2014年11月30日 星期日


機車遊記分享 - 傳說中的北桃113(北113)超冷門路線Part II - 機車討論區 - Mobile01

雨中的桃119縣道與東眼山 @ Antoni的陽光後花園 :: 痞客邦 PIXNET ::

我走的是 往桃119,而且我也強烈建議大家晚上不要走北113,其實台七乙和台七晚上也都是超黑的。如果不是白天還是強烈建議不要去。


台三 –> 台七乙 ->台七->角板山商圈->東眼山售票口

       |-> 台三和台七乙之間 有最後一個 中油加油站



今天行程:擦車布洽談、家教、字彙教學題目設計完成、CLA progress report內容完成、CA progress report/passive tense teaching 完成、Syntax study ch3-6 事情很多,但要快作


  1. 要跟他買布嗎? Ans: yes. 50 x100  /  150 each pcs for sale
  2. 50, 100, 150 . Minmal quantity 150pcs (50,+50+50)  /  150, 250, 350 each for sale
  3. 電話?網路聯絡?我不一定能接電話


  1. 需要ERP嗎?還是露天就好
    Ans: 不用


  1. 要用我現有的帳號嗎?

Ans: OK. 反正我是自己賣。


  1. 拆帳比例
  2. 現金?我們怎麼確定收入整體是多少


  1. 我需要管理出貨嗎?
  2. 貨物存放點在哪裡?
  3. 我需要跑工廠去取貨嗎?


2014年11月26日 星期三

Syntax 1126 notes


Morse code http://zh.wikipedia.org/wiki/%E6%91%A9%E5%B0%94%E6%96%AF%E7%94%B5%E7%A0%81

倒金字塔結構 http://zh.wikipedia.org/wiki/%E5%80%92%E9%87%91%E5%AD%97%E5%A1%94%E7%BB%93%E6%9E%84

認知語言學 - 維基百科,自由的百科全書

頻率分析 - 維基百科,自由的百科全書

George Lakoff - Wikipedia, the free encyclopedia

史楚普效應 - 教育Wiki

羅夏克的墨漬測驗The Ink Blot Test @ 被貓撿到的幸福 :: 痞客邦 PIXNET ::

想造出「星際效應」中機器人Tars,還有哪些難題? - Inside 硬塞的網路趨勢觀察

TARS - Interstellar Wiki

好想要一隻TARS啊!《星際效應》機器人惹人喜愛的10個原因 | 微文青 | 妞新聞 niusnews

恩尼格瑪密碼機 - 維基百科,自由的百科全書

learn morse code

赫曼·羅夏克 - 維基百科,自由的百科全書

Stroop 叫色測驗

認知神經科學研究所 - 運用系列情緒史楚普作業探討性侵害犯及正常控制組在情緒及認知上之交互運作:事件相關腦電位研究

阿簡生物筆記: 史楚普效應(stroop effect)

Gestalt Archive: H.-J. Walter: What do Gestalt therapy and Gestalt theory have to do with each other?

Stroop Effect - MMDays

Gestalt psychology - Wikipedia, the free encyclopedia

The Gestalt Principles

Law of Similarity - Gestalt Laws of Perceptual Organization

Syntax 1125 notes

Ch5 Binding


翻譯米糕  201405221335092


  1. the binder precedes the bounded element
  2. the binder coindexed with the bounded element




(a) is correct.

Binding principles A, B, C


binding (conindex & c-command)


2014年11月25日 星期二

CLA 1125 notes

2014-11-18 16.37.34


Possible Research Qs: (Most of Qs in CLA is more theoritical/linguistics, therfore nrequires some more proofs. and evidence)

  1. enhance vocabulary learning through ….(phonology, Gestalt, spelling, graphic novels, etc )
  2. ESP (not EAP)
  3. English in workspace
  4. geometric grammar (stroop test)
  5. fMRI for Synesthesia in my geometric grammar
  6. ontological mapping
  7. coding for Morse code or binary code
  8. referential scheme via geometrical grammar (in writing, reading, or conversation)

My research question would be:

Can G.G rules boost reading speed and enhance vocabulary learning? Is it possible to apply Gestalt theory in vocabulary teaching via G.G rules? If so, how to do it?

