2014年12月31日 星期三

CA 1231 notes (2014)

關於出國留學和研究:

  1. 走出去,一定要走出去,離開本國
  2. 要教中文的話,去澳洲就對了。極度缺人。
  3. 你要知道當地的國家想要什麼樣的人,特別是他們希望來教書的人,能習慣、熟悉和喜歡當地的文化。
  4. 如果出去教導華語,班上會有native Chinese喔…不要驚訝。所以評量標準要不同喔!

關於澳洲華語的學生:

  1. 澳洲,華語的教材和教學、評鑑方式,完全是各自為政。這是因為澳洲的文化傳統,喜歡獨立。他們討厭統一的教育政策,也害怕傷害學生的信心。
  2. 強制用中文說話,和多說點什麼。不是用英文交流或是用制式的打招呼。
  3. 內容不用relevant或完全correct,但是要強迫用練習。因為中文不是時態語言,加詞就對了,就能有新的內容。這樣畢業後才有信心。
  4. 他們會逐漸發現,學習語言的目標是能用,能自在有信心的用。
  5. 不是只有教中文,最重要的是文化。比如教導「老師」這個稱呼和意思,要讓學生懂得不是完全等於英文裡面的teacher。他還有更多東西,特別是代表「權威」「尊敬」「信任」,「不是直接叫姓氏,而是一種身份的代稱」。
  6. 他們對於華人考大學和作研究的教育效率和能力很有興趣。
  7. 我愛你在英文裡面不等同於I love you啊,學生不能亂用。
  8. (It’s a language. You need to do some sort of communication. You need to understand 躺在地上喊「水」的人想喝水)

 

關於…?

2014年12月28日 星期日

岡林國小

昨晚露營待的地方

唯一缺點:露營給的睡袋和泡綿墊非常薄,躺下去不用十分鐘就會痛得受不了
強烈建議要來的人要自己帶泡綿墊或是可以睡在車上...如果你的車大小ok的話

這邊半夜會非常冷。
相關的事情回去再po


2014年12月27日 星期六

名片 出光 洗車布/擦車布

賣家叫做 黃俊源

結論:這個東西沒用…兩天後布就完全沒效果了。

騙人的東西,別買。

Syntax 1219 notes(忘了作什麼用的,日後來看)

這篇我已經不記得是幹甚麼用的了…但先發上來

some ppt

https://drive.google.com/folderview?id=0B1LZ-_O57KbVaU5aMUhsM0pHNHc&usp=sharing

 

漢語&印歐語法 http://www.chiculture.net/0615/html/c04/0615c04.html

Papers about Modals

這篇很重要,我的syntax後面幾章節要讀的就是這些。但要是讓我選的話,我還是會說先把課本從頭到尾看過吧。這裡的東西只是零碎或特定的補充,光是看這些是無法理解syntax的。

Complements, adjunts

Modal, tense, verbs, aux

  1. On differences between Complements and Adjuncts http://uts.cc.utexas.edu/~bhatt/lin380l-f03/l3.pdf
  2. The Dual Analysis of Adjuncts/Complements in Categorial Grammar (David Dowty, Ohio State University, dowty@ling.ohio-state.edu ) http://www.ling.ohio-state.edu//~dowty/papers/degruyter.8x11.pdf
  3. Linguistic modality - Wikipedia, the free encyclopedia
    http://en.wikipedia.org/wiki/Linguistic_modality
  4. Complements and Adjuncts Compared @ The Internet Grammar of English
    http://www.ucl.ac.uk/internet-grammar/phfunc/compare.htm
  5. Complements and Adjuncts
    http://www.cis.upenn.edu/~xtag/tech-report/node18.html
  6. 模態邏輯 - 維基百科,自由的百科全書
    http://zh.wikipedia.org/wiki/%E6%A8%A1%E6%80%81%E9%80%BB%E8%BE%91

2014年12月26日 星期五

可能的輪胎買賣去處

在萬華這裡

http://class.ruten.com.tw/user/index00.php?s=money772331&d=3302980&o=0&m=1

叫做現金先生 0910 772 331

不知道過了一兩年我需要換輪胎的時候,它還在不在

會紀錄是因為他有一些比較特別的RV車款輪胎

現在我的大紅前後輪都是 130的寬度,之後應該會先換掉前輪,而且要換成 120的寬度,看看這樣會不會比較好轉彎。我現在這樣是蠻難轉向的。再之後就把後輪也換成120寬度,看看前後都是120怎麼樣。這樣就把前後寬窄的四種組合都試過了。

這樣應該就能得到最適合大紅的輪胎配置資料。

2014年12月24日 星期三

Vocabulary teaching: Data analysis

給各位協助參與此試驗的同學,我不知道你們有多少人會看到這則訊息,但我非常感激你們和徐老師給我機會作試驗。我也承諾大家會把試驗結果發布在這裡。所以請往下看吧。有任何更新我會註明,這篇我是隨時修改。如果想直接聯繫我,請寫信到 102551020@nccu.edu.tw 或是 karst10607@gmail.com

(I use English here, and I would be posting another Chinese version or a Chinese notated version later)

Title of the research:

From whole to parts, incorporating Gestalt theory into vocabulary teaching.

 

Introduction and Literature Review:

From the beginning of any English courses, teachers and students face similar problems: how to teach/learn new vocabulary effectively? There are cults of phonetics, morphology and even teaching methods. But here I provide a simpler and more effective solution: the Gestalt way of teaching new vocabulary. This is a relatively ignored part of teaching/learning new vocabulary. I could only find very little information about applying or researching Gestalt theory in teaching new vocabulary. Nevertheless, some pioneers had contribute valuable findings in using Gestalt method. Shari Sabeti had investigated a way to use graphic novel to teach in secondary schools. It turned out to be an effective way to make students less alienated and more engaged. This is a beautiful yet simple example of incorporating Gestalt theory into teaching textbook and new vocabulary. I will now enhance it and apply it on 10th graders in PCSH. 

Methods:

The full test materials and answers are available at http://fall-cicada.blogspot.tw/2014/12/vocabulary-teaching-v9.html 

We had pretest, immediate posttest and multiple-choices questions. We had no time for cloze test at all. But we do need more questions to make the statics more representative and objective. So this would be a critical question to solve for future experiments. 

  • Numbers of Participants:

Some answer sheets are missing or haven’t been counted into the statics due to their lack of uniform answer sheets. We need further clean up even after the investigation is over. (There are two piles of them in folders)

 

pretest multiple-c post-test
109 (contr) 33 33 33
118 (exp) 34 37 33
  • The background of participants:

They are 10th graders in PCSH (the first semester, freshmen for 2 months in high school). There are about 80 of them in total. They have more approximate proficiency since they just pass the entrance exam. If they are 11th or 12th graders, their variation would be quite huge.

