these strategies revealed that uses of 

cognitive and metacognitive strategies could significantly promote other strategy uses 

including memory, compensation, affective and social ones. Ultimately, the most and 

least frequent strategies among six-group strategies were sorted out to discuss why they 

attempted to use this strategy instead of the other one. Pedagogical implications were 

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propounded to suggest that teachers should encourage students to utilize strategies they 

seldom use. 

Key words: writing skills, learning strategies, technological college students 

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The Influence of Learners’ Field Independent and Field Dependent 


Yi-Zhen Jian 


Department of Applied Linguistics and Language Studies 

Chung Yuan Christian University 

Jia-Yeuan Lee, Ph.D. 

Associate Professor 

Department of Applied Linguistics and 

Language Studies 


Yi-Chuan Hsieh, Ph.D. 


Department of Applied Foreign Languages 

Ching Yun University 

Abstract 

Each individual has his or her preferred learning style that exists consciously or 

unconsciously to the learning process. People with different cognitive styles (Field 

Independence and Field Dependence) might possess different characteristics in 

language learning. For vocabulary learning, there is a growing interest on in several 

studies and greatly been recommended on foreign language learning. Thus, the purpose 

of this study aims to investigate the influence of Field Independent and Field Dependent 

style learners in contextualized vocabulary learning. As a total of 104 freshmen would 

attend in this study, this study used Group Embedded Figure Test (GEFT) to distinguish 

those subjects into FI or FD style learners. Owing to only 20 FD style learners were 

found within the subjects, therefore, 84 person of FI style learners are randomly 

sampling into 20 person. With respect to measure their achievement through 

contextualized vocabulary learning, the test of Vocabulary Knowledge Scale (VKS) 

intends to eliminate their previous knowledge on those target words. With regard to the 

data analysis, both quantitative and qualitative are performed in this study. After taking 

contextualized reading, researcher would measure their perception towards 

contextualized vocabulary learning by questionnaire. Results show that FI style learners 

outperform FD style learners on contextualized vocabulary learning. Also, overall, FI 

style learners show the slightly higher satisfaction than FD style learners. Therefore, in 

what degree this study could inference that FI style learners have the advantages than 

FD style learners on contextualized vocabulary learning. The results could carry one 

step further on educational implementation, especially for the EFL context. 

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Abstract 

第一場 /Room 2 

★ 主持人 : 楊泰雄中山大學教授 

☆ 講題 :Global English/Local English: The Globalization of English and its 


發表人 :Ian Clarke 助理教授 ( 開南大學 ) 

☆ 講題 :Waiting for Godot: ESP Tutors as a Way out of the AED’s Dilemma 

發表人 : 周茂林助理教授 ( 開南大學 ) 

☆ 講題 :Peer Pressure and the Reticence to Speak English 

發表人 :John Jenkins 助理教授 ( 開南大學 ) 

☆ 講題 :A Study of Student’s Perception and Efficiency of Learning 

Translation---Chinese to English and English to Chinese 

發表人 : 陳漢盺助理教授 ( 開南大學 ) 

李如苓研究生 ( 開南大學 ) 

龐滿銘研究生 ( 開南大學 ) 

林玉清研究生 ( 開南大學 ) 

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Session I 

Venue: Room 2 

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Global English/Local English: The Globalization of English and its 


Ian Clarke, Ph.D. 




Abstract 

In this article I will examine the changing nature of the relationship between power 

and English within the context of globalization, and the implications of this relationship 

for language teachers and learners in Taiwan. 

Critical theory has provided us with important conceptual tools for analyzing the 

relationship between language standards and power. In particular, Foucault’s 

understanding of discourse and Bourdieu’s concept of ‘cultural capital’ have been often 

used by sociologists and linguists to deepen our knowledge of this important subject. 

From this viewpoint it can be seen that language learning is not simply as the 

acquisition of value-neutral knowledge, but as part of a discourse on legitimate and 

illegitimate forms of language closely related to systems of difference and power. 

Historically English education has been strongly associated with normative 

standards for correct English, related to systems of colonial and neo-colonial dominance 

of non-native speakers. In fact it the widespread current usage of English and the 

growing acceptance as English as a de-facto international language can be seen as a 

direct result of its historical mobilization in these colonial and neo-colonial political 

projects. 

This usage of English as an international language under Globalization is 

however fundamentally altering the nature and usage of the language. Global power 

relations are changing so that Anglo-US language standards are loosing there influence 

over much (though by no means all) discourse in/on English in the world. In countries 

where English has become established as a common second language, localized forms 

of English are increasingly loosing their stigma, and are seen, by their speakers at least, 

as perfectly legitimate forms of communication. At the same time, the use of English as 

a common medium of the international exchange of information has increasingly 

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emoved native speakers from the equation, with more and more trans-national 

communication using English occurring between those who speak it as a second 

language. This has given rise to the concept of an international English, independent 

and outside the control of any one national or ethnic grouping. 

In a world under transformation by globalization, English will increasingly become 

used as a medium of communication. In a language under transformation by 

globalization, the nature of English will become increasingly defined through a dynamic 

tension between an ever proliferating variety of localized forms, and the interaction of 

these localized forms in the transnational arena. Normative standards, while certainly 

still existing and highly relevant in some contexts, will become increasingly difficult to 

impose across national boundaries, and the ability to utilize English to communicate 

with others who adhere to different localized standards will become increasingly 

valuable. 

This is the world in which both teachers and students in Taiwan exist and the 

reality to which we must adapt ourselves. Learners will potentially have to adapt to 

different localized standards of English dependent of their future career and general life 

paths. They will also have to interact with speakers of different forms of English in a 

transnational environment in which no single standard exists, and learn an approach to 

language and communication which will allow them to compensate for this. As teachers 

we must seek to adapt our educational styles to the challenges of this new global/local 

English. 

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Waiting for Godot: ESP Tutors as a Way out of the AED’s Dilemma 

Mao-Lin Chou, Ph.D. 




Abstract 1 

English for Specific Purpose (ESP) has increasingly been recognized as one of the 

main pedagogical approaches to teach literacy skills. This emerging trend in Taiwan not 

only reflects the need for purpose-oriented and student-centered courses in most 

language institutions, but eventually justifies the role of an Applied English Department 

(AED) in most polytechnics and universities that have long been puzzled by the 

epistemological issue—what real knowledge is—and therefore confused their identity 

per se. 