Reason for doing this:

Because I benefit from G.G rules, and it somehow has something to do with my synesthesia.

First let us know a little about Gestalt theory…

soruces of pics:

  1. http://psychology.about.com/od/sensationandperception/ss/gestaltlaws_2.htm
  2. http://cct370-w07.wikispaces.com/Gestalt+%28Properties+and+Laws%29
  3. http://www.users.totalise.co.uk/~kbroom/Lectures/gestalt.htm


260px-Multistability Closure Common Continuation Reification L1

part as whole

Gestalt theory in a word :

“The whole is other than the sum of the parts.” — Kurt Koffka

The principles of data compression


  1. binary codes: 1001010001001000
  2. morse codes 
  3. image files (require sampling beforehand)
  4. sound files (require sampling beforehand)



Ok, now what? Why is G.G rules related to Gestalt theory and vocabulary teaching/boosting reading speed?

G.G rules:

Noun –> rectagular

Personal pronoun –> squares

be-V –> round

verb –> oval

adj –> underline

adv –> (null)

conj –> triangle

det –> stars *☆

clause –> square brackets [ ]

adj/adv clause –> round brackets ()

larger clause units–> curly brackets { }

* brackets can be used recruisvely

Take a look at my short samples:

gg rules demo


Now a whole long paragraph would look like this:

(I don;t have one here)



Lit reviews:  我得換掉這些,改放和Gestalt、cognitive grammar有關系的。而且要讓人瞭解為什麼之前的lit欠缺這方面的研究,所以我作這個是很有價值且有道理的。(https://www.dropbox.com/sh/fjr8lq2eokti0xj/AAAlxqVl4fagpSdrLB8vdmsga?dl=0)


  1. Nilsen, A., & Nilsen, D. F. (2003). A new spin on teaching vocabulary: A source-based approach. Reading Teacher, 56(5), 436-439.
  2. CARPENTER, K. k., GEHSMANN, K. k., SMITH, R. r., BEAR, D. b., & TEMPLETON, S. w. (2009). Learning Together: Putting Word Study Instruction into Practice. California Reader, 42(3), 4-18.
  3. Sabeti, S. (2012). Reading graphic novels in school: texts, contexts and the interpretive work of critical reading. Pedagogy, Culture & Society, 20(2), 191-210. doi:10.1080/14681366.2012.672336
  4. Ho-hui, L. (2012). Teaching Vocabulary Through K.K. and Dictionary Phonetic Symbols to Taiwanese Elementary Students: A Collaborative Action Research Approach. English Teaching & Learning, 36(2), 35-78. doi:10.6330/ETL.2012.36.2.02
  5. Khabiri, M., & Rezagholizadeh, R. (2014). The Comparative Effect of Teaching Spelling through Mnemonics and Phonics on EFL Learners' Vocabulary Achievement and Retention. Theory & Practice In Language Studies, 4(7), 1463-1468. doi:10.4304/tpls.4.7.1463-1468
  6. Jarvis, L. H., Merriman, W. E., & Barnett, M. (2004). Input That Contradicts Young Children's Strategy for Mapping Novel Words Affects Their Phonological and Semantic Interpretation of Other Novel Words.Journal Of Speech, Language & Hearing Research, 47(2), 392-406. doi:10.1044/1092-4388(2004/032)
  7. Gill, S. R. (2006). Teaching rimes with shared reading. Reading Teacher, 60(2), 191-193. doi:10.1598/RT.60.2.9
  8. Thompson, G. B., McKay, M. F., Fletcher-Flinn, C. M., Connelly, V., Kaa, R. T., & Ewing, J. (2008). Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency. Reading & Writing, 21(5), 505-537. doi:10.1007/s11145-007-9075-9
  9. George Lakoff

Gaps that I found in these papers:

  1. Little has been done on studying  syntax via Gestalt theory
  2. research on boosting reading speed and learning syntax/lexicons
  3. fMRI tests on these kinds of synesthesia are lacked (word category and shape/sense of touch)


Method I will use in my paper (and how I prove my hypothesis is right?)