Issues found, categorized based on the following subcategories:

  1. difficulty of tested vocabulary varies
  2. powerful suggestion by the instructor
  3. too many questions in test materials for the participants in such limited time
  4. Instability of the presenting media in the lecturing
  5. some participants refused to join the experiment from the very beginning

Difficulty of tested vocabulary varies:

  • The post-test is a little bit easier than the pre-test. The selected words are not actually in the same levels. We judge the levels of the words by the tool developed by Taiwan test central. (Judge by the online tool http://www.taiwantestcentral.com/Toolbox.aspx?MainCategoryID=14But it’s ok since both groups receive the same pre and post-test.
  • see the table, these are the words in pre and post-test.
      level 1 level 2 level 3 level 4 level 6 others    
    Pretest 0 2 1 3 1 2 -> ammo skydive
    Posttest 1 2 3 2 1 2 -> oppressive chopper

Powerful suggestions by instructors:

As an instructor, I kept encouraging them to “finish” the test even by guessing. Some of them are demotivated by the difficulty of the questions. I had to encourage them to keep going.

The numbers of question are too many:

  • They are too many questions for them. (But actually over half of them could finish them in time. Some even tell me their classmates lied that they can’t finish it in time.)
  • The questions must be more representative (surly!) The questions shall be more representative in order to be objective. Although the text and the questions were carefully crafted, I am still worried by their representativeness.
  • We need a mechanism to force the students complete the whole test. They procrastinate all the time, making the experiment uncontrollable and less objective. A huge count down clock might be a good tool to spur them. Note: in some cases, they would not be appealed by candies. Try something else with little budget. For example, share them your research results in this experiment or tell them the immediate benefits after receiving the lecture (in a way to know themselves better or help them with a new mode of studying.)

Instability of the media we used in the experiments and lecturing:

  • The projection is still too small for them to read. At least not so comfortable to read with.
  • Redesign and optimized the text layout for projection. (I had done so but obviously not enough for this time)
  • Try Google Answer Sheet or design an app for real-time answering (eg. hi-learning voting system for smart phones) A more efficient way of grading and collecting data (with the help of online questionnaire or apps we developed to collect data) is needed. This would allow us to collect more feedback and save time for interview after the test.

 

Finally, from the videos we found some other issues:

  • the performance of the teacher is not stable enough.
  • some students do not participate actively throughout the session.

The first issue is obvious and expected before I conducted the experiment. I have not been teaching students with a whole bunch class for at least six months. I got nervous at the beginning in class 109. But in the second class, the class 118, I am totally alright and got into the condition.

As for the second issue, it’s a little bit harder to resolve. This is an non-compulsory lecture. It did interfere a lot if some of them don’t participate the session. I don’t think gifts are good alternatives to them because they want more than that. The purpose of the study or some immediate boost on their ability is what they desired most. So I told them what they will learn after the session, and the benefit of it will last until they enter and leave college. This is a useful way of making them engaged at the very beginning. 

Video recordings of the lecture:

  • Controlled group Class 109: (traditional)  ways of lecturing

 

pretest, posttest, and m-choices

 

  • Experimental: Class 118 : “Gestalt” way of lecturing 1: former prisoner Tom’s story

“Gestalt” way of lecturing 2: the soldiers

pretest, posttest, and m-choices 

(You may find all of them on my youtube channel. I only placed some representative clips here.)

Audio Recordings:

From the audio recording, you may found more details in the interaction between teacher and the students. You may also figure out why it’s difficult to bring new vocabulary to students in a short period of time in the traditional way of teaching textbook.

As for the audio file provided below, Ogg format is an open source and better quality alternative for wma, mp3, or aac file. Play it with any of your audio programs on your computer.

Control (Class:109)

http://kmimayo.no-ip.org/pluginfile.php/109/mod_forum/post/11/Record_0001%2864kbps%29.ogg

Experimental (Class:118 )

We forgot to do the audio recording, but we had more complete video recording for class 118. Check the video recordings to see their interaction and engagement.

 

Data Analysis:

We found the difference between the the classes is not as huge as expected. I had made some huge mistakes in the initial analysis of the old diagrams. I had revised them. The mistakes shall be noted and never happen again.

  1. The second diagram shows stacked data. (superposition), but the first does not.
  2. Grid lines shall be provided at the very beginning.
  3. Nodes shall be provided at the very beginning.
  4. Notice that the horizontal line starts from point “zero” – when participants score zero in the pre/post-test, and some of them did score zero.

The first mistake is the most serious one. I therefore judged the whole situation wrongly and considered the experimental group receives dominating success over the controlled. But if you look carefully into the following diagrams and pie charts, you will find the statics only shows they are classes with different properties. Further analysis will be done in the following discussion. We still obtain some precious findings in the experiment. ( If you’d like to read you yourself, please check the the statics from the online document. https://docs.google.com/spreadsheets/d/1IB6dS-zf9cTmOBcEk8MqmJxt7GOWBKEtJFezeY54Wq8/edit?usp=sharing )

Colored examples:

  • red: pre-test
  • orange: post-test
  • blue: m-choices

D109

D118 

Further analysis on the statics:

Basically we measure their improvement by comparing the pre-test and the post-test. From what we saw in the diagram, we found both groups have salient improvement in the immediate post-test. The problem is which group has better performance? Since they have different proficiency at the beginning, and the initial components of the participants in two classes are not homogenous, we have to compare the actual improvement by the following standards.

  • Average improvement
  • Proportion of proficiency level after instruction (%)
  • Interviewing after the tutoring (not completed in this test)
  • students’ engagement (accompanied with the videos provided)

By looking into these questions, we would have a more objective observation on the statics. The following two pie charts are class 109 and class 118.

109 pie 

 

118 pie 

I listed out my findings based on the sequence of previous questions.