Nevertheless, despite the potentially promising ESP trend after long-waited 

decades since the 1960s, most AED in Taiwan are ill-prepared for this interdisciplinary 

endeavor. General English teaching in terms of syllabus design and materials 

production for instance remains non-learner-centered and theory-driven. What makes it 

worse is the recent “revolutionary” effort of some members in the university evaluation 

committee in Taiwan that see diversity of academic background in the AED, which is 

the very essence of ESP literature, a grave shortcoming. Some pundits even suggest that 

tutors with MA in English might stay in the AED, but tutors with MA in English but 

later transferring to other disciplines despite their PhD, are “unqualified”—a typical 

linguistic imperialism writ large. This counter-force against the global trends in English 

teaching is apparently unfortunate and begs question. 

To address the above concern, the paper in the first section borrowed from Bhatia’s 

idealist framework (1993) and explicated a set of ESP goal for the AED to refer to. 2 

With its criteria that are emphatic of disciplinary knowledge, discursive competence and 

professional practice, this paper in the second section would seek explanations for the 

major causes of deficiencies existing in today’s ESP effort in Taiwan. A review of 

literature, in the third section, with the purpose of a better solution to these deficiencies 

might find the paper nowhere, but it would further justify the concern of this paper, 

1 The draft paper is aimed at the forthcoming International Conference on ESP organized by the Applied 

English Department, Kainan University, 2008. 

2 Bhatia, V. K. (1993). Analysing Genre – Language Use in Professional Settings. New York: Longman. 

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setting a premise for what the paper intended to call for. The paper in the fourth section 

would point out that as the demand for ESP goals has gone largely unanswered, there is 

a need to have ESP teachers come into affront and fill in the gap, helping move the 

AED out of the current dilemma. The paper in conclusion suggested a set of education 

values for ESP teachers to go ahead with, and it again problematicized the stereotyped 

mentality of those evaluation committee members when it comes to the distinctive 

functions of the AED. 

Key words: Computer-assisted learning, Corpus-based, Content-based, ESP, 

General English, Genre-based 

-22-

Peer Pressure and the Reticence to Speak English 

John Jenkins, Ph.D. 




Abstract 

The topic of this qualitative research concerned peer pressure and reticence to 

speak English in a classroom setting for students studying in Taiwan’s universities. As a 

continuation of an original study concerning reticence to speak English conducted 1 

year earlier that included 10 participants (5 male and 5 female sophomore students), 4 

participants from that study participated in the current study. The 2 male and 2 female 

junior students were interviewed 2 times each in addition to the 4 interviews each 

participated within during the original study. The purpose of the study was to identify to 

what extent peer pressure influences reticence to speak English in a classroom setting, 

to identify what factors concerning peer pressure inhibit participation, and to identify 

what factors can mediate the reticence to speak English caused by peer pressure. 

This study found factors that contributed to the students’ reticence to speak English 

in a classroom setting included face saving issues such as embarrassment because of the 

level of their English ability, knowledge of vocabulary, the participants’ self-perceived 

English language ability, and the perceived English language ability of other students. 

Personality factors such as self-confidence, extroversion, or introversion further 

enhanced the students’ reticence to speak English. 

Furthermore, peer pressure was found to be a major factor contributing to the 

students’ reticence to speak English. When students were uncomfortable with group 

members or had personality conflicts with individuals within the classroom setting, the 

students were more reluctant to speak English and to actively participate. Students did 

not want to be embarrassed on the one hand, or thought to be “showing off” their 

English ability on the other hand, and as a result even those students with an advanced 

ability in English were reluctant to participate. The relationship that students had with 

peers was found to be the motivating factor involved in their willingness to participate 

in a classroom discussion or respond during a question and answer period due largely to 

-23-

the collective nature of the Taiwanese and the importance of relationships and face 

saving in the Taiwanese culture. 

In mediating peer pressure influence on reticence to speak English, the students 

indicated that participating in discussions with friends or classmates with whom they 

were comfortable permitted their active participation. The participants indicated that 

classmates with whom they had a conflict, or a dislike for, jeopardized their willingness 

to participate. Small class sizes and small group discussions were preferred by the 

participants. Furthermore, the atmosphere established by and the expectations of the 

instructor were identified as factors enhancing their willingness to participate, but to 

some extent the ability of the instructor to promote discussion was viewed as limited. 

The topic of discussion was also an important issue to the participants who indicated 

that topics of interest, topics familiar to the students, topics of which they had prior 

knowledge, and topics that were practical to them in using English encouraged their 

participation. 

-24-

A Study of Student Perception and Efficiency of Learning 

Translation—Chinese to English and English to Chinese 

Han-Shin Chen, Ph.D. 




Ju-Lin Li 


Dept. of Applied English 


Yu-Chin Lin 




Man-Ming Pang 




Abstract 

In recent years, translation has become the fifth principle skill of English-learning, 

in addition to listening, speaking, reading and writing, in terms of knowledge 

acquisition. The processes involved in translation are mainly to analyze the source 

language’s grammatical structure to acquire the meaning of the whole article, and then 

translate into the target language through digesting and comprehending the target 

language as well. (1) As such, comprehensive translation ability is very helpful in 

developing students’ English writing and composition skills. However the study of the 

theories and techniques of translation is not well advanced. Because of this relative lack 

of theoretical knowledge compared to creative writing, translation is far more difficult 

than composition. Furthermore, translation and interpretation are two sides of one coin. 

In other words, translation is the cornerstone of interpretation, and only if students make 

every effort to learn translation successfully will their interpretation become stronger 

through this process. 

The traditional definition of “nation” has been changed due to trends in high-tech 

development such as the internet, and modern transportation such as high-speed rail and 

jet aircraft. Geographical barriers between nations are no longer an obstacle. Rather, 

they have been replaced by language. People will not be able to talk to each other 

without an international language. Among 6.5 billion people worldwide, there are more 

than 4 billion using English as a major foreign language to communicate with foreigners. 

At the same time, demand for Chinese language ability in connection with Mainland 

China, Hong Kong and Taiwan has increased, due to the economic necessity of dealing 

-25-

with this huge market. Therefore, translation and interpretation between Chinese and 

English has certainly been one of the highest potential academic hotspot in recent years. 

Those who can use both English and Chinese language as a means of communication 

have tremendous power and are absolutely the elites in this modern business world. 

Though the internet does shorten the distance among nations, barriers in 

communication still exist between people, and are the main obstacle of information 

exchange, hence the biggest problem of people’s interaction. It is not easy to share 

cross-cultural information without efficient translation, and it is also challenging to 

learn a language to achieve this. This research is aimed at the core problems of 

translation through a survey among the applied English students who have learned 

English for six or more years. Hopefully, the results of this survey will become a 

reference material for all teachers who are teaching translation, as well as an aid to all 

students who are learning translation. 

The main theme of this survey is an attempt to design a way to understand the 

different approaches to learning and teaching translation. We will investigate the 

following four categories: 

1. What kind of problems have students identified through their learning 

experiences? 