E1: 拿一篇或幾篇難度不同的英文文章,請他們按照G.G.的rule來畫圖。之後再來對圖形的答案,以及用post-test檢查受測者是否閱讀速度加快了?grading will be easier in this test. (productive/receptive test)

E2: 反其道而行的測驗,故意把G.G的rule作反或調換規則,測試閱讀速度是否變得不同了。(stroop test)

E3: use cloze test to assist E1 &E2 (receptive test)

 ch stroop  51v-Stroop_test_S


(internal evidence)

(external evidence)

使用German  或其他歐洲語系作測試?或是用很難的英文字作測試?或是找很小的小孩,但能讀英文的?(如果是英文,我可以確保word order和grading可以完全符合我的標準,其他語言我就沒辦法了)

Results: I decided that I would only use English  in this experiment. (2015 Jan 6)

Main ideas in designing the methods:

  • Use graphical items to represent the syntatic relation among words in English. (avoiding the influence from known or unknown word meanings.)
  • As participants acquired G.G. rules, test their fluency on using it.

Timed test:

  • Test them on receptive way (apply the rules to circle the text, then check the accuracy)
  • Test them on productive way in composing a short composition (self-introduction with guided questions.)



Methods I designed in this experiment. (There are four major steps in total)

Steps for choosing participants:

  1. Find at least 3 or 4 participants for this experiment, closely examine their progress. All of them will be receiving G.G rules training. I have very limited time resources so I have to utilize all the suitable participants I could find. It’s impossible for me to go back to PCSH at the end of the semester for this experiment. They are busy with finals exams at this moment.
  2. My ideal participants would be my girlfriend (28), my younger sister (17), and some of my co-workers at the gas station, mostly teenagers with very poor English proficiency. They are the perfect participants for learning a new system that would overwrite their old understanding on English grammar and long articiles. I’d explain it later.
  3. I could arrange my test schedule with ease when I am at work and daily activities.

Steps for teaching them G.G. rules within very limited time (10 mins):

  1. (After work or at break to take care of my mom.) Explain the rule chart to them, and ask them to practice right away under my supervision. I’ve got suitable text for them. They should use text from elementary level,  such as Let’s Talk in English and partially from the easiest long text in Studio Classroom. (We are NOT choosing dialoguues for the experiment!)
  2. Make sure they have mastered G.G rules.
  3. Make sure they do not derive the classes of the words “only” from semantic meanings. They need to understand the core of G.G. rules is to work without semantic meanings.

Steps for conducting the tests:

  1. video and audio recording during training, explaining and testing. I expact each participants would take 1 hours to complete the whole process.
  2. noting down some important conversation in the recordings. This would help me clarify the actual problems they encountered when learning the system with little or no semantic clues.
  3. the chosen texts would be better if they are similar in syntatic forms. Their content is not that important. But it shall cause no fear for the participants.

Steps for analyzing the data of the experiments

  1. This is a timed test. We need a timer to measure how fast a participants can finish pharsing the provided text. (eg. 50 seconds in total to finish pharsing and circling the paragraph)
  2. Measure their finished time. (before and after G.G rules training)
  3. Find out their accuracy in applying G.G.rules.
  4. See if they have improved in reading speed. (at least in circling the words)
  5. No stroop tests at this moment/stage




Expected findings and unsolved issues:

Participants with very low proficiency will experience confusion on semantic meanings.

Participants with higher proficiency, such as Sunya, could use the simulation test material for Toeic as a way of measuring reading speed.

As for my younger sister.