  • Q: What is the average improvement in both groups?
  • A: Both classes have their majority move up to level 4 (scoring 4) in the post-test

Pre-test

scoring 0 1 2 3 4 5 6 7 8 9 10
109 (con) 2
(6.1%)
10 (30.3%) 7
(21.2%)
6
(18.2%)
5
(15.2%)
1
(3%)
0 2
(6.1%)
0 0 0
118 (exp) 2
(5.88%)
7
(20.6%)
8
(23.5%)
7
(18.2%)
6
(14.7%)
2
(5.88%)
2
(5.88%)
1
(2.94%)
0 1
(2.94%)
0

Post-test

scoring 0 1 2 3 4 5 6 7 8 9 10
109 (con) 0 0 2
(6.1%)
4
(12.1%)
14
(42.4%)
7
(21.2%)
3
(9.1%)
2
(6.1%)
0 0 0
118 (exp) 0 0 5
(15.1%)
5
(15.1%)
13
(39.4%)
7
(21.2%)
3
(9.1%)
0 0 0 0

 

  • Q: What’s the percentage of proficiency level after instruction (%) ?
  • A: After the instruction, experimental group has become less diverse in proficiency than the controlled. See the tables.

From the tables above we could clearly find class 118 (exp. group) had a more approximate level of improvement. If we look for more details from the pre-test table, we would figure out the reason: class 118 has a relatively more smooth performance on proficiency test at the very beginning. But even this is the fact, class 118 has a wider span of proficiency level in the pretest. The result of this experiment only reveals the Gestalt way of teaching vocabulary can possibly make a group more homogenous in proficiency improvement. This would be a useful property in teaching.

I assume the reason for this phenomenon is simple: they are not used to the new method yet, so they perform relatively approximate in the post-test. In the traditional way of teaching new vocabulary, some are good at fetching information from the oral lecturing of the text. This may be the reason why they are more familiar in using the old method to memorize new vocabulary. But some students with lower proficiency would not obtain better results way since they had not

 

  • Q: Is there any interviewing after the tutoring?
  • A: No. We didn’t have time for this. Although we had planned to do so in the beginning.

We surly didn’t have time for interviewing, but we will return the findings to the participants and ask for any further interest in helping our future investigation. We have at least two running web forums available for the participants to contact us. They are:  http://kmimayo.no-ip.org/  and https://www.facebook.com/windabc 

I also informed them my email and contact information on the blackboard before I left. These will serve as reliable channels for contacting and following the participants in near future for longitudinal research.

  • Q: How is students’ engagement in class?
  • A: It’s far better in the experimental group.

From the recordings we provided, the experimental group did have better engagement during the lecturing. It’s easier for them to picture the scenarios in mind if they have some comic to look at – at least a basic framework available for them to develop from. This is the core of this experiment, we found that even the smartest students benefit from a new way of learning vocabulary. Incorporating new words into existing schemata and a vivid, meaningful story.

Findings and conclusions:

We have come to the conclusion that students would be better focused and interested in the Gestalt way of teaching. They would have relatively closer improvement, and this make next teaching session more pleasant because they will be easier to teach. It seems that traditional method only benefits students with proficiency from intermediate to high. But the Gestalt way of teaching avoids the problem of phonetics and morphology, providing them with an alternative to start from. I believe this would be a useful tool for learners in all levels of proficiency.  

 

Some Final remarks: budget is everything essential

From the experiment, we realize why beget is everything essential even before you start an experiment. We need some necessary equipments and budget for the preparation. But as a regular graduate student, our instructors often failed to empathize how poor we are in real life. We have very limited budget for living, yet we still need to pay for everything the experiment needed. It is not that simple just handing out the Tax numbers to the stores, we need the money before we purchase anything!

It’s hard for instructors to imagine why his advisees need to work part-time and got exhausted. Because we are so poor that we even need to choose the shortest yet most dangerous path for commuting to save the fuel consumption every week! It’s just about 150 NTD per week but I can’t afford more than that. We risk our life to ride scooters passing the busy roads and bridges, facing threat everyday just to complete our academic pursuing. Even though we had support from our family, we still need at least 8000 – 10000 NTD per month to survive in Taipei. Otherwise we could not possibly finish each semester. Any AT who work for university receive about 300 NTD per month. But the salary is not delivered by month, but by semester! This would be an impossible scenario for anyone to live in Taipei without any extra financial support.

Many of our predecessors sneer at our hustle life style, but they probably never understand how difficult it is to live a life in such a consumption level nowadays. We graduate students are forced to work at the bottom of lowest entry part-time jobs in order to survive. This is the life of a regular graduate student. Do not be misled that they drive a minivan to school or flying abroad whenever they want to join a conference! They can not possibly afford it. If you find some live such a life, you have to doubt where his money come from.

As I had said, this is probably the most important findings in this experiment: we graduate students must take it as a priority that finishing our research topic systematically, and economically surviving in real life before and after graduation.  Only by following these guidelines can we guarantee that we would be an independent individual in the future, who can work and live individually without any interference from higher authority or financial reasons.

None of us shall take it for granted such a dependant life would last forever or throughout our academic life. We shall not mess up our health, friendship or relationship with our family since it is certainly not worth it. During the process of pursuing our goal of independence, some may feel unsatisfied to the way we act. But do remember: we could not make each satisfied all the time, yet it would be enough to make some of them satisfied at the needed time.

Minimal requirement on needed equipments:

  • Tripod for DSLR
  • A workable DSLR or camera for video recording
  • audio recording device (smart phone could be an available alternative)
  • head-wearing, reliable microphones for lecturing
  • A lot of A4 papers for uniform test papers.
  • a over head projector and reliable big screen

References: 

  1. Sabeti, S. (2012). Reading graphic novels in school: texts, contexts and the interpretive work of critical reading. Pedagogy, Culture & Society, 20(2), 191-210.
  2. https://www.coursera.org/course/learning (learning how to learn; chunking skill; illusions of learning)

 

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 Fish’s 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12月23日 星期二

騎車安全和購買汽車的計畫(妄想)

將近一個月之前我在這塊鐵板上重重的摔車,寫信給市政府去處理。他們做了人孔蓋沈降,並鋪上柏油,解決了這個危險的路口殺手。我要褒揚他們,但土城區還有好多這樣的鐵板需要作這樣的防滑和沈降工程才能保護機車騎士的生命安全。

 2014-12-15 13.19.08

兩個輪子總是比四個輪子不安全,所以我已經考慮很久要有一台四輪了…自己的四輪。目前我看到最中意的車子就是Savvy,請把她想成四輪的大休旅機車,能夠遮風避雨擋太陽寒風,上高速公路,載著兩三個人小狗小貓或一些行李等等,我已經很高興了。當然保養和油錢也不能太貴。這台的情況正好符合我的要求。外型我也喜歡。

http://www.mobile01.com/topicdetail.php?f=611&t=282642&p=10#25953512

Savvy 是已經停產的車款,也有一些小問題。但這些都還能解決。如果幸運的話,我能夠用不到十萬元台幣買到這台車。二手市價就是這樣,還有天窗喔!(用過才發現多麼讓人舒服)

但,我現在月收入不過8000左右,日常使用已經不夠了。再過多久也不可能可以買車,所以我說這只是個妄想罷了。但偶爾想想也不錯。他不是我最大的願望,但想想她還是挺好的。

2014年12月20日 星期六

英文即席組織口說技巧

我曾經用過這些技巧

dfcdsfgv

先發布,等下再回來改這篇。我的編輯器要先用來作另一件事情

Important health issues

去看膝蓋
中醫

推拿!
精神科

最近實在忙得很誇張,放在浴室的內褲要等上一星期才有時間洗。

放在洗碗槽的便當盒和碗也是要等上一星期。

Some kk videos

abulas

 

2006年1月9號的小K狗,

耳朵都還沒完全豎起來,

大約四個月大的時候。

2014年12月19日 星期五

2014年12月17日 星期三

CA 1217 notes

期末囉!

