國立臺南大學教師基本資料

基本資料
姓名 楊逸君
系所 英語學系
職稱 助理教授
校內分機
傳真 05-2237985
辦公室/研究室 J668
E-mail christin77@mail.nutn.edu.tw
網址
專長/研究領域 英語教學 應用語言學
 

畢業學校國別主修學門學位修業期間
     
東吳大學台灣英國語文學系學士1988/09-1992/06
德州大學奧斯汀分校美國外國語言教育碩士1995/01-1996/12
德州大學奧斯汀分校美國外國語言教育博士2005/08-2010/05

服務機關部門 / 系所職稱服務期間
吉的堡美語嘉義忠孝分校美語教師1992/08-1993/12
吉的堡美語嘉義忠孝分校分校主任1994/09-1994-12
精鐘商業專科學校(現為台灣觀光大學)應用外語科講師1997/08-2000/07
吳鳳科技大學應用外語系講師2000/08-2005/07
吳鳳科技大學語言中心講師2008/08-2009/07
吳鳳科技大學應用英語系應英系副主任/助理教授2010/08-2011/01
吳鳳科技大學應用英語系語言中心暨應英系主任2011/02-2012/08
靜宜大學英文系助理教授2012/08-2017/07
靜宜大學英文系副教務長暨教學發展中心主任2013/07-2015/01
靜宜大學英文系代理系主任2016/08-2017/01

