2015年1月31日 星期六

南下提前過年計畫

騎著大紅回去,機油應該會在出發之前更換。應該啦

9(一) 10(二) 11(三) 12(四) 13(五) 14(六)
台中南屯
彰化王功
嘉義中正 台南龍崎文衡殿, 岡山火車站 高雄舊左營火車站 雲林三條崙 土城
到南屯
到王功 (190km)到王功 (190km)
台1線 87km(台1 , 台19),
30km
台1 & 台17
15 km 沿著高捷走
台17 & 台61台17 & 台61
127km
台61, 台15, 台4, 台1甲
233 km
          5hr +

順便記下後車廂購買需求

[聯美] 皇家 摩托車 機車 特大 雙帽 快拆式 漢堡箱 行李箱 帽箱 後箱 尾箱 貨箱 置物箱 塑膠箱 (其他) - 露天拍賣-台灣 NO.1 拍賣網站
http://goods.ruten.com.tw/item/qa?21501151858513#qna

 

估計油錢大約有1000 –2000 ntd

issues:

把台61不能走機車的路段標示出來,看看有無平行的替代路線。

2015年1月27日 星期二

機車後車廂(漢堡)

目前看到比較喜歡的有這兩個。希望價錢壓在3000以內,當然越便宜越好,這樣我才有多餘的汽油錢和生活費。
有幾個要求:

  1. 有後靠背,要夠軟夠大夠舒服!能和人車一體
  2. 最好有LED尾燈,因為大紅的尾燈太小太低,不夠亮度。
  3. 夠大,至少能直接放一個全罩。

[SKT☆A07超大 超炫 機車 置物箱 快拆式 兩輪休旅 摩托車 行李箱 後箱 漢堡箱 尾箱 後尾箱 SHAD GIVI 夏德 K-MAX 可參考 - 露天拍賣-台灣 NO.1 拍賣網站](http://goods.ruten.com.tw/item/show?21407173169539)


[㊣兩輪轎車㊣最新 k-max 30 行李箱 後箱 漢堡箱 置物箱 GIVI SHAD可參考 台灣製造最高等級MIT T1 - 露天拍賣-台灣 NO.1 拍賣網站](http://goods.ruten.com.tw/item/show?21104264324661)

K-max雖然是國產的,不過價位也都不便宜就是了。

[PChome Online 商店街 - 2輪騎機 - 【2輪騎機】MIT正港台灣製造K-MAX K25後行李箱](http://www.pcstore.com.tw/sun-ray/M13059590.htm)


2015年1月26日 星期一

碩二下預計想選的課

結果兩門都在語言所

劉昭麟的計算語言學Computational Linguistics
http://www3.nccu.edu.tw/~chaolin/cindex.html
這是資訊系的老師,興趣是把這些技術用在探勘中文史學文本 和英文上
http://newdoc.nccu.edu.tw/teaschm/1032/schmPrv.jsp-yy=103&smt=2&num=555783&gop=00&s=1&tea=101486.htm

"
一、介紹語文分析技術
二、連結語文分析技術與語文研究
三、介紹語文分析技術的應用
四、介紹電腦程式語言
五、介紹語文分析軟體工具與應用

 
一、語文分析工具軟體的介紹
二、程式語言的介紹
三、語文分析技術的應用
四、語言學家與資訊專業人員合作
五、數位人文中的計算語言學

 
由於這是一個跨領域的課程,將與實際選課同學在開學之後討論。將會考慮同學的背景和興趣以設計適當課程。

課程參與20%;實作30%;期中考試25%;期末考試25%。
開學後可能與同學討論並且調整。"

 Markus Dickinson, Chirs Brew, and Detmar Meurers. (2013) Language and Computers, Wiley-Blackwell.




戴智偉的比較符號學 / The Semiotics of East and West
  
這應該是外國人老師

先這樣,至於教育學程的事情就只好等三上成績了(如果我三上只有一門課,且分數很高…)那不就是申請ok了嗎?真是白痴的規定
總之現在的路線設定清楚了,這學期釐清了將來的方向就是往美國去讀博士了。之後的就是領域的抉擇了,應該還是跟syntax有關系。另外一個交集是共感還是computational linguistics,就不知道了。

可以確定的是,不會是TTS或STT這類語音合成的東西了。

2015年1月16日 星期五

CA 0115 final notes

Working notes:

  1. 直接去資料庫裡面比對bible & the analects比較有收穫(bible, the analects)
  2. Li = cultural grammar compare to the ten commandments

 

Title of this study:

Applying Contrastive Analysis on Ideology for teaching high school students English through classic proverbs in Bible and lunyu, the Chinese analects

 

Introduction and Methods

During our life time, we made decisions and bear the results. Many times we made mistakes and only figured afterwards that we could avoid them beforehand. The ancient wisdom proverbs often serve as a functional tool to regulate our mind and temper.

Nonetheless, governors of all ages and around the world always try to implants the ideology that benefits the rulers. They have many useful tools including religion, church, laws, jails, punishments, schools, army, and most important of all, life sentence on economical disciplines.

I wish to bring forth some thoughts that would benefit our students from the classics of sages. In a hustle society where people are forced to work and live under regulation, they quarrel sometimes. They have different values, resulting in quarrels and degenerating democracy and ration. 