2. What are some practical ways to gain knowledge of translation? 

3. How can teaching methods be improved? 

4. Would the students like to have a translation job when they graduate from the 

university in the near future, why and why not? 

Note.1 Jing-hsin Chang; Shu-juan Chen:The latest trend of machine translation; 

Key Words: Language barrier、Translation teaching methods、Interpretation、 

Source language、Target language、Geographical barrier、 International language 

-26-


Abstract 

第二場 /Room 1 

★ 主持人 : 李振清世新大學講座教授 

☆ 講題 :EFL Teachers’ Beliefs and Practices about Classroom Assessment: 

Benefits and Difficulties 

發表人 : 楊存莉博士 (University of Iowa) 

☆ 講題 :Linking Assessment to Instruction: An Exploratory Study on Business 

English 

發表人 : 林翰儀講師 ( 政治大學 ) 

☆ 講題 :Oral Participation in the EFL Classroom 

發表人 :Stefano A. DeCaro 博士 (Northeastern University) 

☆ 講題 :The Revolutionary Epoch of English Teaching with the Advent of 

YouTube 

發表人 : 李家遠副教授 ( 中原大學 ) 

-27-

Session 2 

Venue: Room 1 

-28-

EFL Teachers’ Beliefs and Practices about Classroom Assessment: 

Benefits and Difficulties 

Tsun-Lih Yang, Ph.D. 

The University of Iowa 

Abstract 

Recently, classroom-based teacher assessment has been the subject of a great deal 

of interesting and discussions in second language education due to its appealing of 

catering to specific needs and characteristics of second language learners in local 

contexts which has been lacking in large-scale standardized assessment (Leung, 2005). 

In Taiwanese context, because of the heterogeneity of English proficiency and learning 

characteristics of Taiwanese elementary school students, classroom assessment is the 

primary assessment recommended by the Standards because its nature caters to the 

specific needs of Taiwanese young language learners (YLLs) (Taiwan Ministry of 

Education, 2001, 2004). However, since the advent of the Standards and the new 

program of English Education at elementary schools in the year of 2001, how classroom 

assessment has been implemented and conceptualized by Taiwanese EFL teachers of 

YLLs has not been the focus of empirical investigation. Thus, this study investigated the 

assessment practices and beliefs of Taiwanese EFL teachers in YLL classrooms by a 

paper-and-pencil survey methodology. A random sample of 425 elementary English 

teachers from 23 cities and counties in Taiwan completed and returned the surveys. The 

research method built on quantitative approach in which descriptive and inferential 

statistics were employed. The findings indicated that these teachers used 

classroom-based teacher assessment frequently. On average, the teachers felt that 

classroom assessment is beneficial for teaching and learning; however, teachers 

perceived alternative assessment difficult to implement because of the hindrances 

including difficulty in implementation, time constraints, difficulty of classroom 

management, and parents’ doubts about the objectivity of grading. Furthermore, the 

results showed significantly positive correlation between teachers’ assessment beliefs 

and practices. From the findings of this study, pedagogical implications were provided 

and discussed aiming to reinforce teacher’ beliefs about the pedagogical benefits of 

classroom assessment, overcome the difficulties they encountered, and facilitate 

teachers’ intensive use of a variety of test tasks in EFL classrooms. 

-29-

Linking Assessment to Instruction: An Exploratory Study on 

Business English 

Han-yi Lin 

Lecturer 

Foreign Language Center, 

National Chengchi University 

Abstract 

Recent social and economic changes have meant that more and more university 

students of different disciplines or adult learners preparing to work in the field of 

business are asking for English courses which directly address their occupational or 

professional needs. At the same time, a great deal of attention is paid by many language 

teachers or course organizers to identify appropriate content and develop needs-directed 

teaching of a Business English course. In other words, designing a language course is 

a systematic process connecting a set of essential components with results that meet 

learners’ needs, solve learning problems and help modify the course. To attempt to 

investigate and fulfill Business English students’ needs, set up teaching principles, and 

select effective teaching techniques, an assessment plan plays an important role in 

course design. 

Therefore, for Business English courses, with respect to three sources of data 

concerning learners’ needs, learning assessment and course evaluation, which will be 

gathered from about 60 university students in two Business English classes from 

September 2006 to June 2007, this paper catering for both learners and teachers has 

several aims: 1) to design and propose a framework of language assessment; 2) to 

bridge the gap between learners’ needs and course design, applying the framework 

suggested in practice; 3) to develop appropriate content of and effective methods used 

in a Business English course; 4) to bring the course to life and solve possible learning 

and teaching problems. Additionally, the implications in teaching Business English 

would prepare the ground for more in-depth discussion and research of related issues. 

Key Words: 

Business English, learners’ needs, learning assessment, course 

evaluation 

-30-

Oral Participation in the EFL Classroom 

Stefano A. DeCaro, Ph.D. 

Northeastern University 

Abstract 

This article describes a participation-point system that has been associated with 

high rates of oral participation among Taiwanese EFL majors. Quantitative data from 

five samples of students showed that the participation rates under this system were 

generally unrelated to English proficiency, as measured on textbook exams. However, 

there was a tendency for participation scores to increase with exam scores that were 

below the class average. Class participation and exam performance each were shown to 

be strongly intra-correlated in a repeated sample. Taken together, the results underscore 

the influence of extra-linguistic factors on classroom speaking and provide quantitative 

support for the efficacy of participation-based grading in moderately-sized EFL 

classrooms. 

-31-

The Revolutionary Epoch of English Teaching with the Advent of 

YouTube 

Jia-Yeuan Lee, Ph.D. 

Associate Professor 

Department of Applied Linguistics and Language Studies 


Abstract 

YouTube has become a world wide craze in the cyber world. People use this 

website to express their unique thinking, creativity, emotion, ideas and almost 

everything. Even though most people just use it as a window to communicate with the 

unknown viewers, the potential to highly enhance language teaching can never be 

overlooked. This paper aims to explore the facilities and information YouTube offers 

and their impact on the language learning field and how language teaching practitioners 

and researchers can use it as effective assistance in the teaching of another language. 

YouTube offers the most needed data in language teaching field, including the realia, 

the first hand information from a native speaker, and the real life experience from other 

cultures. It also offers the real record of different events, such as the great speeches 

from world renowned speakers, dignitaries, and politicians. It also provides the real life 

pictures or films of the culture-related activities, which can easily solve the problems 

commonly encountered by language teachers. With the information from the website, 

teachers can save a lot of time creating teaching aids or materials and can use the data 

there to give assignments to learners and can also train students in the best ways. 