下面這兩天報告
1/7
1/14 paper交出




Vocabulary Teaching: the Methodology

[Title of the research]
From parts to whole: incorporating Gestalt theory into Vocabulary Teaching for 10th graders in PCSH.
[Hypothesis]
This is a psychological experiment based on famous Gestalt theory. We wish to
[Lit. Review]

[Methods]
  • Pre-test (Selected 10 words from my test vocabulary)
  • Mid-test
  • Immediate Post-test (exact the same 10 words from pre-test. Do it again.)
Features of the research:
  • Words are highly grouped into semantic related domain. (to testify Gestalt theory) One under the domain of loneliness and suffering, the other under the domain of parachuting and military action.
  • Learners need to incorporate new words into their own existing schemata. 
  • balance the proportion of word classes. V/N = 20/50 = 2/5 = 0.4  Very close to the natural reading sequences in real setting.  (注意中英文中的詞類比例,看看差異)
  • the two articles selected could be incorporated into a larger theme (as in the final part of the test). I am trying to see if students know how to gestalt the new words by themselves by making up a new story that uses all the new words they just learned. This is a very helpful tricks in learning a language.


Equipments:
  • Projector, no test paper jiughyugytgf
  • A DSLR for video-recording the whole process



[Research Questions]

[Limitations]
過五關斬六將的驗證方式
[Suggestions for future studies]

[Issues and Worth-noting Notes]:
Depth of vocabulary knowledge
Issues:
  1. 9 aspects of word knowledge: tabl2 12.1 / pg 226
  2. This table could be useful if I wan tot building an otological labels/tags for my semantic web
  3. AS for the order of each part of the test, see table12.2 in pg 235
To avoid tester’s’ fatigue, there are two ways:
  1. ignore the fact that they’ll be tired since it does not matter a lot to the results
  2. Find more participants so that each of the participants only have to answer smaller portions of the questions.
A biased study would be like this:
  1. hypothesis
  2. you test something else, got some figures
  3. you did not explain the figures, but you concluded by your hyothesis


N = learned by onstential methods

V = leraned by non-ostential methods

Vocabulary Teaching V9

Pretest

Please fill in the Chinese meaning of the English words below

(Just write the definitions you come up with first in your mind. Don’t worry about leaving blanks or wrong answers)

1 support  
2 convey  
3 prison  
4 cuddle  
5 depression  
6 belly  
7 helicopter  
8 ammo  
9 ambush  
10 skydive  

Material for teaching (exp/cont)

Heartline_Storyboard-2 F_storyboard_01

Comic 1.Tom’s story                                                                                                      Comic 2. The soldiers

Comic1: Tom’s Story

Tom was freed from the prison after 5 years of sentence. He moved to a new city. He lives alone and suffers from the depression of losing his job. He often feels alone and is surrounded by hopelessness. Some of his friends, for example, Susan, had 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.  Gradually Tom truly feels he is loved by a support system, and he can not easily convey his happiness by words.

New Words to learn

depression 抑鬱,憂鬱
hopeless 沒有希望的,無望的
feel disconnecteed 感到疏離
be reminded of  (被)提醒
alone 孤單
suffer from 受苦
support system 支持的體系/系統
system 體系系統

convey 表達,傳達

prison 囚禁,監獄,牢房

be supressed (被)壓抑、壓制

surrounded (被)圍繞著

(Ready for another story? )

(OK. Let’s read it.)

 

Comic2: the soldiers

The team rolls out in the morning. Phill ponders and check on his ammo quietly. Ronald is calmly enjoying the sunlight through the window of the chopper. Tim suits up his boots. At the mean time, Eric, the captain,  tells everyone the intels to get ready for the ambush.

The 1,560 horse power dual-turbine engines roars, and the soldiers are in a line, ready for a leap. They dash out like bumblebees in attack. The sun glimmers behind their fellows, and the wind blows through their helmets like cold blades. As gravity pulls them down to earth, Eric signals his crew to spread out and ready for pulling their parachutes. “The warzone is never a safe place to stay! Keep your belly away from enemy’s bullets!”

And these are the last words they heard from Captain Eric.

New Words to learn
helmet 安全帽
belly 腹部,肚子
ambush 埋伏
helicopter 直昇機
chopper 直昇機(簡稱)
boots 靴子
clips 彈夾
ammo 彈藥
turbine 渦輪
parachute
降落傘

skydive 跳傘
hover 盤旋

glimmer 閃亮

Material for testing

-Multiple choices-

1   John lives alone in the big city. He often feel _____ when he returns to his apartment.

(a) support (b) disconnected (c) connect (d) imitation

2   Last Saturday, Mary registered a fitness  ______  in nearby the gym.

(a) system (b) real-time (c) program (d)ambush

3   The hummingbirds ____ above the flowers.

(a) coach  (b)ambush  (c ) hover (d) parachute

4   The soldiers are preparing for a _______  from the plane. (a) sky-dive (b) real-time (c) belly (d)ambush
5   Mike checks on his ____ to see if his rifle is ready. (a) ammos (b) belt (c) boots (d) ambush
6   The rescue team used the _______ to take the injured soldiers to the hospital quickly. (a) sticker (b) hovercraft (c) hopeless (d)bind
7   The rescue team flew a _______ to save a pregnant woman from the mountain viliage to the nearest hospital to help her deliver her child. (a) pregnancy (b) helicopter (c) submarine (d) hammer
8   For the safety issues, our law regulates all riders to wear _____s when they are riding a motorcycle . (a) helmet (b) sock (c) shoe (d) depression
9   The sci-fi story depicts how a astronanut survives the ______ during his solo space-travel to Mars. 