(Lit. Review here. I had notes in my zotero)

 

我認為,在基督教信仰裡面,這確實讓社會更趨向某種同一程度,而且有一種大家都能接受哪些事情、理性討論的默契。這麼說來,我們似乎有太多用商場大老闆封面的奇怪勵志書,但他們真的有為小老百姓著想嗎?我也覺得這些coined出來的東西很多是假的。我們並不會像是其他文化那樣崇尚智者,而是崇尚有錢的人。

根據人的成長時期來分類,可能遭遇到的問題,來看各時期的CA ideology需求是什麼。搭配我之前規劃的每個時期需要的英文能力。只是這次,我們要汲取的是英文中的一些ideology,這會讓各個時期的人需要的思想內容不同。我想到一點,每個時期的個體,比如國小國中高中,思考能力和成熟度不同,也就是說,適合汲取的內容和思想不同。也是因為這樣,所以適合讀的書也不同。

By needed encouragement, I categorized them into the following stages under the criteria: give them what they need most at that time. From the existing resource in Bible, we know that those proverbs are often categorized into encouragements for different moods/scenarios. I would apply similar strategy in making my material for CA in ideology between Chinese and English. I am specifically interested in providing Chinese learners the wise proverbs from other cultures. In a Chinese society, most people regard the words from wealthy men as the truth. But in my opinion, they only represent the ideology of a capitalist: enslaving and exploiting the workers. This is a dangerous path for young people because if they are educated the kind of ideology, they would not treat others fairly. Most important of all, most people would become employees in the future, believing in the capitalists’ words would result in unsuitable supply of ideology. We have seen too many best-sellers in the bookstore and the media is dominated by those with power. But the content would not encourage of supply one from their suffering and sorrow. As a teacher, I wish to give my students a channel to explore and navigate through the wisdom from other cultures.

Keywords: family relationship, independence, prospect on future, prospect on present

  • Elementary: choose friends, seize time 
  • Junior high: seize time, hope
  • Senior high: seize time, hope
  • College: seize time, hope
  • Work: balance life
  • Graduate School: choose mentor, 
  • Suffered: hope
  • Anger
  • By occupation:

Topic of sample lessons: “anger”

For elementary students:

I had discovered a useful tool to search for proper proverbs in Bible. It's easy to use. A screenshot of the website is presented here.

bible

I list out some of the items, and choose some of them to compare with Chinese proverbs in Analects (論語). Then we would ask the students to discuss some concrete examples in their life and the true story, news that they had read before.

 

羅馬書(Romans) 12:19-21

12:19
親愛的弟兄,不要自己伸冤,寧可讓步,聽憑主怒(或作:讓人發怒);因為經上記著:「主說:『伸冤在我;我必報應。』」
[KJV] Dearly beloved, avenge not yourselves, but rather give place unto wrath: for it is written, Vengeance is mine; I will repay, saith the Lord.

12:20
所以,「你的仇敵若餓了,就給他喫,若渴了,就給他喝;因為你這樣行就是把炭火堆在他的頭上。」
[KJV] Therefore if thine enemy hunger, feed him; if he thirst, give him drink: for in so doing thou shalt heap coals of fire on his head.

  • 12:21
    你不可為惡所勝,反要以善勝惡。
    [KJV] Be not overcome of evil, but overcome evil with good.
  • 《論語/憲問》有人問孔子:“以德報怨,何如?”(譯文: 拿恩惠來回報怨恨,怎麼樣?) 孔子反問道:“何以報德?以直報怨,以德報德。”

歌羅西書(Colossians) 3:21

3:21
你們作父親的,不要惹兒女的氣,恐怕他們失了志氣。
[KJV] Fathers, provoke not your children to anger, lest they be discouraged.

以弗所書(Ephesians) 4:26

4:26
生氣卻不要犯罪;不可含怒到日落,
[KJV] Be ye angry, and sin not: let not the sun go down upon your wrath:

箴言(The Proverbs) 22:24-25

22:24
好生氣的人,不可與他結交;暴怒的人,不可與他來往;
[KJV] Make no friendship with an angry man; and with a furious man thou shalt not go:

22:25
恐怕你效法他的行為,自己就陷在網羅裏。
[KJV] Lest thou learn his ways, and get a snare to thy soul.

箴言(The Proverbs) 27:4

27:4
忿怒為殘忍,怒氣為狂瀾,惟有嫉妒,誰能敵得住呢?
[KJV] Wrath is cruel, and anger is outrageous; but who is able to stand before envy?

箴言(The Proverbs) 16:32

16:32
不輕易發怒的,勝過勇士;治服己心的,強如取城。
[KJV] He that is slow to anger is better than the mighty; and he that ruleth his spirit than he that taketh a city.

詩篇(The Psalms) 37:8

37:8
當止住怒氣,離棄忿怒;不要心懷不平,以致作惡。
[KJV] Cease from anger, and forsake wrath: fret not thyself in any wise to do evil.

箴言(The Proverbs) 19:11

19:11
人有見識就不輕易發怒;寬恕人的過失便是自己的榮耀。
[KJV] The discretion of a man deferreth his anger; and it is his glory to pass over a transgression.

詩篇(The Psalms) 30:5

30:5
因為,他的怒氣不過是轉眼之間;他的恩典乃是一生之久。一宿雖然有哭泣,早晨便必歡呼。
[KJV] For his anger endureth but a moment; in his favour is life: weeping may endure for a night, but joy cometh in the morning.

 

Ask the students, especially the junior and senior high students, to check on their Chinese textbook (esp. Analects 論語) and see if there are any similarities in the wise words in English classics? Since they have at least five hours of lecture for Chinese each week. This would greatly enhance their interest in learning similarity and difference between the two cultures. Although English has absorbed many words from other cultures, it is still a good tool to view the ideology from other places of the world. In a democratic trends nowadays, we are living in a society whose prototype springs from a society which values the importance of education and wisdom.

  

We learn a language not just to use it in our life, but to extract the ideas in it. It must contain the ideology from where the language was born, the people using it, and the religious belief it accompanied. We are likely to benefit from the wisdom and wise men in another distant cultures and times. Let us learn through the timeless words.

We need to set up some baselines for the choosing the proverbs and mottos. This would be easier for us to modularize the materials for all ages, assuring the consistency.