However, the use of YouTube could also have its own defects. If used ineffectively, the 

efforts could be in vain and the results could be limited. Therefore, in this paper, I 

intend to offer some thinking about how to design a cyber-curriculum for the teaching 

of English in Taiwanese universities in order to turn a boring lecture-oriented class into 

a vivid and effective one. 

Key word: YouTube, cyber-curriculum design 

-32-


Abstract 

第二場 /Room 2 

★ 主持人 : 戴維揚中國科技大學講座教授 

☆ 講題 :Language and Culture, ESP in Taiwan 

發表人 :Wolfgang B. Sperlich 助理教授 ( 開南大學 ) 

☆ 講題 :Justifying Standard English: Criticizing an Introductory Textbook Dogma 

發表人 :Brian Zamulinski 助理教授 ( 開南大學 ) 

☆ 講題 :Teaching Multiculturalism in Freshman English Course Through Reading a 

Short Story 

發表人 : 李長春講師 ( 師範大學 ) 

☆ 講題 :How to Apply Drama Activities to Boost English Language Teaching and 

Learning 

發表人 : 許美惠助理教授 ( 文藻外語學院 ) 

-33-

Session 2 

Venue: Room 2 

-34-

Language and Culture, ESP in Taiwan 

Wolfgang B. Sperlich, Ph.D. 




Abstract 

Few scholars would argue that language and culture are not connected, especially 

so in the historical sense. Synchronically however there is the disjuncture in that the 

language capacity per se has no cultural foundation whatsoever (Chomsky 1968). 

Nevertheless as we acquire our native and other languages there is undoubted cultural 

input. It is also clear that the rate of internal language change (commonly calculated at 

200 year intervals) is not directly related to cultural change. In recent history cultural 

change has far outstripped internal language change, what with globalization – and 

English as a global language - and the emergence of hybrid cultures that undergo rapid 

change. On the other hand there is an alarming rate of language obsolescence with an 

accompanying loss of cultural diversity. Even so, some scholars (Kwachka 1995) argue 

that cultures can be maintained even if the associated languages die out. 

Taiwan as a traditionally multi-cultural, multi-ethnic and multi-lingual society is 

immersed in the maelstrom of above mentioned changes. Language politics and policies 

may be reactive rather than proactive. Either way, ESP lecturers in Taiwan face a 

myriad of challenges and problems, as discussed in this paper. 

REFERENCES 

Chomsky, N. 1968. Language and Mind. New York 

Kwachka. P. 1995. Language shift and Cultural Loss. Languages of the World 9:19-25. 

-35-

Justifying Standard English: Criticizing an Introductory Textbook 

Dogma 

Brian Zamulinski, Ph.D. 




Abstract 

Introductory linguistics textbooks frequently contend that any dialect of a language 

is as good as any other. I argue that the claim is false, that it cannot be substantiated, 

that attempts to substantiate it fail because of logical errors, that standard dialects are 

objectively better than non-standard ones in readily understood ways, that, in particular, 

both native speakers and learners of EFL ought to use Standard English for most 

purposes, and that the kernel of truth that the contention contains is not substantial 

enough to justify taking it into consideration when decisions about the content of 

English courses are made. My arguments will serve to illustrate the fact that empirical 

research methods sometimes need be supplemented by valid forms of logical and 

evaluative reasoning as developed and used by philosophers. 

-36-

Teaching Multiculturalism in Freshman English Course Through 

Reading a Short Story 

Chang-Chun Lee 

Lecturer 

Department of English 

National Taiwan Normal University 

Abstract 

The goal of teaching Freshman English in college is certainly beyond the language 

level. Due to the mental development of college students, it is absolutely necessary to 

teach them not only grammar of English but also culture perspectives of English as a 

second language. With the development of post colonial theory, now more the more 

English courses begin to emphasize multiculturalism, which hopes learners will be more 

sensitive to the cultural difference of their own language and English, especially when 

English is always regarded as a dominant international language. The purpose of this 

paper is hoping to lead students to learn a very important cultural issue: Globalization. 

As a popular topic nowadays, globalization is a very good topic for discussing 

multiculturalism, when it often has a dialogical relationship with the so-called 

localization. The main idea of this paper is hoping to establish a dialogue between an 

article in the textbook and one short story, which are both related to the idea of 

globalization. This paper will argue that the major reason for teaching a short story in 

the Freshman English course is as follows. In comparison with articles in a textbook, 

most of which are prose writings about a clear and direct introduction of one cultural 

concept or event of English world, short stories usually reveal or explore cultural issues 

in an implicit and indirect way. This difference can bring at least two kinds of impacts 

to students. This first kind is based on their unfamiliarity of a short story as a literature 

genre. What puzzles them can always create more cultural impacts. The second is 

about the common techniques of writing a short story such as using symbols with 

multiple meanings. It is only through questioning and discussion can students 

understand the cultural background of a story. This process just can help them 

understand multiculturalism more. 

-37-

How to Apply Drama Activities to Boost 

English Language Teaching and Learning 

Mei-hui Hsu, Ph.D. 


Wenzao Ursuline College of Languages 

Abstract 

This paper aims to recommend that dramatic activities can be utilized in a 

traditional English language classroom to promote EFL/ESL students’ learning 

motivation and boost their learning results. In the beginning, it points out three major 

predicaments of English teaching and learning in the current Taiwan educational system: 

1) examination-dominated instruction, 2) a high affective filter, and 3) an artificial 

learning environment. 

To overcome the above mentioned three main obstacles of English learning, this 

article recommend English Through Drama (ETD) activities be utilized to ease 

EFL/ESL students’ learning anxiety and create a favorable learning environment for 

them. Therefore, in the second part of the paper, it defines the meaning of ETD, 

suggesting that ETD not only serve as a good learning strategy to integrate the English 

four language skills in a traditional English classroom, but also benefit the EFL/ESL 

instructors as well as EFL/ESL learners. To provide readers a clearer idea, the author 

briefly points out the differences between the terms of drama, role-play, and 

improvisation. 

Then, it presents six major benefits of dramatic activities. Firstly, EDT could 1) 

promote EFL/ESL learners’ oral skills, 2) motivate EFL/ESL learners’ motivation, 3) 

provide a relaxing learning atmosphere, 4) offer a co-operative learning opportunity, 5) 

provide a rich memorable physical context for learning, and 6) offer an atmosphere for 

social learning. To justify the benefits of ETD, the author presents three studies 

administered by Liu (2002), Miccoli (2003), and Hsu (2006) to introduce their 

meaningful findings. 