(a) glittering (b) turbine (c) excitement (d) loneliness

10   There’s a _____ story about how a bullet wounded a soldier and made another poor woman behind him pregnant. 

(a) Civil War (b) turbine (c) excitement (d) loneliness

11   When the space shuttle tries to land, the pilot needs to pull the ________to slow it down. (a) turbine engines (b) trigger (c) excitement (d) parachute
12   In the airless space, there’s no material for sound to _____ the horror of the wounded astronaut. (a) convey (b) trigger (c) excite (d) parachute
13 In the stromy night, Rebecca gave birth to her first child Joseph secrely. He was ______ by the damp air of despair. The broken heart mother could do nothing but leave it in the barn house and left in a hurry. (a) surrounded (b) triggered (c) excited (d) parachuted
14   The sailors drifted on the sea for three days. The only thing they can ______ is the drifting log and their faith for survival.  (a) cling to (b) narrate (c) foundation (d) sitting upon
15   Each of us is an isolated island in first sight, but in fact, we are ________ each other in the bottom of the seabed. 

(a) connected to(b) contined with (c) contributed to  (d) composed of

16   With the help of Internet and newly developed softwares, people could share information instantly and cheaply. However, this doesn’t seem to benefit our interpersonal ________, but making a even colder society instead.

(a) being (b) scholarship (c) connected (d) relationship

17   The moon has different _______ meanings  in different cultures. (a) convey (b) symbolic (c) excite (d) parachute
18   A ______ mind is the worst sentence you will ever have in your life time. Don’t let the old, false ideas rule your mind. (a) convey (b) trigger (c) excite (d) prisoned
19   The legislators are voting for a new law to protect the overworked and underpaid reporters. They are the voices of the people, and the voice shall not be _______ by their employers, the capitalists. (a) conveyed (b) surpressed (c) excited (d) parachuted
20   The milkyway always _______ even when you can’t see it. (a) depicts (b) collapses (c) sends (d) glimmers

-Cloze test-

A new paradise for all people

Matt was hurt badly on his (1)____, and the only chance for him to survive is to find a hospital that will host him secretly. He went to a hospital and accidentally 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 and (2)______ live. Holly can hardly believe Matt’s crazy act, yet she wishes him could take her sick daughter with him.

But the killers have followed him by drones and (3)_____. Matt has to (4)_____ their (5)______. Holly and her daughter Moore were kidnapped by those agents. Matt and his partners have to save them. He carried enough (6)__________, preparing to (7)_______ the huge space (8)_____. The shuttle they take (9)_____ above the hopeless land – their broken hometown. Matt no longer (10)__________ to the other residents since he holds the key to save everyone on this planet. They don’t want to suffer from pollution and hunger anymore.

They did the (11)___________ in the base and crack doors, eventually find the (12)______ computer that controlls everything in The Paradise.

Before Matt presses the button to upload the data in his brain, he (13)_______ feels alone. He would be dead (14)_______ but he knows that he would live among the hearts of people who are (15)______ for becoming new citizens of The Paradise. With tears, he presses the button and frees the (16)______ people on Earth.

Provided items to be filled:
(A1) ambush
(A2) hovers
(A3) belly
(A4) survival
(B1) no longer
(B2) fight for
(B3) feel disconnected
(B4) ammos and clips
(C1) parachute-jumping
(C2) capitalists
(C3) supported
(C4) helicopters
(D1) slaved
(D2) terminal
(D3) colony
(D4) instantly

 

(OK, let’s check the answers!)

-Answers for tests above-

  1 2 3 4 5 6 7 8 9 10
Multiple-choices B C C A A B B A D A
M-cs(16-20) D A A A A D B D A D
Cloze A3 C2 C4 B2 A4 B4 A1 D3 A2 B3
Cloze (16-20) C1 D2 B1 D4 C3 D1    

 

Post-test

Please fill in the Chinese meaning of the English words below (esp. the definition you learn from the lessons above)

1 support system 
2 narrate
3 confine
4 take care of
5 oppressive
6 chest
7 chopper
8 clips (N)
9 attack
10 parachute

 

(OK, thank you, folks. I will let you know what I’ve got in this test!)

A quick report for my current status

Since I can not attend the meeting tomorrow morning, I'd give you some of my current status report.

Work at gas station:

  • 5*4=20 hours of work in gas station for each week. (Not including extra hours spent on other regular work like cleaning and adding up cash)
  • Feeling Extremely Cold, even in the house. I doubt something was wrong with my body.
  • I wounded my knee and side waist badly because my scooter slipped on the iron lid on my way to work. I haven't fully recovered from the accident 2 weeks ago.
  • I need at least 8000 ntd for monthly survival.

Schooling:

  • I have little or no time for my study. This is terrible for anyone who cannot imagine how hard life is nowadays. I envy those who can get coverage from their parents or somewhere. But the way I chose to live represents the way I will experience in the future. I need to be indepedent from the control of finicial support when I am on my future studies. That means I have to find a way to balance my income/family and academic pursuing.
  • I'd tell you more if you ask me anything. I did do the blogging since the begining of this semester so you can see my diary clearly here.http://fall-cicada.blogspot.tw/
  • I am doing vocabulary teaching experiment in PCSH tomorrow. I expect a huge success there. This is intriguing esp. when I go back to the place fired my for no reason. Every policy and principal went on there seem to make the school even worse since I graduated. Now I know the reason, it's the bureaucracy.
  • I found my problem in giving presentation. I shall follow the clues of the writers, not my understanding on his work. I also found the reason of why I've been perceiveing things like this: some aspects of Asperger's syndrome are happening on me. But the lack of time to consume the material is the main reason. But trust me, I kept it as a Gestalt way of learning and it's useful in some cases. I just can't make it work all the times esp. when times are so hard now.

Health and family

  • After more than a decade of terrible suffering, My mom finally decided to have surgery to remove her womb - at the end of this year. I'd spend more time then.
  • My girl friend kept complaining why I am always so tired. She resigned her job as a programmer in April, 2014 and since then, she's been idleing at home. I guess she forgot how hard life is in reality. 

Other aspects of life:

  • I found the high school English materials developed by publishers are not that good. At least 60% of students can not benefit or learn from them. I got evidence and statics of proving this.
  • The workers in gas station are mostly malfunction in some way or live in poor family. Some of them are teenagers of 16 or 17. From their endurace and hard work I could tell if they're born in a wealthier family, they can achieve almost anything.