 

Another critical part to raise awareness in our society, is to remind people the heritage of wisdom in our society. People shall find teachers everywhere in their life. Teachers are not confined to the people who only teach at schools. I believe this will lessen the violence and ignorance of the society. Parents often take teachers as care givers of the day. But this is simply not the only function of them.

“老師”or “夫子””師父”  is not simply an equivalence of teacher or master, mentor . It encompasses more meanings in it, and asks the students to respect the authority of the wise man. I have seen a similar case in Jewish community, “Rabbi.” But nowadays in Chinese culture, we seem to lost our respect on wise man and the authority on all genre of masters.

LunYu Book 1 (學而第一)

【十六章】子曰、不患人之不己知、患不知人也。

CHAP. XVI. The Master said, 'I will not be afflicted at men's not knowing me; I will be afflicted that I do not know men.'

 

LunYu Book 9 (子罕第九)

【廿二章】子曰、後生可畏、焉知來者之不如今也、四十五十而無聞焉、斯 亦不足畏也已。

CHAP. XXII. The Master said, 'A youth is to be regarded with respect. How do we know that his future will not be equal to our present? If he reach the age of forty or fifty, and has not made himself heard of, then indeed he will not be worth being regarded with respect.'

 

 

 

Michael Jordan

  • 在我職業籃球生涯中,有超過9000球沒投進,輸了近300場球賽,有26次,我被託付執行最後一擊的致勝球,而我卻失手了,我的生命中充滿了一次又一次的失敗,正因如此,我成功。
    • 原文:I've missed more than 9000 shots in my career. I've lost almost 300 games. 26 times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed.
  • 我從未害怕過失敗。
    • 原文:I've never been afraid to fail.
  • 因為每個人在某些方面都會發生失敗,所以我能夠接受失敗,但我不能接受沒有嘗試。
    • 原文:I can accept failure, everyone fails at something. But I can't accept not trying.
  • 有些人想要它發生,有些人希望它能發生,其他人則用創造使它發生。
    • 原文:Some people want it to happen, some wish it would happen, others make it happen.
  • 能力可以贏得比賽,但團隊才能獲得冠軍。
    • 原文:Talent wins games, but teamwork wins championships


    John F. Kennedy

    • "Ask not what your country can do for you --ask what you can do for your country." (語譯: 「不要問國家可以為你做什麼,你應該要問自己可以為國家做什麼。」,全句為:縱觀人類歷史長河,危機時刻有幸擔當捍衛自由大任的人們並非多數。我不願逃避責任--我樂於承擔。我不相信誰能避開現實。我們為事業所盡的力量、忠誠和奉獻將照亮這個國家和所有為之服務的人們——其光芒也將照亮世界。所以,我親愛的美國人,不要問你的國家能為你做什麼,問你能為你的國家做什麼。我親愛的世界人民,不要問美國能為你做什麼,問我們大家能為人類的自由做什麼。出處: 1961年1月20日的講話 )
    • "We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard."

    Martin Luther King, Jr.

    “I have a dream”

    • 我有一個夢,夢想這國家要高舉並履行其信條的真正涵義:「我們信守這些不言自明的真理:人人生而平等」。
      我有一個夢,我夢想有朝一日,在喬治亞的紅山上,昔日奴隸的兒子和昔日奴隸主的兒子能夠同坐一處,共敘兄弟情誼。
      我有一個夢,有朝一日,我的四個孩子將生活在一個不以膚色而是以品行來評判一個人優劣的國度裡。我今天就有這樣一個夢想。
    • I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

      I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

      I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

      I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

      I have a dream today!

      I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

      I have a dream today!

      I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together."2

    • 智慧加上品格才是教育真正的目標。 (Intelligence plus character – that is the goal of real education. )
      • 手段代表了在形成之中的理想和進行之中的目的,人們無法通過邪惡的手段來達到美好的目的。因為手段是種子,目的是樹。
    • 我們必須接受失望,因為它是有限的,但千萬不可失去希望,因為它是無限的。 (We must accept finite disappointment, but we must never lose infinite hope. )

    Discussion and Conclusion

    This is a simple sample on how ideology can be compared and taught through topics. During my literature review I encountered a paper discussing the American propaganda in Vietnam, and I consider such policy driven educational or media content may cause greater chaos for younger learners. At first I was trying to make a good comparison on the similarities and differences on the ideologies. But soon I realized the action of choosing the representative items is controlled by the ideology of the chooser himself-that is, me, the instructor.

    I started this project with a good purpose, but I walk away with the frustration on defining “what’s needed for younger students?” I figure out for the dilemma for those who chose the teaching material with strong ideology. They must either strongly believe in them (even though the ideology itself might be totally malicious), or chose them for some unwilling reasons.

    Advantages:

    The students would benefit from uniform and consistent ideological material.

    Disadvantages:

    1. some sexist language / out of date ideology must be filtered out. But under what criteria?
    2. cultural hegemony
    3. unitary way of education may result in ideology control (concept by Louis Althussar’s State Apparatus)

    Our generations of children still need better learning materials with good intention on ideology. Ideology and inspiration are passed down through words and languages. They are the essential components for building up a strong person and a strong country. This would be a big questions for every material developer to think upon.