Initial findings


Expected difficulties

some participants feel disinterested or find it difficult to learn G.G rules.


Expected findings

Most papers are useless junks. No statistics or useful description on method designs.


Important issues:

  1. Reading fluency 其實有隱含semantic understanding的意思。所以實驗題目名字要稍微修改一下,你測的是幾乎純syntactic parrtern understanding. 雖然這會幫助semantic understanding and pharsing.
  2. 第二次的test material,其syntatic form最好再複雜一些。
  3. 如果將來作投影片,要記得標上slide的頁面數字
  4. 要放上%,閱讀上會很有幫助(是不用太複雜啦)


VT 1125 notes

今天重點是放在Multiple words unit(MWU)的教學

  1. 我得塞一些multiple words unit塞一些進來我的text
  2. 要有很好的lit review

Today’s lecture and work

  1. at least 3 combinations for my lexical items
  2. go to lit review and see how to do the multiple words unit teaching precisely. Do not so broad and vague.
  3. lit review: say what is wrong with prvious research from others’ papers

一些web resources,我應該用實體的coillins cobuild idimos and phrases dictionary,但現在手上沒有。

  1. http://idioms.thefreedictionary.com/
  2. http://www.talkenglish.com/Speaking/Idioms/Category10.aspx
  3. http://www.thefreedictionary.com/godspeed
  4. https://www.ptt.cc/bbs/Eng-Class/M.1305953605.A.219.html
  5. http://alt-usage-english.org/excerpts/fxsubjun.html

a list of my possible MWU candidates:

  1. take a while
  2. reach out to sb
  3. suffer from sth
  4. check in on sb/sth
  5. check in with sb/sth
  6. check up on sb/sth
  7. lighten up
  8. keep sb in the loop
  9. not lift a finger = lazy
  10. give sb a hand
  11. throw in the tower
  12. easier said than done
  13. know sth/sb inside out
  14. hop in
  15. get sb’s ass/tail in gear
  16. destined for
  17. equip with
  18. leave one to one’s fate
  19. godspeed = godspede = good luck, god bless you (第三人稱等等都不用變化!很特殊!)
  20. get on one’s nerves
  21. put the knife in
  22. get/have one’s foot in the door
  23. have the guts
  24. keep an eye on
  25. on the dot
  26. sooner or later
  27. put yourself in other’s place
  28. bug
  29. keep one’s fingers crossed
  30. piece of cake
  31. read between the lines

2014年11月23日 星期日

Vocabulary teaching v8

The sad thing is, I need to redesign many parts of my previous experiments.
But do not worry, I would try my best.

Work list:

  1. Today is 11/30. I am going to finish the rest of my test material. Ok, now let’s go.
  2. Adding MWU (multiple word unit) into my test material.
  3. I estimate I need at least 2 more hours to complete the two descriptions and the text.
  4. 可以用一些2000-4500 的字,如果還是太簡單,就再把range往上調整,但描述一樣的事情。


take a while lighten up know sth/sb inside out godspeed =
godspede =
good luck, god bless you
on the dot
reach out to sb keep sb in the loop hop in get on one’s nerve sooner or later
suffer from sth not lift a finger get sb’s ass/tail in gear put the knife in put yourself on other’s shoes
check in on sb/sth give sb a hand destined for get/have one’s foot in the door read between the lines
check in with sb/sth throw in thw tower equip with have the guts keep one’s fingers crossed
check up on sb/sth easier said than done leave one to one’s fate keep an eye on piece of cake