I need to work on my test material for tomorrow. It took me 40 mins to complete this letter, not such a good deal for a time and energy lacking person. But it's nice to let you know I am still alive, Prof. (wink)

Regards,
HD.





2014年12月16日 星期二

CLA 1216 notes

這兩次(12/30, 1/6)就要presentation 這學期研究結果

VT 1215 notes

Issues in researching lexical richness

  • Majority of Traditional productive studies (Cons: count words as types and tokens)
  • (1990s) examples of families: –able, –er, –ish, –ly, –ness, –th, –y, non-, un-
  • Eg. closely related words: answer, answered, answers, answerable, unansweable….
  • L1 look for psychological relaity
  • L2 …. isuees of not able to provide 4 major words classes (V, N, Adj, Adv)
  • How to treat errors? Lack of diss/ in most studies 
    • ignore small spelling mistakes
    • include incorrect derivational of words

But for receptive studies, they count words based on the forms (not the meanings!)

Steps involved in measuring lexical richness

  • Step 1: decide on the text to ba analyzed
  • Step 2: decide on the unit of counting (psycho reality of words for the participants)
  • Step 3: decide what to do with errors
  • Step 4: decided how to measure lexical richness

 

A critique of a productive study: Crossley and Mcnamara (2009)

Coh-Metrix (http://cohmetrix.memphis.edu/)

曼菲斯大學所發展的一個線上文本分析系統(a tool for measuring lexical richness),透過各項指標的計算數值(a measure of lexical variation),可以了解:

  • 文本凝聚力(cohesion) – more than 200 indices of cohesion, difficulty, readility
  • 文本心理表徵的連貫性(coherence)

It uses these indices:

  1. 英文可讀性公式
  2. 文字描述性分析
  3. 詞彙多樣性
  4. 詞性分類
  5. 句法分析
  6. 潛在語意分析(Latent Semantic Analysis http://en.wikipedia.org/wiki/Latent_semantic_analysis)

Pros:

  1. standardized indices
  2. fast
  3. no issue of subjectivity

Need Research

  • Receptive studies to look for lexical richness of lacking spoken discourse
  • Spoken / Written diff
  • Esp. learn through incidental reading and listening
  • ……

A Critique of a receptive study: Cobb (2007)

the Range problem (http://www.lextutor.ca/range/)

  • use the estimate that would provide the greatest potential to support Krashen’s claim
  • Laufer’s (1989) estimate: 3000 word familiy
  • minimum threshold of 6 threshold w/ unknown words…sufficient for incidental vocabulary learning? 
  • ……

Designing a study of lexical richness

errors – they are yet to be studied

 

References

  1. http://210.240.188.161/Chinese_CohMetrix/index.html
  2. LSA http://en.wikipedia.org/wiki/Latent_semantic_analysis

 

 

 

小紅維修紀錄

小紅修好了,上了黃油(一種膏狀的油膏,避免乾掉)就搞定,花了150,比之前去益泰還便宜(300ntd)。

順便問了搪缸到65 cc的事情,他說1600 ntd,這是我目前聽到最便宜的價錢。

老闆還不錯,很好聊天。

2014年12月15日 星期一

Kenting Travel Plan

一,搭乘高鐵南下至左營後,轉搭客運至墾丁12/28~12/30

交通時間:高鐵最快1.5hr + 客運約2.5~3hr = 4~4.5hr

花費金額:高鐵優惠大專院校學生票最多五折$795或七折$1115,限固定班次售票價格。理想班次為10:38。我可以使用早鳥優惠最多65折或8折或9折的$1035,$1275,$1435,參考票價與班次。高鐵花費相加約為$1830~$2550/單趟兩人,$3660~$5100/來回兩人。屏東客運$364單趟,墾丁快線$413單趟/$650來回,國光88快速$321。高鐵+客運來回兩人:$4310~$5750。居然較便宜。

     高鐵交通聯票,墾丁快線:板橋到左營來回票+墾丁快線來回(客運)(號稱120分鐘)+墾丁街車一日券總共$2990/每人來回,$5980/兩人來回。售票方式:ibon。需注意,僅適用三天兩夜行程,因車票有效期限只有三天。

     自由座$1545,原始票價$1595。

二,搭乘高鐵南下至左營後,租汽車通行12/28~12/30

     交通時間:高鐵時間見上列。以高鐵左營站外的租車行做分析:

     花費金額:

三,搭乘高鐵南下至左營後,租機車通行12/28~12/30

     交通時間:

     花費金額:

四,搭飛機南下至恆春機場,之後租車12/27~12/30

     交通時間:恆春-松山13:30~14:35

     花費金額:立榮航空早鳥優惠14天前訂票臺北-恆春$1767(每週二,四有班次)

租車總費用

一天

兩天

三天

四天

2014年12月11日 星期四

Syntax 1211 notes

for….(adjunt)…..Adj

of…(complements)….N…(eg. Chemistry professor的chemistry)…所有格可以偽裝成adjunt

 

另一個skill: 用and 驗證,因為and 兩邊的屬性要一樣,所以是否為complement or adjunt 就看他的and詞組是否為bad sentence

Ch6 的 CPS2 題目敘述和(a)樹狀圖是錯的。(leather 不是 adjunt,而是…?)

期末考會考這題 ch6的cps2

Leather

CPS 2驗證方式有幾種:先提出幾個:

  1. one replacement (難度最高的):嚴格來說,條件是只能replcae 所有是N’ (N bar)的地方,也就是表示one 只能replace NP(phrase):但是在這邊目前無法分辨出來
  2. compound 測試:在這邊也測試不出來。不管是否當成為N-N compound,意思都一樣。(就像Black Friday也是compound字,但無法被測試)
  3. coordination測試(用conj如and來測試):只要兩者是同等性質的,就可以用and來連結。比如:necular subs and nucular missles. 但不可以是necular subs and missles,意思不同啊,如此那些missles就不會是necular的了.
  4. intonation測試

關於第三種:

p181 footnotes#5  有一些 one replacement測試的特例解釋。跟極度少數Native speaker的N’target 方式不同有關系,他們可以直接target到N的最低層級,也就是名詞本身(N)而不用到N’的比較高層級。

結論:這題答案是linguistics books其實是NP(phrase),而不是N-N compund(N)

 

“The Lost Horizon” – Story about Skarila….”answer me a question, bright and clear”

=======

CPS 3的解答如下

2014年12月10日 星期三

CA 1210 notes

漢語中的「不」通常都是跟「把、被」連用。


初學者會混淆no 和 not 的使用情況。
No用來否定整個子句或單獨的名詞。(eg. no exception, no clues)
Not則是否定動作、當作助動詞(aux or modality)的否定。

英語已經從inflexional language走向analytic language了,所以很多語句必須透過語意來判斷,比如could, might, would...