     

    References:

    1. Alsup, J. (2003). English Education Students and Professional Identity Development: Using Narrative and Metaphor to Challenge Preexisting Ideologies. Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, And Culture, 3(2), 277-280.
    2. Cozy, D. (2010). Philip Seargeant: The Idea of English in Japan: Ideology and the Evolution of a Global Language. Applied Linguistics, 31(5), 737-740.
    3. Kobayashi, Y. (2013). Europe versus Asia: foreign language education other than English in Japan's higher education. Higher Education, 66(3), 269-281. doi:10.1007/s10734-012-9603-7
    4. Razfar, A., & Rumenapp, J. C. (2012). Language ideologies in English learner classrooms: critical reflections and the role of explicit awareness. Language Awareness, 21(4), 347-368.
    5. Sewell, A. (2013). English as a lingua franca: ontology and ideology. ELT Journal: English Language Teachers Journal, 67(1), 3-10.
    6. 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.
    7. Zhang, J. (2011). Linguistic, Ideological, and Cultural Issues in Chinese and English Argumentative Writings. Journal Of Language Teaching & Research, 2(1), 73-80. doi:10.4304/jltr.2.1.73-80
    8. [幫補 @ 聖經金句 :: 痞客邦 PIXNET ::](http://godbible.pixnet.net/blog/category/1507924)
    9. [聖經工具](http://efcev.org/BibleTools.asp)
    10. [名人名言/人生 - 實用查詢](http://tw.18dao.net/%E5%90%8D%E4%BA%BA%E5%90%8D%E8%A8%80/%E4%BA%BA%E7%94%9F
    11. [論語 - 中國哲學書電子化計劃](http://ctext.org/analects/zh)  (with English translation)
    12. [Category:People by occupation - Wikiquote](http://en.wikiquote.org/wiki/Category:People_by_occupation)
    13. [分類:職業 - 維基語錄,自由的名人名言錄](http://zh.wikiquote.org/wiki/Category:%E8%81%8C%E4%B8%9A)
    14. [Lun Yu - Wikibooks, open books for an open world](http://en.wikibooks.org/wiki/Lun_Yu)

     

     

  • 2015年1月12日 星期一

    2015年1月10日 星期六

    CLA final report 0110 (2015)

    我目前想到的…就是應該要找一些authentic text來作測試材料。因為測試的題目應該是要印出來,且字體大小要維持統一、清晰,所以最好的情況還是我把他們統一成一個檔案印出來作試卷。(我最好快一點,因為我得留夠多時間讀Syntax)

    可以讓我這樣採用的適合材料,我想初中高三個等級都各擷取兩部份文件,也就是至少會有6段text。至於內容,我想先不選擇學術傾向的東西。至於版權和難度不好控制(?)的問題,我想先避開studio classroom之類的東西。(我把列印用的檔案放這裡 https://www.dropbox.com/s/iuc1qpdexzl6mu9/CLA%20%20final.docx?dl=0

    Topic

    A case study for teaching a computer programmer to read English newspaper: could it be possible to boost reading speed and enhance understanding with a semantic-less system – geometric grammar rules?

    Introduction

    For the past decades, teachers and students are led to believe that fluent reading heavily relies on semantic knowledge. But I have an assumption that instructors can gap their ability through a simple syntactic system that work with little help from semantic meaning - the geometric grammar rules. I found little research have been done to figure out how the mnemonic devices help people with lower reading ability in English.  

    Literature Review

    Wait till I incorporate those listed in the references

    Research Question

    Can g.g. rules help readers with limited reading proficiency enhance their reading speed and understanding on articles ? (Even when they are traditionally considered as slightly below the threshold of reading this article fluently)

    In other words, can g.g. rules help people with limited semantic understanding read better and understand better with virtually pure syntactic rules.

    • Baseline of the test: people need to know at least the differences between verb an preps.
    • Implication of the theory: people get better overall understanding and processing ability when they learned a semantic-less system like g.g. rules.

    Methods and Methodology

    Main ideas in designing the methods:

    • Use graphical items to represent the syntactic 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. Since I really have very limited time to conduct the experiment, I could only test it on my girlfriend Sunya, a 28 years old computer programmer. But it proves later that this is a very good choice. She could provide me many useful information and made my future test more detailed.
    3. Total test time (including our discussion and her reflection): about an hour.

    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 dialogues 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. I got audio recording during training, explaining and testing. The files could be found on my server. http://kmimayo.no-ip.org/mod/forum/discuss.php?d=8 
    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. (I had done part of these in my following discussion)
    3. the chosen texts would be better if they are similar in syntactic forms. Their content is not that important. But it shall cause no fear for the participants.
    4. The post-test shall be slightly harder than the pre-test in syntactic complexity. (But it’s hard to measure that and I think I lost control of it in this experiment. You may find the text here https://www.dropbox.com/s/iuc1qpdexzl6mu9/CLA%20%20final.docx?dl=0 The first part of the Robin Williams is my pre-test. The second part is the post-test.
    5. The materials are collected and clipped from NYT, CNN, and Advanced Studio Classroom, Studio Classroom. I can not find suitable materials from Let’s Talk in English because most of them are dialogues.
    6. We found that the materials (from Advanced Studio Classroom) are edited from LA times. This make the text less authentic and difficult to read. I believe the syntactic form and complexity have been changed dramatically for the purpose of targeted readers in Advanced Studio Classroom. This is not very ideal for this experiment. But we found it after we finished the experiment.

    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. (this is not seriously measured here.)
    4. See if they have improved in reading speed. (at least in circling the words) => results: NO. 
    5. No stroop tests at this moment/stage

    Data Analysis

    Finished time of the tests:

    • Pre-test (1:43)
    • Post-test (2:44)
    • Mid-test (20min)

    Clearly we could see it took Sunya more time to finish the post-test. This is contradictory to my hypothesis. We had a discussion about the phenomena. Sunya even found that she’d be influenced by the unfamiliar rules when she just started the post-test. For anyone who wants to listen to the six recordings, please visit my server http://kmimayo.no-ip.org/mod/forum/discuss.php?d=8 

    Here are 6 recordings from our discussion (I will find ways to imbedded them into the blog you’re viewing. But please move to my sever for playing them directly from the web.)