  1. Retention?
  2. Allow participants to discuss the content?
  3. the main problem is how to design a suitable testing procedure and relevant content?
  4. 我得決定和貫徹哪些網站在我寫作業的時候不能打開,fb和ptt是必定不能開的,email也是。imdb, rss, tumblr
  5. 寫好的text 請native speakers proveread 。我的時態會來回變化
  6. 問徐老師高一學生是否這些單字對他們來說太簡單?給他列表,並確定作實驗的時間

comic 1 description text

Tom moved to a new city. He lives alone and suffers from the depression of losing his job. He feels hopeless and alone. Some of his friends, for example, Susan, have noticed that something is wrong with Tom, but Susan is not sure how to reach out to him. Fortunately she found an app called heartline that would remind her to contact Tom. She adds Tom and some of their best friends. Periodically. the app would remind Susan and the others to check in on Tom. For example, when Susan was shopping. the app beeped and reminded her to check in with Tom. She immediately calls him, which makes Tom feel less disconnected and alone.  The process repeats and Tom truly feels he is loved by a support system.

comic 2 description text

The team rolls out in the morning. Phill ponders and check on his ammo. Ronald is calmly bathing the sunlight near the window on the helicopter. He suits up his boots. At the mean time, they are preparing for parachute jumping. The turbine engines of the chopper roar, and the soldiers are ready for their day. 


word based rephrase…sentence blanks

用配合題測驗!可能有四大題(40 words?)或兩大題(20 words)

A new paradise for all people

Matt was hurt badly on his belly, and the only chance for him to survive is to find a hospital. He went to a hospital and found his childhood playmate Holly, who now works as a nurse. She secretly heals him in her home and asks him what had happened to him. Matt explains that he needs to go up to the space station “The Paradise” where all the rich people live. Meanwhile Crack and some killers have followed him by drones and helicopters. They fighted for survival. Holly and her daughter Moore were kidnapped by those agents. Matt and his partners have to save them. He carried enough ammos and clips, preparing to ambush the space colony. The shuttle they took hovers above the hopeless land before they leave – it’s their broken hometown. Matt no longer feels disconnected to the others since he holds the key to save everyone on this planet. They don’t want to suffer from pollution and hunger anymore.

They do the parachute-jumpping on Crack’s base and crack many doors, eventually found the terminal computer that controlls everything in The Paradise.

Before Matt pressed the button, he no longer felt alone. He knew that he would live among everone else who benefits from the New Paradise.


items to be filled:

  A B C
1 alone belly ammo and clips
2 hovers fight parachute-jumping
3 no longer feel disconnected turbine
4 survival   helmet


1. Reading graphic novels in school: texts, contexts and the interpretive work of critical reading
Shari Sabeti*
School of Education, University of Stirling, Stirling, UK
This paper uses the example of an extra-curricular Graphic Novel Reading Group in order to explore the institutional critical reading practices that take place in English classrooms in the senior years of secondary school. Drawing on Stanley Fishs theory of interpretive communities, it questions the restrictive interpretive strategies applied to literary texts in curriculum English. By looking closely at the interpre- tive strategies pupils apply to a different kind of text (graphic novels) in an alternative context (an extra-curricular space), the paper suggests that there may be other ways of engaging with text that pupils find less alienating, more pleasurable and less reminiscent of work.
Keywords: graphic novels; critical reading; interpretive communities; extra-curricular space; secondary English teaching


2014年11月20日 星期四




Syntax 1120 notes



p203 #7

p204 cps #2, 3

我是屬於聖經上的「外邦人」   2014-11-20 17.41.21

Ch5 這單元要把binding, c-command, coindex 弄得很熟喔,幾乎是反射動作的判定速度

c-command http://zh.wikipedia.org/wiki/C-command

binding : coindexed c-command

A anaphor must be bound = coindexed + c-coomand

ch17 會詳細表述c-command (binding)的限制層次,比如包在哪個that clause裡面

一個r-expression 不可以被 c-command / coindexed



Principle A

Principle B: thou (prouN) cannot c-command, coindex, bound another one in its domain.