中文也一直是analytic language

大紅保養心得

2014-12-09 18.35.02 2014-12-09 18.35.04 2014-12-09 18.34.55 2014-12-09 18.34.57

後輪更換為Maxxis M6029   更換時里程數為29228 km,更換尺寸為130/70/10的後輪。

這週一上班的時候下了毛毛雨,結果我的後輪直接在鐵板上打滑摔車。很慘,我並沒有壓車或加速。幾天之後,回家的時候下小雨,後輪又在秀朗橋上的伸縮縫滑了一下,還好沒怎樣。

總之後輪換下來的時候,才發現磨平的狀況很嚴重,相機拍不出來。還沒換下來的時候用手摸或用眼睛看都無法發現最中間已經很平,無胎痕了。換下來這條是正新的120/70/10,單單我本人就把這後輪用了有7000 km以上,因為前任車主我不知道。大概是因為載重和大紅重量分配的關係,後輪磨耗其實蠻明顯的。

總之輪胎不能用到看起來沒胎紋才換,只要中間變淺了,不管有沒有平,都要換掉。

 

12/9 週二晚上,又是下小雨。在峰廷街和金城路路口碰到一起車禍。一個年輕人騎車載著他的老母親,結果應該是滑倒。兩人都摔得很重。年輕人完全說不出話來,怎麼問話都是癡呆的樣子,可能嚇壞或碰撞過大。老阿嬤則是躺在冰冷潮濕的柏油路上,頭部大量出血。他們的安全帽都掉了,都是3/4的那種,顯然他們沒有扣上扣帶,滑倒的時候帽子就直接掉下,沒有保護到他們。我趕快把大紅橫在他們前面的路口,打方向燈和大燈開著,幫他們作活動路障。後面也有機車騎士和汽車駕駛把車停了,打著方向燈和打著大燈當活動路障和幫助照明。我沒有親眼看到他們滑倒的瞬間,但已經有幾個路人和學生拿著雨傘雨衣在幫老阿嬤遮雨。老阿嬤一直完全不動也沒回應,我們很緊張,過了很久很久,才聽到她的哀號。那時候流血已經多到用雨衣和雨傘不能遮住了,我站在旁邊就從雨衣和雨傘的縫隙之間看到她的頭部附近地面都是紅色的,大家一直跟她說話和打氣,怕她失去意識昏過去。救護車後來來了,那個年輕人還是說不出話或表示任何東西,老阿嬤被固定頸部帶走了。總之,大家騎車戴安全帽,扣帶一定要扣上,最好能選擇有下巴條的全罩或可樂帽,不要用瓜皮或3/4。輪胎也要檢查更換,才不會因為打滑發生這種事情。

 

 

葡萄跟蕃茄看起來很像顏色不同的兩種水果。

2014-12-09 23.36.03

這雙Lotto的鞋子已經磨平了。其實他外型還不錯,又便宜好穿。最大的缺點就是完全不防滑,很快就磨平、而且幾乎沒什麼支撐和緩衝效果,久站或走路多了腳底會很痛。只要改進這些問題,就會是雙不錯的好鞋。我現在要信守諾言把他給丟掉了,因為我特別為他買來的防滑膠帶已經用完了,再用下去很危險,尤其冬天下雨積水。

2014-12-10 09.19.12 2014-12-10 09.19.08 2014-12-10 09.18.47 2014-12-10 09.18.41

 

在加油站工作兩個月的薪水條,我可以跟你保證,看那平均時薪,這比國高中的兼課實際的待遇還要好,不騙你。

2014-12-09 16.36.21 2014-12-09 09.58.25 2014-12-09 09.58.01

2014年12月9日 星期二

CLA 1209 notes

PDP = Parallel Distributed Processing  (CLA textbook p254 fig 7.1)

這個跟我的Gestalt theory experiment有關系

approach structure vs function competence vs performance native vs empirical emphasis
behaviorism f p e stimulus-reponse
linguistic s s b rule system
interactionist both both both function

(Behaviorism & Linguistic Approach 的異同比較)

2014年12月6日 星期六

CA 要做的東西(慢慢增補)

日校夜校學生比例 –> 科系比例 –> 工作方向 –> 現在(收入)覺得欠缺的(英文)能力

over investment

現在家庭收入

決定教材方針走向

全國統一教材的問題…不合時宜

問卷:他們覺得學校的英文課沒教什麼職場上會很需要的東西?

重點是:要圍繞著CA來討論問題 

Title

 

 

參考的資料:

  1. Formal concept analysis - Wikipedia, the free encyclopedia
    http://en.wikipedia.org/wiki/Formal_concept_analysis
  2. 正規概念分析法 - 維基百科,自由的百科全書
    http://zh.wikipedia.org/wiki/%E6%AD%A3%E8%A6%8F%E6%A6%82%E5%BF%B5%E5%88%86%E6%9E%90%E6%B3%95
  3. 格 (數學) - 維基百科,自由的百科全書
    http://zh.wikipedia.org/wiki/%E6%A0%BC_(%E6%95%B0%E5%AD%A6)

2014年12月4日 星期四

Syntax 1204 notes

lexical level, intermediate leval, swdsk

X-bar rules: 有幾條? 共3條,且3條裡面,中間那條可以省略。

  1. Maximal projection (complement rule)
  2. intermidiate projection (Aka: adjunt rule, it’s optinoal)
  3. minimal projection (specify rule)

HW of the week

p224 #1,3

p225 #3

2014年12月3日 星期三

CA 1203 notes

My progress report…

teaching passive tense

What I learned today:

  1. 看看有家庭的人怎麼讀博士,你就是要那樣利用時間,不要找藉口說要更多大塊沒干擾的時間。
  2. Be more reliable by learning trivial skills of life and kitchening
  3. Examine your cars/bikes whenever you need to use them

How I design this…

  • 這星期 12/4, 5 板中期中考
  • 會談時間:12/9, 10 (二只有9am之前,三只有10am-12pm時間)
  • 作實驗的時間,12/16, 17 (二、三)

Boosting Reading speed

Skim and scan?? facilitative (see the definition of mental procedure = strategy)

ERP??? eye movement test

教改一般都是top down,從來沒有bottom up的!而我們應該開始進行bottom up的改革,原因如下:

  1. 絕大多數高中階段學生並非教材內容的瞄準對象
  2. 大多數畢業後開始工作10年以內的畢業生都發覺過去學校的英文教學方向錯誤,欠缺現在職場和生活所需的能力
  3. 收入挫敗,提昇職位或職無望

Percentage of students 

目前我下的關鍵字是 Taiwan, English learning

A skill that enable eraders to look for topic sentence as a point for leaving current passages.