    From what we got in the timed test, we have some findings that are contradictory to our assumptions. They are worth mentioning:

    1. Why does it take longer to finish the post-test?
    2. What’s the differences before and after learning g.g rules?
    3. How long would it take to internalize the rules? (so that it could actually benefit the learners’ reading and understanding of the text that are slightly above their manageable level. )
    4. How to conduct a suitable post-test ?
    5. What’s the limitation of teaching and learning g.g rules?

    The first question: why does it take longer to finish the post-test? Because the participant is not familiar with the new system. She’d be spending extra energy to meet the requirements rather than parsing the text rapidly. She needs to go back and made sure that the verbs she marked is correct.

    My assumption on teaching g.g rules is only partially correct. I am right about the simple rules and ease of teaching them. It took me less than 5 minutes to teach her the rules and less than 5 minutes to practice it.

    I was wrong on two simple points:

    1. I didn’t expect the delayed post-test, even delayed for only 2 minutes, would have such huge influence on her.
    2. I didn’t realize, or I had long forgotten that the time to internalize even the simplest rules is much much longer than 20 minutes.

    Let us discuss them from the first one. Usually an immediately post-test or a delayed for 2 minutes post-test won’t make much differences. But here Sunya reported to me that she had lost her momentum to parse the post-test as she did in the mid-test. She needs to reengage herself to get the habit of finding the main verbs. (aka. follow exactly what the g.g rules tell you to do)

    This is actually quite the same issues in the second point here. A newly learned rule can not possibly internalized within 20 minutes, no matter how simple it is. I had long forgotten that I took at least 6 months to internalize the system myself. That is also a time when I first learning English and its grammar formally. I was 13 years old then. These conditions somehow intertwine with other factors and stably became my internal behavior for parsing English text. I have synesthesia ever since then, and I believe it helps me with parsing text. I have wondered if anyone could build the neural co-relation like I did in my early stage of learning the language. But it may take an adult longer time to reach the same effect even when they have better meta-linguistic ability. I have some suggestions for future researchers who are interested in synethesia and geometric grammar rules: please bear in mind that synethesia could be trained, we just don’t know under what condition it would happen or last for long. Can adults acquire synethesia as easy as children did? Does their meta-linguistic ability hinder their ability to perceive patterns like syntax in another intuitive way? If so, how could we apply g.g rules for those in need of help. Those who suffered from poor efficiency on reading long and difficult text, or those who have dyslexia? Some of them are not children in classroom, but engineers or professionals in all walks of life who need to study a lot of documents everyday.

     

    Limitations and Conclusions

    Sunya and I have some discussion on g.g rules. She immediately captured the core concepts of it and help me clarify some ambiguities in my design on the test.

    In general, g.g rules are only helpful for learners with certain level of proficiency. They need to know basic English grammar and they shall be able to differentiate at least verbs and other parts of speech. The minimal requirements of g.g rules is not that high, in my respect. But Sunya points out the learners need to know the differences between main and adjunt clauses. This will largely influence their performance on g.g rules test.

    Test like this can not measure reading speed directly, nor can it guaranties that the testers are following exactly what g.g rules tell them to do even when they can parse the text faster. 

    We overcame some of these dilemmas by setting the necessary standards to meet the minimal requirements of g.g rules:

    1. ONLY circle the main verbs, including the be-Verbs.
    2. For your convenience, you may underline other parts of speech, such as V-ing or Vpp.
    3. Measure the tester not only on their finished time, but also rating on their understanding of the provided text.
    4. If possible, interview the testers after the test.
    5. Tell them to meet the balance point between understanding of context and structural parsing speed. Don’t just parse and circle.

    We don’t need the square parts since one can easily tell the subjects lie right before the main verbs. For an advanced user like me, I could even circle some of the main verbs rather than all of them. This would make my parsing speed even faster.

    We hope ERP devices may be added for future study. The next step would be fooling intermediate-level g.g rules users with stroop tests. Finally we hope to see the fMRI test on an advanced user parsing the text. See if he really has formed synesthesia in his brain, and prove that synesthesia could be acquired and obtained even after puberty. This would be a good news for those who suffer from dyslexia and poor reading efficiency.

    This is a smaller part of my research on incorporating Gestalt theory into teaching vocabulary. Please visit to see more related research. http://fall-cicada.blogspot.tw/2014/12/vocabulary-teaching-data-analysis.html 

    Anyone who is interested in these topics are welcomed to contact me.

     

    References

    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

     

     

    (以下放material相關的東西)

     

    高級(NYT, BBC, CNN, LATimes)

    NYT

    [Search Continues for Woman Linked to Paris Attack Suspects - NYTimes.com](http://www.nytimes.com/2015/01/11/world/europe/charlie-hebdo-attack-paris-search.html?hp&action=click&pgtype=Homepage&module=b-lede-package-region&region=top-news&WT.nav=top-news&_r=0)

    [Wrongly Convicted Man Was His Own Best Advocate - NYTimes.com](http://www.nytimes.com/2015/01/10/nyregion/wrongly-convicted-man-was-his-own-best-advocate.html)

    [More Websites and Stores Rent Out Wedding Gowns - NYTimes.com](http://www.nytimes.com/2015/01/11/fashion/weddings/more-websites-and-stores-rent-out-wedding-gowns.html?_r=0)

    [Cartoonists, killed for their art, and humanity - CNN.com](http://edition.cnn.com/2015/01/07/opinions/opinion-cartoonist-charlie-hebdo/index.html)

    BBC News - State pension: 'Only 45%' to get full new payout
    http://www.bbc.com/news/business-30777166

    BBC News - In search of a personalised diet
    http://www.bbc.com/news/magazine-30709297

     

     

    CLA final

    A look back at the talented actor and his movies

    Robin Williams seized the day in every role

    Shock came first on hearing the news that the master comic mind we knew as Robin Williams was dead at 63 [last August], apparently overwhelmed by the kind of despair that he lightened for so many of the rest of us.