Principle C:

 2014-11-20 16.40.07

照片上的案例,違反的是binding principle C

Stanford => LFG,

Berkerley => HPSG for siri

1992 –> 回台灣 (那之前六年電腦公司)


2014-11-18 12.35.15 


 2014-11-19 18.38.20 


binding 反而更像是mirror,找到自己的鏡像。

2014年11月19日 星期三

CA 1119 notes





下面是下次要繳交的term paper proposal內容需求:

  1. 論文計畫大綱:
  2. 研究背景與研究動機
  3. 研究目的以及此研究之重要性
  4. 研究問題
  5. 相關文獻探討
  6. 研究方法與步驟
  7. 初步分析與討論
  8. 預期研究成果
  9. 建議
  10. 參考文獻

Some possible keywords for my proposal in this course: career, work place, without kk phonetics, vocabulary teaching, limited time and resource, immigrant workers, adult,


CLA 1118 notes

下週progress report,要有outline

而且我上週完全忘記要作VT的paper 閱讀

2014年11月15日 星期六

Vocabulary teaching v7


  1. 應該減少圖片,比如剩下兩張
  2. E1, E2 的教學方式 instruction 要更清楚去區分 (考量到實際執行時需要的人數和時間,借班級的方便性等等,乾脆刪掉E2。只保留C和E1來比較就好。很單純的就是比較有沒有圖片的輔助聯想記憶的教學效果)
  3. 你的hypothesis claim不夠明確! (刪掉E2以後,就沒必要以Gestalt theory為主要討論核心了。單純就只是利用圖片來記憶因果關係,還有其他未知的輔助效果,可以在這邊查明)
  4. 這次要真的教材了!
  5. L2 learners shall learn how to connect forms and meanings
  6. 排除沒有因果關係的連環圖。
  7. 對於有沒有對話框,都無所謂。只要因果關係明確即可。(有字的還是優先!這樣我舊不用設想單字或作引導。)
  8. 考量時間限制的關係,把圖片數目限定為2~3張(用來確保能保持一定數量的新單字,同時這也符合我的訴求,人的注意力資源有限制,不能給予太多圖片。因為到最後還是只能關注少數幾張)


Claims: People would learn better if they could learn with pictures (so that they would remember the casuality of things)


3000-6000 (teach)

6000-9000 (frequently used)

9000+ (strategy learning)

Vocabulary in terms of vocabulary use (pragmatics)

collocation, concordance

level of (receptive, productive)

Heartline_Storyboard-2 MeghanCorbett-Storyboard  F_storyboard_01

The vocabulary used in the three pictures above are listed here (a table inserted here)


1   John lives alone in the big city. He often feel _____ when he returns to his apartment. (a) connected (b) disconnected (c) supportive (d) pregnant
2   Last Saturday, Mary registered a fitness  ______  in nearby the gym. (a) system (b) real-time (c) program (d)ambush
3   The soldiers are preparing for a _______  from the plane.  (a) parachute-jumping (b) real-time (c) program (d)ambush
4   Mike checks on his ____ to see if his weapon is ready. ammo
5     hover
6   The rescue team use the helicopter to take the injured travelers to the hospital. (a)sticker (b) alone (c) hopeless (d)bind
7   belly pregnant helicopter
8   soon-to-be  
9   For the safety issues, our law regulates all riders to wear _____s when they are riding a motorcycle . (a) helmet (b) suck (c) shoe (d) depression


Result Discussion:

  1. I need a interview to know how participants really usesome unknown techniques to memorize these new words. Maybe a questionaire is an acceptable mode of “asking”.
  2. Gestalt theory
  3. about the post-test: we only do spelling, multiple choices, and L1 translation

Here are the test materials for post-test

  multiple choices L1 translation
1 The hummingbird ____ above the flowers to enjoy its feast.
(a)coach  (b)ambush  (c ) hover (d) parachute
belly ________
2   pregnant ______

2014年11月13日 星期四

Syntax 20141113 notes

今天主講是direct object 和indirect object,他們在樹狀結構中的地位其實不明確。不用太認真看待這個問題,之所以會這樣,是因為我們會把thematic rule跟這種門派的syntax混在一起討論的關係。

Precedence 優先權

ID/LP rule (immediate dominance/Linear Precedence)