Considering the fact that some disorder existing in the current world, the author 

further suggests that we could combine ETD with “Character Education” (CE) for a 

traditional English instruction. As a result, the paper gives a brief definition of CE. Then, 

-38-

ased on her teaching experiences, the author provides 5 plays—Christmas Carol, On 

Tidy Ending, Woyzec, The Conduct of Life and The Importance of Being Earnest—used 

at a national vocational university for one school year to demonstrate how to effectively 

and efficiently integrate ETD with CE. The main plot and themes of each play will be 

utilized to demonstrate her belief. 

Except from promoting the value of ETD, the writer argues that EFL/ESL 

instructors should adapt appropriate and meaningful plays for their students. 

Consequently, the author further recommends that EFL/ESL instructors select 

appropriate plays, based on play’s themes, to deliver positive attitude and life 

philosophy to their students. With this article, the author hopes to provide drama 

teachers and EFL/ESL teachers a reference while utilizing ETD and CE in their 

teaching profiles. 

-39-


Abstract 

第三場 /Room 1 

★ 主持人 : 陳彥豪台北大學教授兼國際談判及同步翻譯中心主任 

☆ 講題 :Mathematical Equations in English: An Important Element of ESP for 

Engineering Majors 

發表人 :Carol Troy ( 大葉大學 ) 

Syou-Rung Tsau ( 大葉大學 ) 

☆ 講題 :Advance Organizers and Bilingual Subtitles on College Students’ Listening 

Performance---A Pilot Study 

發表人 : 張理宏助理教授 ( 屏東教育大學 ) 

吳泰緯研究生 ( 屏東教育大學 ) 

☆ 講題 :EFL Learners’ Sound-links and Sound-drops in Reading Aloud---A Case 

Study 

發表人 : 劉凱莉助理教授 ( 開南大學 ) 

王大建助理教授 ( 開南大學 ) 

☆ 講題 :The Effects of Internet Upon Chinese Immigrants’ Attributional 



發表人 : 黃葳威教授 ( 政治大學 ) 

-40-

Session 3 

Venue: Room 1 

-41-

Mathematical Equations in English: 

An Important Element of ESP for Engineering Majors 

Carol Troy 

English Language Department 

DaYeh University 

Syou-Rung Tsau 

English Language Department 

DaYeh University 

Abstract 

English reading of mathematical equations is a valuable addition to the 

undergraduate engineering ESP curriculum. Mathematical equations provide a 

convenient framework for presenting much of the terminology encountered in 

engineering disciplines for which calculus, linear algebra, and other mathematical 

subjects are standard undergraduate course requirements. In foreign language 

environments such as Taiwan, students enrolled in such courses encounter English 

terminology in various contexts, including written course materials (e.g., English 

textbooks and exam papers) and L1 lectures that employ English terms rather than their 

L1 equivalents. Reading mathematical equations is a skill in its own right, necessary in 

English presentations that involve calculations. Comprehension of mathematical 

equation readings is also important, especially for students doing graduate study abroad, 

since engineering instructors tend to present mathematical calculations both orally and 

(simultaneously) in writing. This means that during note taking, the ability to transcribe 

orally presented equations relieves students of the constant need to look up at the 

blackboard or projector screen. In sum, reading mathematical equations represents both 

a current and (potentially) a future need among Taiwan’s undergraduate engineering 

majors. 

English reading of mathematical equations is the focus of a course module entitled 

Mathematical Equations in English (MEE), which was developed and is now being used 

at a private university in Central Taiwan. The goal of MEE is to give ESP English 

learners a thorough grasp of the English terminology and structures needed to read the 

mathematical expressions, equations, and inequalities encountered in a standard 

two-semester calculus course. The MEE materials comprise Powerpoint slides 

explaining the target English terminology and structures, dictation exercises to improve 

listening comprehension, and online courseware available through MyET, a commercial 

pronunciation modeling system. There are six units in MEE, the first five of which deal 

-42-

with mathematical expressions and the last of which deals with complete mathematical 

statements (equations and inequalities): 

1. Integers and Real Numbers 

2. Ordinals and Related Expressions 

3. Arithmetic Expressions 

4. Special Functions and Operations 

5. Integrals, Derivatives, and Limits 

6. Putting it All Together: Equations and Inequalities 

The units are organized on the principle of operator precedence, which enables 

students to progress in a straightforward manner from the basic elements in Chapter 1 to 

the complex equations and inequalities in Chapter 6. 

This paper presents the results of a study in which 70 undergraduate engineering 

majors were trained using MEE. Comparison of the pretest and posttest revealed that 

the six-week treatment significantly improved the students’ listening comprehension 

(their ability to transcribe English readings of equations into mathematical symbols) and 

knowledge of mathematical vocabulary. Weekly tests of the students’ vocabulary and 

dictation skills enabled us to track their progress. After the treatment, the students were 

interviewed to determine the perceived benefits of the MEE training. Analysis of the 

resulting data indicates that the students held a positive attitude towards their experience 

with MEE. 

We conclude that methods such as MEE make English reading of mathematical 

equations is amenable to classroom instruction, and enable students to make significant 

progress within a short time frame. 

-43-

Advance Organizers and Bilingual Subtitles on College Students’ 

Listening Performance---A Pilot Study 

Li-Hung Zhang, Ph.D. 



National Pingtung University of Education 

Tai-Wei, Wu 

Graduation Program 


National Pingtung University of Education 

Abstract 

The purpose of this study is to exam the effects of movie clips with auxiliary 

subtitling in combination with the provision of advance organizers on the listening 

comprehension of college students. The participants are 79 freshmen or sophomores 

from different colleges. Forty-eight of them have passed the Intermediate Level (reading 

& listening) of GEPT (General English Proficiency Test), whereas others have yet to 

pass the test. With reference to the GEPT performance, all participants are randomly 

assigned into one of two different groups: the group with English caption only (Group 

A) and the other with both Chinese and English subtitles (Group B). During the 

experiment, both groups receive Chinese explanations of the words and phrases in 

advance, and they watch two 20-minute movie clips of The Perfect Match. After the 

movie, the participants are asked to take the fill-in-the-blank listening comprehension 

and multiple-choice story comprehension tests, to fill out questionnaires, and to give 

written feedbacks. The findings are as follows: (1) Group B performs significantly 

better than Group A both in fill-in-the-blank listening comprehension and 

multiple-choice story comprehension tests; (2) significant difference is found between 

the participants who have passed the GEPT Intermediate Level Test and those who have 

not in group A. (3) More than 90% of the participants believe that advance organizers 

have played facilitative roles in movie comprehension, but the dialogue/caption speed is 

still too fast. The results reveal two reminders for teachers: (1) it is important for 

teachers to consider teaching proficiency levels of students before deciding on the 

teaching material. (2) It is an effective and efficient method for teachers to familiarize 

their students with advance organizers. 