    With a mind forever moving at warp speed, conjuring up humor unlike anything we had seen before and will likely ever see again, Williams was a friend, the kind who made our world better. At his height, he electrified whatever entertainment he touched.

    Though TV brought his breakthrough—I still remember his remarkable alien invasion in Mork & Mindy—film quickly became [his] main forum for talent.

    Eyes twinkling with mischief made it clear that whatever else was going on, he had your back. He could be anything you wanted.

    Williams’ first big-screen mark came in 1980, in the live-action Popeye, with Williams transforming himself with a pipe and outsize forearms.

    Williams’ dramatic side

    But it was in flexing his cerebral side in 1982’s The World According to Garp that Williams found his footing in film. This was no comic role. He surprised us. He could do drama; he could do more than tap that distinctive funny bone.

    In the years after, Williams continued to surprise, making a habit of leavening his comedies with drama. His Russian defector’s last stand at Bloomingdale’s, in Paul Mazursky’s Moscow on the Hudson, is among his most endearing. His homeless dreamer in The Fisher King [is] among his sweetest and saddest.

    Williams’ wisecracking wake-up call for soldiers in Good Morning, Vietnam brought his first Oscar nomination in 1988. A decade and two more nominations later—for The Fisher King and Dead Poets Society—he won after two unknown writers, Ben Affleck and Matt Damon, gave Williams the role of a lifetime.

    Five Fun-filled Festivals - Winter festivals you won’t want to miss 你不會想錯過的冬季節慶

    Most of us consider winter a great time to stay inside with a good book. Yet the winter months offer great outdoor events, including many fun and unique festivals.

    The Ice Festival at Lake Khövsgöl, March 2, 3

    To get to this festival, you’ll need to travel to “the ends of the earth!” The remote region located in Mongolia is the perfect setting for coldweather activities.

    Lake Khövsgöl, called the Blue Pearl of Mongolia, freezes up to 1.5 meters deep. Frostcovered trees and mountains circle the lake, creating a winter playground.

    Each year local residents have a two-day celebration. Wandering reindeer herders also join the fun, sharing their traditional songs and dances.

    The activities take place on the frozen lake and include sled races, skating and much more. There’s an ice tower with a slide and an ice house with hot and cold drinks.

    Visitors are always surprised to see how much weight the lake can hold. People, horses and even bonfires can be found on Lake Khövsgöl!

    Cartoonists, killed for their art, and humanity

    2011, masked gunmen broke the hands of Syrian cartoonist Ali Ferzat as a warning to stop him from satirizing Syrian President Bashar al-Assad. In 1987 Palestinian cartoonist Naji Al-Ali, creator of the character Handala, was killed outside his office in London.

    Charlie Hebdo was sometimes rank with a particularly French form of xenophobia. But the bravery of Charbonnier and his staff in the face of death threats and firebombings was something to marvel at.

    I mourn my fellow artists. I hope, perhaps futilely, that their murders will not be used to justify a backlash on the Muslims in France. Though I'm an atheist, I say a small prayer: for irreverence, for love, and for art.

    BBC News - In search of a personalised diet

    The study looked at three types of overeaters. Feasters who find it hard to stop eating once they start, constant cravers who feel hungry all of the time and emotional eaters who turn to food when they get stressed or anxious.

    When it comes to feasters, research shows hormones play a big part in their eating habits. In particular, they produce low levels of certain gut hormones that are released when food arrives in the intestines. These chemical signals travel through the blood to the brain and tell the body when it has had enough food and should stop eating.

    "Some people have astonishingly low levels of certain gut hormones and are not getting those signals," says Susan Jebb, a professor of diet and population at Oxford University.

    Constant cravers always want to eat and their "hungry brains" often want fatty and sugary foods. Scientists know certain genes make people this hungry. They disrupt the way signals are sent to the brain telling it to stop eating, tricking it into thinking fat stores continually need replenishing.

    "The role genes play in losing weight is unequivocal, but due to changes in technology we are beginning to find out what these genes are," says geneticist Dr Giles Yeo, from Cambridge University.

    Emotional eaters reach for food when they are stressed or anxious. When the brain perceives a person is in difficulty, it triggers changes to the body, like the heart rate increasing. This stressed state makes it even harder for people to overcome what they are facing. This sort of eater has developed habits that are hard to break and in stressful times their brains seek out a reward.

    "People often think diets are about willpower," says Jebb. "Forget that, diets are about habits. There has never been a study that says people can will themselves to lose weight, but they can change their habits."

    More Websites and Stores Rent Out Wedding Gowns - NYTimes.com

    “Men have been able to rent a tux, from Armani to Versace, for years,” said Jessica Berriman, a founder of Get the Gown, which opened last September and rents out, for an average $1,000 a week, dresses that typically cost $5,000 to $13,000. Among the labels on offer are Carolina Herrera, Oscar de la Renta and Vera Wang. Late returns cost $50 a day.

    Her customers “don’t want to buy gowns they’re going to wear once,” Ms. Berriman said. “But they’re still very particular about what they want.”

    With such discerning tastes driving them, some rentals may not sound like stand-alone bargains. But several shops emphasized that they catered just as much to trend-consciousness as practicality.

    One Night Affair carries a mix of bridal fashions, from unlabeled samples to Badgley Mischka and Galia Lahav gowns. The dresses cost from $100 to $1,000 for five days, plus in-house tailoring costs. The shop also rents out custom-made dresses, starting at $299.