Grammatical relation (structural relationship)

thematic rule


RG (Relational Grammar)

LFG (Lexical Functional Grammar)


主詞可以說是TP (tense)的sister ,但本來他是V的sister


ALPAC report  (u.s.)



p158 #4

P159 #1

P160 #4

P161 #6

2014年11月12日 星期三

CA 20141112 notes

Zipf’s Law  -> 極少數的幾個字,卻佔據了文章中的大半比例。

  1. 因此找出各個階段中,出現最多的字是很重要的,這樣可以確保每一份教、學的努力都有最高的報酬率。
  2. 這些字彙可作為ESL學生的各階段學習目標


法語 動詞介紹 (看看是不是也有一句只有一個動詞的規定)



韓語 動詞

http://www.discuss.com.hk/viewthread.php?tid=23680762  (Korean)

英語 動詞





ToM (Theory of Mind) & Autism & Aespger





A Cognitive Linguistics View on Reading Comprehension (以認知語言學為觀點來看第二語言╱外語閱讀) http://www.lass.ntust.edu.tw/human/bulletin/paper/paper3.htm

http://www.books.com.tw/products/CN10031510 認知語言學概論(簡體)





  1. 萬一漢語中的賓語,不是動作的直接接受者和承受者,改成被動以後舊不一定能當主語 (? 一口流利的北京話被他說了)
  2. 一些動詞「像」「聽起來」「看起來」無法改成被動句,中英文皆是如此。


時, 體(tense, aspect)




  過去 現在 未來 進行
完成     x  

Use of English verb form http://en.wikipedia.org/wiki/Uses_of_English_verb_forms

so complicated…




2014年11月11日 星期二

CLA notes 20141111

Speech act theory –?

Piaget : ecocentric stage

Theory of mind  http://en.wikipedia.org/wiki/Theory_of_mind

Calibration (referential commmunication/talk)

關於re-request 的research question


  1. 我該換一隻黑色的筆來用。這種中性筆在光亮的紙質上會很難乾掉。
  2. 上課的報告或導讀可以採用比較類似仔細帶著大家看過的模式,不過我的方式似乎不用這樣…是我的缺點和方式。跳過太多了…refer 和補充的方式似乎有問題,不能讓其他人清楚知道我想補充的東西。某種程度也表示我太容易跳過細節和解釋。
  3. 這課程也要有research proposal囉 (progress report)

Week 11 = progress report  (11/25) includes

  1. “motivation” “research question (1,2,3…)”
  2. “lit revew” “found gaps from literatures”
  3. “methods based on refs (will give answer to Q1, 2, 3…)”
  4. “early findings”
  5. “expected difficulties”
  6. “major refs”
  7. “corresponding titles for your Qs”)

Week 16, 17 = progress report (20-30 min for each person, with research results!)


2014-09-24 14.22.44 2014-09-24 14.23.06 2014-09-24 14.23.21 2014-09-24 14.23.35 2014-09-24 14.23.52 2014-09-24 14.24.12 2014-09-24 14.24.28 2014-09-24 14.24.39 2014-09-24 14.24.48 2014-09-24 14.24.55 2014-09-24 14.19.04 2014-09-24 14.20.49 2014-09-24 14.21.07 2014-09-24 14.21.43 2014-09-24 14.21.58 2014-09-24 14.22.29    2014-11-18 12.06.29



2014年11月10日 星期一

Upon my graduation schedule




Vocabulary Teaching v6

Participants: I need at least 60-75 of 10th graders. 20-25 for each of my three group. They are senior high school students in PCSH. Almost all of them do not know K.K. phonetics. So they use some other techniques to memorize newr words.

Test time(C, E1, E2):

  explanation teaching practicing total time
C 2 min 10 min 8 min 20 min
E1 2 min 10 min 8 min 20 min
E2 2 min 10 min 8 min 20 min


Tell the participants the story about a real case about illusion of learning from my student (He can not distinguish “country” from “culture” becuase his way of memorizing words is so poor. He simply look at them and observe their initials and Chinese translations, then tell me he had done the memorization. He does not do the spelling or memorization at all!)