Keywords: Advance organizers, bilingual subtitles, proficiency level 

-44-

EFL Learners’ Sound-links and Sound-drops in Reading Aloud 

--A Case Study 

Kai-Li Liu, Ph.D. 




Da-jian Wang, Ph.D. 




Abstract 

My observations indicate that many students are not even aware of such practice as 

of linking and reducing or even dropping certain sounds in actual reading aloud or 

speech. And that is partly responsible for the lack of “flow” in their own reading aloud 

and speech. The purpose of this research, therefore, is to examine EFL learners’ 

reading aloud behavior and draw implications for helping them improve such skills in 

pronunciation and enhance their oral fluency in general. 

The study consists of two main parts: Part 1 is a recording session to collect 

students’ oral pronunciation data. Ten participants will be selected from among the 

current sophomore classes of Applied English Department of KNU. They will be 

required to read aloud two selected short texts of approximately 150 words each. 

Before the recording, each student will be given 3 minutes to familiarize him or herself 

with the reading material. All the recordings will be transcribed for analysis. 

Part 2 is a follow-up interview with each participant, whose reading aloud behavior 

as indicated in the data will be discussed. A questionnaire is prepared which will guide 

the discussion to make sure that all the important aspects potentially related to the 

participants reading aloud behavior will be addressed. 

It is hoped that the study will generate informed understanding of the causes of the 

lack of effective awareness and practice of sound-linking and –reduction/drop, so that 

measures will be taken to strengthen teaching of these in the curriculum and teacher 

training. On the other hand, this may serve as a framework for further developing into a 

workshop—special remedial sessions for EFL students in general who need help to 

improve their pronunciation skills. 

Keywords: pronunciation, sound-links, sound-drops, oral fluency, reading aloud 

-45-

The Effects of Internet Upon Chinese Immigrants’ Attributional 



Wei-wei Vivian Huang, Ph.D. 

Professor 

Department of Radio and Television, 

National Chengchi University 

Abstract 

America is a nation of immigrants. More and more immigrants have entered 

America and begun a complex process of interaction with the dominant society and 

culture. The immigrant experience is a dynamic process that unfolds over several 

generations and is a major key to understanding the nature of modern American society 

and culture. It is important for both the immigrants and host people to understand the 

process of adaptation. 

With the higher birth rate and immigration of ethnic groups, as well as increasing 

economic and political participation of the “minority” has provided a forum for 

immigrants to express their opinions and struggle for their rights. More than 50% of the 

new immigrants are from Asia (http://chinesecensus.com/content.asp 

-category_id=5699.htm, 2003). The status of ethnic and “minority” group in America 

is changing. Compared with earlier immigrants, contemporary immigrants or the 

offspring of earlier immigrants usually have different adaptive experience. 

When immigrants feel insecure about their old environment, they may use several 

ways to overcome that insecurity. Migrating to a new environment that seems full of 

hope and security is one option, and one of the main motivation for immigration. 

However, after entering a new environment, it is possible and reasonable for immigrants 

to feel insecure in the process of adaptation to American mainstream. In other words, 

the degree of certainty or confidence is related to that of adaptation. 

Research on attributional confidence theory, one approach to the study of certainty 

in interpersonal communication, has paid little attention to the roles of mass media and 

internet in the process. Further, this literature has rarely explored the relationship 

between adaptation and attributional confidence. 

In adaptation studies, the literature has examined both mass media and 

interpersonal communication, however, is usually conceptualized in terms of frequency 

of contact and number of friends. It lacks attention to such things as the strategies 

individuals use to interact with each other and to reduce their uncertainty in unfamiliar 

-46-

settings. For instance, the interaction between immigrants and the host people should be 

different from that between immigrants and their countryman in the initial stages of 

adaptation. These interactions should be better explicated and might be regarded as one 

of the indexes of adaptation. 

Therefore, this study will investigate the effects of the use of uncertainty reduction 

(passive, active, and interactive) strategies upon attributional confidence and adaptation 

as well as the role of internet in uncertainty reduction strategies. 

This study, used indepth interview with 60 Chinese immigrants from China and 

Hong Kong, will explore the following directions: (1) what attributional confidence 

means with regard to Chinese immigrants’ adaptive experiences; (2) what affects with 

attitudes or behaviors toward adaptation; and (3) what is most helpful for them in 

adapting to Amerian society. 

Answers to these research questions may help to refine and extend attributional 

confidence theory. The results should also shed new light on certain aspects of the 

conceptual approaches to interpersonal and mass media communication. Most 

importantly, however, is what this work might contribute to the improvement of the 

Chinese immigrants’ cultural, political, and communication environment in America. 

-47-


Abstract 

第三場 /Room 2 

★ 主持人 : 車蓓群開南大學應用英語學系主任兼所長 

☆ 講題 :A Workshop for the Obvious: Reading, Reading Books and Technical 

English 

發表人 :Evan Schmidt 助理教授 ( 開南大學 ) 

☆ 講題 :Case Studies in Teaching English in Different Cultural Contexts 

發表人 :Roman Stroppetti 助理教授 ( 開南大學 ) 

☆ 講題 :Difficulties Foreign Spouse Encounter in Teaching Children Mandarin: A 

Cross-cultural Study 

發表人 : 邱聖雯研究生 ( 開南大學 ) 

-48-

Session 3 

Venue: Room 2 

-49-

A Workshop for the Obvious: Reading, Reading Books and Technical 

English 

Evan Schmidt, Ph.D. 




Abstract 

When people talk about Technical English the first image to emerge is most likely 

that of the Technical Writer. Writing and editing technical documents is the traditional 

role, but now responsibilities also include producing online tutorials, web-based training 

and other materials that require plenty of contact with technical professionals in 

industries ranging from healthcare to manufacturing. A great deal of collaboration is 

necessary in the modern world, and thus they are now better known as technical 

communicators. 

As a group, technical communicators come from varied backgrounds. According to 

one recent study the five most common academic backgrounds are English, technical 

communication, science or engineering, computer science and journalism. Anyone with 

a technical background would have an easier time breaking into the field (and indeed 

into many careers), as it shows a facility with technical topics and the ability to work 

with industry professionals. 

Providing a suitable academic technical background today, particularly to students 

studying English, is a very large challenge. It is a reflection, in part, of the diversity and 

changing face of technology. Rising technology across many industries has created an 

environment breeding an expanding base of technical, indeed specialist vocabulary. 

This in turn underscores a need to increase understanding and to improve 

communication (including the communication of ideas internationally, ranging from the 

environment – global warming and the thinning ozone layer to medical research, genetic 

engineering, and modern drug therapies), highlighting a focus or need on people with a 

technical or specialist communication background. In this regard ESP subjects, such as 

English for Science and Technology, are being provided as a result of the growing 

demand for people who want to learn the vocabulary of a particular profession or 

occupation. The challenge at the university level is also a refection, in part, of using 

-50-

appropriate material and of motivating students to read enough such that recycled 

vocabulary becomes part of their lexical repertoire. A search in the library tends to 

confirm that reading English books is not a high priority for many students. 