    2015年1月8日 星期四

    Syntax 0108 notes (2015) 應該是syntax最後一次上課吧QQ

    我考慮在期末考之前直接上Amazon買Carnie習題本的電子版本,畢竟應該會有習題解答

     

    Theta Grids 三種要素:

    1. Theta roles (先有Theta roles限定可以有幾個洞,才有agent, theme這些semantic上的角色存在)
    2. Subcategorization (可以有幾個洞,尤其是每個洞的種類,比如 NP, CP, adj….)
    3. Index上的關係(每個洞實際上的關係,比如會不會第一個洞就是第二個洞的內容本身 eg. I love myself)

     

    如果習慣把form/function => 併在一起看,比較是wholistic。Syntax是analytic的學問。

    舉例中英文都有的四個論元動詞 ”bet” “give”

    EPP (Extended Projection Principle,Projection Princile的例外,專門討論天氣動詞(rains, snows,…)要搭配虛主詞在轉換後無法得到正常theta roles的情況) = every clasue must have a subject

    以下這兩句哪一個比較有可能是原貌呢?

    • [That Bill loves chocolate] is likely
    • It is likely that Bill loves chocolate.

    Ans: 下面那句。理由是experiencer 的位置應該是最高的

    theme其實就是internal theta role

    agent, experiencer 聰長是external theta role

    不及物動詞只要求一個theta role,但是其本質上有所不同。要是其theta role本身就是external theta role,那他就是主詞。要是internal theta role,那他就是虛主詞。

    eg. left (王), ran (猴)

    • John ran
    • John left

    left是external theta role,原因是他有change of location. 他是比較有威力的

    不及物動詞有兩種:un-ergative / unaccusative

     

    unergative 的主詞,他的主詞天生下來就是主詞(只要求一個論元:老虎)

    unaccusative的主詞,他的主詞本來是受詞(猴),但受到EPP影響所以只好當主詞(也是只要求一個論元)

    Expletive insertion rule 查一下他在computational component中的用途是什麼?

    abula!!!

    passivlization (打老虎,打掉external theta role)

    ch8 CPS2 ans: 是explective

    cps3

    cps4 anti-passive (打猴子,打掉internal theta role讓猴子上來)

    2015年1月7日 星期三

    CA 0107 notes (2015) final

    在開始之前,我們先記得幾件事情。

    • 我的target groups
    • 我想要達成什麼效果,對這社會有什麼裨益?
    • 多久可以看到成效?


    (notes from last lecture)
    • 文獻探討很重要,但文獻不盡然正確,可以批判他。
    • 什麼是「英語的中動句」啊?我猜…是動詞或副詞的指向性可以指向「特定格」(Agent施事者、主詞、隱藏的主詞、某個動詞、某個受詞…)偶爾會有明明是被動句卻完全用主動句來寫。比如The car drives smoothly. 隱藏了支配的agent,以及smoothly實際上修飾的是drive這台車時的狀態。
    1. 作Contrastive Analysis要看「哪裡一樣」「哪裡不一樣」
    2. 各種程度和不同需求的學生,卻完全使用一樣的教材,這表示絕大多數的學生幾乎學不到他們真正需要的內容。
    3. 教材內容研究偏向傳統考試需求和精英取向。
    4. 我認為英語不過是個工具,只要能達到某種程度堪用就好。
    5. 針對不同族群應該提供不同面向的教材,不能把所有人的需求都混為一談(像洪蘭那樣,只喊著提昇人文素養卻完全忽略人民需求)
    6. 即使提供了不同面向的教材,也能夠讓任何教師都很容易去取得其他已經存在或還未存在的補助教材,讓不同特性的學生能有興趣去吸收。
    7. 文化上:知道我們文化中最句代表性和不可或缺的事物。在解釋給外國人聽的時候會最具有代表性。中國化的佛道教、儒家思想、風水易經、禪宗算是這類。
    8. 使用情境上:分為至少兩大類(國外旅居、國內使用)
    9. 流行事物上:我們比較近期的代表性事物(不是一時紅起來的次文化潮流),其實小吃美食算是這種的。
    10. 國際關係上:分為至少這幾種(我們的國際處境、我們的國人都去哪裡旅遊或外派工作、我們的國際中的產業分工和強項弱項)
    11. 身份和相應的禮儀:我們對外,以及外國對我們該學習的禮儀。 
    教材改進之後,怎樣評估其成效?
    1. How do we evaluate the effect of renovated materials?
    2. Diffrent ways of evaluating each level of school?
    3. Shall GEPT follow their steps of renovating the ways of evaluation?
    4. College Entrance Exam must follow the requirement of the renovated teaching/materials. 

    現在讓我們來抱著CA這個主軸來討論教材改革吧
    這些是現有的問題,引領我想做的教材改革:

    我和前人所著重的有幾點不同:
    前面上述三點,這邊就先不探究原因為何,留待期末詳細報告再來推論。現在針對這三點來設計我們理想的教材,以及我預期這樣作能達到的好處(壞處我還難以想像)
    教材:
    預期好處:學生有一定的基本英文能力知道怎麼去改變自己的處境,尋求適合的教材。
    現階段的教材編修者,背景都非常統一,清一色是英文系畢業的博碩士(文學組居多)或是英語教學出身的。他們認為有價值的教材在實際生活應用上,其實沒有太大意義。
    舉例來說,學習日語的教材裡面會很清楚的區分「技術者研習用日語」或是「日本古典文學」、「日本流行文化」「旅遊日語」等等。扣除因為日本旅遊、流行影劇音樂和遊戲動漫而興起學習日語的人口,完全因為工作所需而學習日語的人也非常多。如果比較工業日文的教材,會發現提供的內容非常實用且符合使用情境。
    有許多場景是和其他業務或工程師打招呼、詢問的語句和情境。雖然如此,也加入了一些噓寒問暖的禮貌用語,以及文化上差異的教學。(比如日本人的房門是往外開的,因為室內空間狹小)除此之外,教材裡面的角色主角也都是外國人居多,他們因公出差、居住日本的宿舍或必須和日本業務打交道,所以他們必須學習工作上的用語、公司名稱、職稱,以及一些節慶對於日本人的重要性。
    從這些教材看起來,其實工業日文並不是完全沒有文化和生活上必需品的交涉內容,而是以學習者的處境和需求為出發點去設計的良好教材。其句型和文法也十分緊湊,兩本上下冊教材就已經把所有文法句型用情境中的語句都講清楚了。學習者即使文法不夠好,也能夠完全套用情境中的語句來使用,而不會落得一句完整的日語都說不出口。
    但從上面的教材,我們也能發現,其設計的出發點是給即將去日本居住或長期和日本有業務往來的工程師背景。對於廣大在世界各地自己國家的工程師,他們可能只是在工廠要和出差來訪或被外派三年的日本工程師打交道,其內容並不完全相應,但可以從這個教材一窺日本人的生活習慣和思維,即使在這樣的情境下,他們也還能跟日本業務正常互動。
    在這樣的比較之下,我認為台灣設計的英語教材,即使我們不像日本是個工業和流行文化輸出強國,無法設定外國人都是為了工作或旅遊需求來到台灣這樣的背景。我們還是能設計台灣人因為工作需要或旅遊而出國留學、移民、外派的情境。這樣也比較符合我們現行的產業情況。另一方面,因為台灣的旅遊業和服務業商業需求,我們要設定讓留在本國的台灣人能有足夠英語能力去使用在工作場境上的對話和詢問,才能讓國外遊客獲得更好的體驗。
    最重要一點,在教材中我們不需要膨脹自己或他國的地位,而是需要盡量客觀如實表達我們在世界上的國際處境和分工角色。在過去強調本土化或大中國思想的前提下,前者過度膨脹我們的身份地位,後者認為所有來客都是仰慕我們文化而來,對於理解別人的成份卻太少。不過是哪一種,都沒有成功表達外國人為什麼前來台灣,或是我們應該怎麼去主動和台灣以外的世界互動的企圖和用意。教學、教育可以和國家政策和處境相連,如此才能發揮最大價值,使整個社會和個人都受益。

    借助中英語言對比,我發覺可以融入教材的特色如下,我認為理想的教材應該如此設計:


    舉例要上的內容(請注意,要區分國小、國高中學生,以及工作的成人需要的教材)


    • 單字
    • 文法
    • 數字系統(位數)
    • 月份(英制、美制)
    • 單位(SI,、英制:身高體重、台斤、面積)
    • 匯率(幣名、最小錢單位)
    • 進出口(物資、產業)
    • 節慶(business,,五月台灣就在準備生產給國外Christmas的物品了)
    • 食物(中->外。外中)
    • 宗教(不是只有外中,還有中外)
    • 家庭觀念(獨立性)
    • 生活態度/安排
    • 工作身份/移民
    • 居住形式(我們不住大平房,馬路又擠)
    • 交通形式(機車公車多,不是 mrt, train, car)
    • 娛樂(TV,而非dance, theatre, clubbing, suffering。影音劇是個entrance port for learners)
    • 學習(for test. 不是獨立為主:木工、sports)





    • Elementary: introducing yourself & hometown
    • Junior:
    • Senior high: raise your personal needs (gaming, religious, diary...); pursuing your own work and academic needs
    • College: communicate for teamwork or academic purpose (they are quite different)
    • Work: communicate for teamwork; travel;recreational
    • Consistency in material and content






    Here it is.



    2015年1月3日 星期六

    要解決我背痛的問題

    最近我的背痛已經嚴重到無法忽視的程度了,不管醒著或要睡著。站著躺著或坐著,我都隨時在劇痛。我也有拉筋或往前彎來舒緩疼痛,但已經太嚴重了。

    收集一些資訊,就我的理解,最簡單的解決方式就是隨時挺直腰桿。我想對於我一天要騎車將近兩小時的人,這點其實是最關鍵的。其他的治療方式我想一星期之內我就會去採用吧…期末實在太忙,我也真的沒錢去看醫生… QQ

    :::臺北市立萬芳醫院-委託財團法人臺北醫學大學辦理::: (下背痛)
    http://www.wanfang.gov.tw/W402008web_new/subject/4260/healthshow.asp?news_id=128

    關節炎 衛教網站 - 關節炎,類風濕性關節炎,退化性關節炎 (下背痛)
    http://www.pfizer.com.tw/mediacalinfo/2010/03/Page05.asp

    台大醫院竹東分院-下背痛知多少
    http://www.chut.ntuh.gov.tw/releaseRedirect.do?unitID=1&pageID=457

    下背痛 (Low Back Pain) 的原因與治療
    http://web.it.nctu.edu.tw/~hcsci/hospital/other/backpain.htm

    想買這個當煤油暖爐

    當然我知道這跟正式的煤油暖爐還是有差距,但重點是他便宜…

    露營 戶外 小型煤油爐 煤油暖爐 八燈芯 家庭 戶外 可搭配取暖罩當 煤油暖爐 - 露天拍賣-台灣 NO.1 拍賣網站
    http://goods.ruten.com.tw/item/show?21401217282707

    另外我找到一篇不錯的報導

    為何「中學」才是未來教育的重心所在? - 教育 - 教育 - 大師開講 - 商業周刊
    http://www.businessweekly.com.tw/KBlogArticle.aspx?ID=10570&pnumber=2

    這讓我明白其實中學教育對女性幫助之大,除了晚些走入家庭,可以有升級勞動力的可能。這就像是全民健保一樣。