Since they are all 10th graders and freshmen of PCSH, we could anticipate they have very similar English proficiency and word knowledge base.

Our pretest is simple: we take the word for them in the stage of explanation, then ask them to do the multiple choice directly. We will check the answer afterward (in the end of the stage of practicing).

This is the table for our Pre-test

  Vocabulary 中文意思
1 turbine  
2 ambush  
3 depression  
4 coach  
5 flee  
6 hover  
7 bob-cut  
8 suffer from  
9 octopus  
10 parachute  
11 guilty  
12 swarm out  
13 helicopter  
14 parachute-jumping  
15 fight  
16 bind  
17 assist  
18 clips  
19 Denim skirt  
20 belly  

Material (for teaching):

Word list for each comic strips are listed below

There are 4 comic strips in total. Each of them has a different theme.

1. heartline app 2. Spiderman 3. Skype 4. shopping 5. mission
depression 爪子 claw nervous 小喇叭褲 flares/bell-bottoms helmet
hopeless 章魚 Octopus approach 直筒褲 straight jeans
feel  disconnected 捆綁 bind guilty 牛仔短裙 Denim skirt ambush
be remind of 倉皇逃跑 flee program 羅馬涼鞋 Roman sandals helicopter
alone 搏鬥 fight include 七分褲 Cropped pants chopper
suffer from 高架鐵軌high railway soon-to-be father Chinese bob cut boots
support system struggle assist   clips
system 蜂擁而出 swarm out/ rush our in real time   ammo
    on-demand   turbine
    supportive role   parachute-jumping
    coach   hover

The following samples are the comic strips I will use in class.

 Heartline_Storyboard-2 Spiderman2 MeghanCorbett-Storyboard Elizabeth_Colomba_01F_storyboard_01

Teaching the class (the precise process on how to instruct them)

I cancel the grouping and group discussion since it will consume more of my precious borrowed time. Also, it is more natural to assume EFL student to acquire new vocabulary from the setting of independent reading. So it’s perfectly alright to design my instruction in this way.


Material (for testing):

These comic strips could be different from the previous ones we used in teaching stage. However, they need to cover similar ideas and key words within the pictures.

I’d provide these pictures, and ask them to recall their meanings (and plot). This time, no words would be presented on the pictures.

*issues: the conrol group shall be provided with some supportive texts/scripts of the pictures. The text would be a substitution for the comic strips. So that we can make sure the control group also receive enough information from context in a literal way rather than via visual linkage.

To save time, I would just give them the multiple choice as the mid-test.



Mid-Test (C, E1, E2)

Basically, I would only use multiple choice questions to test their retention. The rest of the test items would be saved for the next day’s post-test.

1   John lives alone in the big city. He often feel _____ when he returns to his apartment. (a) connected (b) disconnected (c) supportive (d) guilty
2   Last Saturday, Mary registered a fitness  ______  in nearby the gym. (a) system (b) real-time (c) program (d)ambush



The post-test would be done in the 2nd day.

The Post-test is more difficult then all the previous tests. Participants would be required to do the following types of tests to show how good the newly acquired words have incorporated into their own knowledge system.

*Issues: the the stage of word-recognition test, target words would be addressed in a different scenario. We want to know if it is possible to make the participants recall from a different settings, yet the meanings carried by the words would still be the same. The content of the post-test would be completely different from the mid and pre-test.

  control E1, E2
spelling y y
story recall test y y
word-recognition y y
multiple-choice y y
L1 translation y y

Here are some samples for the post-test

  C, E1, E2 Write down your answers here
story recall test    
multiple choice The hummingbird ____ above the flowers. (a)coach  (b)ambush  (c ) hover (d) parachute
L1 translation flee  


Other references

https://www.coursera.org/course/learning (learning how to learn; chunking skill; illusions of learning)