Providing students with a background of technical vocabulary and improving 

reading skills are goals of Technical English at KNU. Along with Thematic English, 

both elective subjects aim to broaden the vocabulary base stemming from the two-year 

core English reading programme. The former subject is offered to third-year students 

and one problem for this as a reading subject is finding an appropriate textbook. Many 

older-style textbooks have outdated topics with vocabulary reminiscent of trades-people, 

and some recent technology textbooks focus on all English learning skills, including 

grammar. At this level I believe grammar should not be a focus; instead this should be 

on vocabulary in context of a reading of suitable length. Too much new vocabulary, 

however, makes the reading arduous and difficult to comprehend. Research has 

indicated that no more than 5% of unknown words (about one in twenty) should be 

encountered in a reading text. Brieger and Pohl (2006) has an extensive vocabulary list 

(and thus is an excellent reference book) and a detailed grammar section, but the 

readings are too brief in introducing new vocabulary. Unfortunately, in general texts the 

small frequency of technical vocabulary means that considerable reading has to be done 

in order to augment the words into memory. As such, this year a reading textbook that 

includes vocabulary from a range of academic topics was chosen. 

A workshop is proposed to discuss possible strategies to improve general reading 

rates and the uptake of vocabulary, particularly for subjects like Technical English. 

Very recently, textbooks on English for Science and Technology have arrived for 

consideration, and a computer laboratory is now being completed for use. Appropriate 

software for effective reading will be compared. Also I would like to discuss the relative 

merits of incorporating visual reading materials, such as graphics novels, to improve 

reading fluency. 

-51-

Case Studies in Teaching English in Different Cultural Contexts 

Roman Stroppetti, Ph.D. 




Abstract 

This paper will revolve around the topic of teaching English as a Foreign Language 

in various diverse cultural backgrounds, namely, Canada; Nigeria; South India; Korea; 

France; Italy and finally Taiwan. Due to the length of our research paper we will 

concentrate mainly on the different cultural context related to Canada, in this case 

Montreal, Quebec; Africa, Nigeria; France, Montpellier and see how what lessons can 

be learned from these countries so that they can be applied to Taiwan 

During our conference we shall examine one–by-one case study of countries 

concerned, such as; cross-cultural differences in teaching English as a Foreign 

Language in the above mentioned countries; what are the needs and challenges one will 

be faced with in teaching in a totally different cultural environment; interaction 

between students and teachers alike in advanced and less advanced societies; students’ 

feedback to English or Anglo-American-oriented methods of teaching versus 

traditional methods; what are some of the problems one will stumble upon in teaching 

in an African environment, for example, in contrast to India, Asian countries or Canada? 

What are the pros and cons of teaching a foreign language in a developing country, in 

this case, Nigeria or India, versus teaching in an industrialized country such as Canada, 

France or Taiwan? What can teachers of English learn from these different cultures and 

how can they be relevant today or in the future as innovative teaching skills? How can 

Taiwanese students benefit from teachers of English with a worldwide teaching 

experience? 

In conclusion, in this era of Globalization of English we shall ask ourselves the 

following pertinent question related to our discussion on the teaching of English in 

different cultural context: Is Anglo-American culture predominant today? How are 

non-native speakers affected by this? Will English in the future overtake all existing 

local cultures with the widespread use of English language? 

-52-

During our seminar we shall reflect on these issues and will try to allocate this 

helpful skill to students and teachers alike. We shall as well give precious instruction, 

again to both Taiwanese students and teachers pertaining to the teaching of English as a 

Foreign Language be it in North America; Europe; Africa; or Asia. 

-53-

Difficulties Foreign Spouse Encounter in Teaching Children 

Mandarin: A Cross-cultural Study 

Sheng-Wen Chiu 




Abstract 

In recent years, more and more Taiwanese men have married foreign women. 

These women either know the Chinese language or learned the Chinese language before 

they were married to a Taiwanese man but they still have problems with the Chinese 

language, culture, and customs relevant to the Taiwanese people. 

This qualitative research aims to investigate the difficulties foreign mothers 

encounter when teaching their children as their first language through a cross-cultural 

perspective. 

Through this research, the main issue of influencing foreign mothers to teach 

Chinese to their children would be revealed. As Taiwan being a multicultural island 

country, it is necessary even vital for citizens here to accept and treat people from 

different ethnic groups fairly. Understanding their difficulties would be the first step. 

Through understanding, researchers and educators can start finding ways to help them 

as well as their children. 

Keywords: foreign women, foreign mothers, teach Chinese 

-54-

2008 年開南大學應用英語學系學術研討會報名表 

2008 National Conference on ESP Registration Form 

★ 報名截止日 Registration Deadline:2007/5/9 (Fri.) 

姓名中文 

Name Chinese 

服務機構 / 就讀學校 

Affiliation 

聯絡電話 

Tel 

通訊地址 

Address 

電子郵件 

Email 

請勾選 (Please check one) 

A. 發表者 Presenter 

□ 是 Yes 

□ 否 No 

英文 

English 

職稱 

Title 

手機 

Cell Phone 

B. 午餐 Lunch 

□ 素食 Vegetarian 

□ 葷食 Regular 

□ 不需要 No Lunch 

★ 請於截止日前填妥報名表並郵寄 / 電郵 / 傳真至本系。 

Please mail, email or fax the completed form to our Department before the deadline. 