U of Florida https://www.dropbox.com/s/vmy998m8rg0u6bc/Beliefs%20about%20Learning%20English%20for%20non%20English%20majored.pdf?dl=0

 

  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

本週(今天!)要交出中英對比教學上,有趣值得對比的教學問題

  1. 論文大綱:題目是改革教材內容和重新鎖定the majority/target group 的需求
  2. 主要項目(想要談的,這是論文發展的主軸,看幾個重點就幾個部份):改變教材和教學內容、目標,不再以老師或精英的需求為出發點。
  3. 有關的文獻(相關性很重要,跟這個問題有關的,一兩篇就好,要消化過的critical review, rational analysis, 有關他說過還不錯,或是沒提到,講得不夠好的,都要一一提出並融入自己的文章架構。人家沒談到和談得不好得,就是今天我自己的文章要作的貢獻了。) :University of Florida那篇可以談
  4. 研究方法:問卷、data mining、我自己的構想和職場上的發現、訪談 (要有 anovaa? )
  5. 預期研究後的結果和實際應用上的貢獻(根據你這個主題,你怎麼進行教學),以及對未來研究者的建議研究方向:

期中的這份報告總共約 5 pages,要有料喔

英文的over對應到日文,只有近似的above和on而已。

Statics:

 

 

References:

  1. Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge Between Decoding and Reading Comprehension. Reading Teacher, 58(6), 510-519.
  2. Kanonidou, E. (2011). Reading performance and central field loss. Hippokratia, 15(2), 103-108.
  3. Hyönä, J., & Nurminen, A. (2006). Do adult readers know how they read? Evidence from eye movement patterns and verbal reports. British Journal Of Psychology, 97(1), 31-50.
  4. 教育部統計處 重要教育統計資訊 http://www.edu.tw/pages/detail.aspx?Node=4076&Page=20047&Index=5&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf
  5. Wu, H. (2010). Beliefs about Learning English: A Study of Non-English Majors from a University in Taiwan. International Journal Of Learning, 17(4), 165-191.
  6. 我國各級教育階段粗在學率概況 https://stats.moe.gov.tw/files/chart/%E6%88%91%E5%9C%8B%E5%90%84%E7%B4%9A%E6%95%99%E8%82%B2%E9%9A%8E%E6%AE%B5%E7%B2%97%E5%9C%A8%E5%AD%B8%E7%8E%87%E6%A6%82%E6%B3%81.html
  7. Sato,Takeshi., Lai, Yuda, & Burden, Tyler. EXAMINING THE IMPACT OF INDIVIDUAL DIFFERENCES OF INFORMATION PROCESSING STYLES IN TECHNOLOGY-ENHANCED SECOND VOCABULARY LEARNING. Proceedings of CLaSIC 2014, 432-40
  8.  https://www.academia.edu/9629878/Examining_the_Impact_of_Individual_Differences_of_Information_Processing_Styles_in_Technology-Enhanced_Second_Vocabulary_Learning?auto=download&campaign=weekly_digest 
  9. bimodal distribution http://www.cavesbooks.com.tw/CET/ArtContent_tw.aspx?CDE=ART20130910150252LB7 
  10. Lin, W., & Yang, S. C. (2013). Exploring the Roles of Google.doc and Peer e-Tutors in English Writing. English Teaching: Practice And Critique, 12(1), 79-90

Related issues that I have not yet digged into:

閱讀背景(字體、黑底灰字、螢幕亮度、ppi、紙張質感…必須確定後再來實驗,否則誤差會很大)

Spritz (speed reading technology) http://yangminghuang.blogspot.tw/2014/04/blog-post_9318.html

2014年12月2日 星期二

CLA 1202 notes

Narrow down my topics into just one!

  1. boost reading speed
  2. boost syntax learning

Choose one from the above two!

sdfewfdewf

CLA, My part next week: ch8 285-286 intro, 303 bottom – final

sadfasdf

有可能作L1 嗎?g.g. rules 發明的時候是for English, 難道只能給SLA, TESOL, TEFOL用嗎?Native English speaker呢?或是L1為Chinese, German, Japanese, and other language? L1 child ?

我可以把題目和研究方式拉往cognitive的方向,這樣未來有更多可以做的。

 

 

feature blank aphasia, Gopnik, 1990

This is really interesting, a biological evidence for genetic problems result in feature blank aphasia (eg, inability to learn or recognize suffix rules)

Pinker (1984): the poverty of imagination postulate –> 作理論的人,常常就是無法想像出真實情況是怎樣,無法提出真正接近的理論架構 p245: …just because someone cannot iamgine how a particular behavior might have been learned, it does not necessarily ….

VT ch12 notes 1202

Depth of vocabulary knowledge

Issues:

  1. 9 aspects of word knowledge: tabl2 12.1 / pg 226
  2. This table could be useful if I wan tot building an otological labels/tags for my semantic web
  3. AS for the order of each part of the test, see table12.2 in pg 235

To avoid tester’s’ fatigue, there are two ways:

  1. ignore the fact that they’ll be tired since it does not matter a lot to the results
  2. Find more participants so that each of the participants only have to answer smaller portions of the questions.

Immediate post test

16 Dec, 23 Dec methodoligy report / present

My title: From parts to whole: incorporating Gestalt theory into Vocabulary Teaching for 10th graders.

email Viko at least a set question for her to ask in the class after my presentation

 

A basd study would be like this:

  1. hypothesis
  2. you test something else, got some figures
  3. you did not explain the figures, but you concluded by your hyothesis

2014年12月1日 星期一

今日任務

把三個便當盒拿回家

確認媽媽有用新的可樂帽

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

2014年11月30日 星期日

往東眼山的角板山夜遊

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
http://www.mobile01.com/topicdetail.php?f=416&t=4054534

雨中的桃119縣道與東眼山 @ Antoni的陽光後花園 :: 痞客邦 PIXNET ::
http://huanghs.pixnet.net/blog/post/27179774-%E9%9B%A8%E4%B8%AD%E7%9A%84%E6%A1%83119%E7%B8%A3%E9%81%93%E8%88%87%E6%9D%B1%E7%9C%BC%E5%B1%B1

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。

我的大致路線是

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

我只走到角板山商圈