承辦人 : 謝珉琍助理 

Contact:Executive Assistant, Lily Hsieh 

電話 :(03)341-2500 ext. 3602 

Tel :+886-3-3412500 ext. 3602 

傳真 :(03)301-6915 

Fax :+886-3-3016915 

地址 :33857 桃園縣蘆竹鄉開南路一號開南大學應用英語學系 

Address:Department of Applied English, Kainan University, 

No. 1, Kainan Road, Luzhu, Taoyuan County 33857, Taiwan, ROC 

E-mail : mlhsieh@mail.knu.edu.tw 

Website: http://www.knu.edu.tw/knu1/web/teach/foreign/AE/chi_index.htm 

-55-

通訊錄 

Contact Information 

主持人 

姓名服務機構電子郵件 

郭明政開南大學人文社會學院院長 mjguo@mail.knu.edu.tw 

王旭元智大學應外系系主任 onghiok@saturn.yzu.edu.tw 

楊泰雄中山大學教授 thomas_yth@hotmail.com 

李振清世新大學講座教授 ccli@cc.shu.edu.tw 

戴維揚中國科技大學講座教授 weiyangdai@yahoo.com 

陳彥豪台北大學教授兼國際談判及同步翻譯中心主任 yhpc@mail.ntpu.edu.tw 

車蓓群開南大學應英系系主任兼所長 pcche@mail.knu.edu.tw 

-56-

發表人 

姓名服務機構 / 就讀學校電子郵件 

王大建開南大學 dajianw@mail.knu.edu.tw 

吳泰緯屏東教育大學 utai.web@msa.hinet.net 

李如苓開南大學 m96325001@ms.knu.edu.tw 

李長春師範大學 t22036@ntnu.edu.tw 

李家遠中原大學 jjl177@yahoo.com 

車蓓群開南大學 pcche@mail.knu.edu.tw 

周茂林開南大學 fatherchou@gmail.com 

林玉清開南大學 m96325011@ms.knu.edu.tw 

林翰儀政治大學 hylin@nccu.edu.tw 

邱聖雯開南大學 kaychiu@msn.com 

高千文國立屏東商業技術學院 brucekao0706@hotmail.com 

張理宏屏東教育大學 michael@mail.npue.edu.tw 

許美惠文藻外語學院 meihuitx@yahoo.com 

陳漢昕開南大學 hsc68@mail.knu.edu.tw 

楊存莉 University of Iowa tsunlihyang@hotmail.com 

鄒佳森開南大學 m96325006@ms.knu.edu.tw 

劉凱莉開南大學 kaili@mail.knu.edu.tw 

謝怡娟清雲科技大學 ychsieh@cyu.edu.tw 

簡宜榛中原大學應外所 girlagnes@hotmail.com 

龐滿銘開南大學 m96325007@ms.knu.edu.tw 

Brian Zamulinski 開南大學 brianz@mail.knu.edu.tw 

Carol Troy 大葉大學 troy01_tw@yahoo.com 

Evan Schmidt 開南大學 eschmidt@mail.knu.edu.tw 

Ian Clarke 

開南大學 ian.larke@mail.knu.edu.tw 

JohnJenkins 

開南大學 john06@mail.knu.edu.tw 

Jonathan Butler 開南大學 jbutler@mail.knu.edu.tw 

Romano Stroppetti 開南大學 yogi_roman@hotmail.com 

Stefano A. Decaro Northeastern University decaro@sdecent.com 

Syou-Rung Tsau 大葉大學 srtsau@mail.dyu.edu.tw 

Wolfgang Sperlich 開南大學 wsperlich@hotmail.com 

-57-

開南大學交通資訊 

自行開車 

• 自北部取道中山高南下方向車道者 : 

經過南崁交流道後 → 靠外側車道行駛 → 上機場系統交流道 → 選擇左車道往桃 

園、鶯歌方向 → 下第一個交流道 ( 即為南桃園交流道 )→ 靠左行駛 → 往桃園方向 

→ 大興西路 → 靠內側車道 → 左轉至國際路 → 左轉至永安路 → 左轉至新興街 → 

直行即可抵達本校。 

• 自中南部取道中山高北上方向車道者 : 

經過中壢戰備跑道與內壢交流道後 → 靠外側車道行駛 → 右轉進入機場交流道 

→ 選擇右側車道往桃園、鶯歌方向行駛 → 下第一個交流道 ( 即為南桃園交流道 ) 

→ 靠左行駛 → 大興西路 → 靠內側車道 → 左轉至國際路 → 左轉至永安路 → 左轉 

至新興街 → 直行即可抵達本校。 

• 自北部取道北二高南下方向車道者 : 

經過三峽交流道後 → 靠外側車道行駛 →53KM 附近右轉上北二高機場接駁道 → 

下第二個交流道 (12KM 附近 , 即為南桃園交流道 )→ 靠右行駛 → 大興西路 → 

靠內側車道 → 左轉至國際路 → 左轉至永安路 → 左轉至新興街 → 直行即可抵達 

本校。 

-58-

• 自中南部取道北二高北上方向車道者 : 

經過大溪交流道後 → 靠外側車道行駛 →53KM 附近右轉上北二高機場接駁道 → 

下第二個交流道 (12KM 附近 , 即為南桃園交流道 )→ 靠右行駛 → 大興西路 → 

靠內側車道 → 左轉至國際路 → 左轉至永安路 → 左轉至新興街 → 直行即可抵達 

本校。 

大眾運輸 

• 公車 : 

桃園火車站前站 → 復興路『美華泰』右斜前方 ( 全國電子正對面 ) 換搭 

桃園客運 →( 以下五線皆可至本校 ) 

( 一 ) 桃園站大園 

( 二 ) 桃園站五塊厝 

( 三 ) 桃園站大華 

( 四 ) 桃園站觀音 

( 五 ) 桃園站建國九村 

自桃園火車站搭公車到『八角店』站約需十五分鐘 , 本校在『八角店』 

站下車 , 然後由永安路與新興街交叉路口紅綠燈處進入新興街 , 沿新興 

街直行 , 步行約三分鐘即可抵達開南大學。 

-59-

開南大學平面圖 

-60-

工作人員 

Conference Team 

召集人 : 車蓓群 

籌備委員 : 周茂林、Brian Zamulinski 

助理 : 謝珉琍 

編輯 : 謝珉琍、許慧君 

海報印製 : 炬曜廣告事業有限公司 

手冊印製 : 

系學會 

姓名班級 Email 

陳建豪 2A B95305061@ms1.knu.edu.tw 

呂佳儒 2B B95305088@ms1.knu.edu.tw 

黃詩婷 2A B95305057@ms1.knu.edu.tw 

林儒伶 2A B95305055@ms1.knu.edu.tw 

林芷萱 2A B95305047@ms1.knu.edu.tw 

卓亞樵 2B B95305004@ms1.knu.edu.tw 

馮婉婷 2B B95305014@ms1.knu.edu.tw 

康宇彣 2A B95305053@ms1.knu.edu.tw 

張怡嘉 2B B95305076@ms1.knu.edu.tw 

陳姿穎 2A B96305202@ms1.knu.edu.tw 

彭峻彥 2A B96305227@ms1.knu.edu.tw 

邱惠臣 2A B96305207@ms1.knu.edu.tw 

楊慈惠 2A B95305021@ms1.knu.edu.tw 

-61-

贊助廠商 ( 按筆劃排列 ): 

Sponsor: 

文鶴出版有限公司 

Crane Publishing Co., LTD. 

東華書局 

Tung Hua Book Co., LTD. 

英檢出版股份有限公司 

Taiwan ELT Publishing Co., LTD. 

敦煌書局 

Caves Books 

-62-

活動手冊 - 開南大學

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