著作
名稱 Self-assessment, Noticing, and EFL Oral Ability
年度2015
類別期刊論文
摘要One line of research claims that second language acquisition is explicit or conscious and hence students’ noticing of the gap between the target language and their utterances has been central to the field of studies. Though research findings are mixed, it is suggested that noticing is facilitative of language learning. Given a variety of methods or measures to assess students’ noticing of difference respects regarding language learning such as errors, input and teachers’ corrective feedback, little research was explored whether students’ self-assessment along with reading-to-speaking activities in language classrooms enabled EFL students to speak more complete utterances and thus enhance their overall speaking ability. This study aimed to investigate whether the application of a self-assessment tool and that of the reading-to-speaking activities fostered students’ noticing of errors in their spoken English and hence made a contribution to their overall oral English ability. Twenty English majors in a university in Taiwan participated in this study. A pre-test, four treatments of reading-to-speaking activities, four self-assessment checklists, and a post-test were conducted to measure students’ progress in spoken English as well as their noticing of problems in utterances. The reading passages employed for the two tests were different to avoid the instructional effects of regular class sessions. During each treatment, students were divided into small groups and were assigned a reading passage along with questions based on the text to discuss about. The teacher explained to students about the passage and made sure that all of the students understood the questions. Each group’s discussion was audio-taped for students’ self-assessment after class. Three open-ended questions at the end of the self-assessment checklist were aimed to obtain students’ perceptions of their noticing of their utterances and what errors they noticed when listening to the audio-recordings. The results suggested that Self-assessment, Noticing, and EFL Oral Ability 211 students’ oral ability was significantly fostered despite that the reading passage for the post-test was more difficult than the one in the pre-test. Likewise, students’ self-assessment during the four treatments indicated that their self-assessment gradually matched with teachers’ evaluation of their post-tests, which entails that students were more able to self-assess their performances in discussions after a period of training on self-assessment. Furthermore, students’ modified output and complete sentences were ostensibly increased throughout the treatments. An analysis of students’ responses to the open-ended questions of self-assessment checklists revealed that students’ self-assessment of their overall performances, their awareness of grammatical problems, and that of the lack of lexis in spoken English were enhanced. Another important finding of the study was that students’ erroneous utterances could be partly traced back to the impact of their native language. Four pedagogical implications were provided for language teachers’ future references.
關鍵字Self-assessment, noticing, oral ability
名稱Relation between Instruction Explicitness and Effects of Metaphor Awareness Enhancement on Vocabulary Reception and Production by Taiwanese EFL Learners with Different Cognitive Processing Styles
年度2015
類別期刊論文
摘要The present study investigates the roles of instruction explicitness and L2 learners cognitive processing style on the pedagogical effectiveness of the cognitive linguistics-based approach to teaching metaphorical usages of polysemous words to college EFL students in Taiwan. The experiment consists of a gap-fill test and a free writing test with a pre- and post-test design. It involves three groups of intermediate learners under the metaphor guidance with different degrees of explicitness, respectively being: HEG (High-explicitness Group, N 18) receiving imagery aids presenting both the source and target domains of the lexis, MEG (Mid-explicitness Group, N 18) with imagery aids presenting the source domain of the lexis, and LEG (Low-explicitness Group, N 17) with only the verbal elucidation of the key features shared by the literal and metaphorical senses of the lexis. The results suggest that the learners in general could gain immediate and perduring improvement in both their receptive and productive knowledge, after the enhancement of their metaphor awareness of the target lexis. However, the effect of the explicitness degree of the enhancement technique could only be observed in learners’ form recollection and the correct use of the target lexis in its metaphorical sense, with HEG tending to outperform MEG and LEG in the free writing test. Moreover, learners who tend to think and learn in imagery (i.e., imagers) could benefit for a longer period of time (i.e., two weeks after the treatment) and more fully in their gain productive knowledge, if they receive metaphor guidance of high explicitness. The findings are discussed in relation to the dual coding theory (Paivio, 1990), while the pedagogical implications are also drawn, in view of the above, for vocabulary instruction.
關鍵字cognitive processing style, instruction explicitness, metaphor awareness
名稱EFL Writer’s Noticing and Uptake: a Comparison between Models and Error Correction
年度2015
類別期刊論文
摘要Little research has been conducted regarding the comparison between the effects of models (i.e., sample articles) and error correction on EFL learners’ writing ability and what students noticed during the comparison activities. The goal of this study was to examine what students’ noticing of their writing issues may have contributed to their uptake after the two treatments. Twenty-four EFL college students participated in this study in which they completed a picture-cued first draft. Students then compared their compositions with a model written by a native speaker, along with the completion of writing logs, to identify what they noticed during the comparison following the immediate completion of their second drafts. Later, the same procedure was conducted with the provision of a different picture story, but using teacher’s error corrections for the comparison. Additionally, teacher-student conferences were administered for a further discussion of students’ writing issues. Then six students randomly selected from the class were interviewed for their perceptions of the two treatments. The results show that both treatments contributed to students’ progress. A further analysis of students’ writing logs and teacher-student conferences suggests that students noticed their lack of the ability to describe details the most frequently in writing logs in the model treatment, the lexical issue in error correction, and grammar issues in teacher-student conferences. The qualitative data revealed that students perceived error correction to be more conducive to their writing ability than models. Four pedagogical implications were provided for language teachers’ references in future writing instruction.
關鍵字EFL writing, models, error correction, noticing
名稱 Noticing, Contrastive Analysis, and EFL Learners’ Speech Production.
年度2016
類別期刊論文
摘要 The weak version of Contrastive Analysis Hypothesis (CAH) addresses the comparison between learners’ interlanguage (IL) and their mother language. It is assumed that by identifying the similarities and the differences between the two languages EFL students can notice the holes in their current oral ability. This study aims to first investigate whether there is any enhancement in EFL students’ speech production concerning complexity, accuracy, and fluency by comparing EFL learners’ speech production in English with its Chinese counterparts along with teachers’ explicit error correction of their utterances in addition to teacher-student conferences. It is expected to find how students’ mother tongue (MT) affects their speech production in English through comparison and error correction. Twenty-four students participate in this study. A pre-, post-test, three treatments including students’ transcripts of their audio-recordings, the teacher’s explicit error correction, and teacher-student conferences are conducted to understand whether students make progress in their speech production and whether they are able to notice the hole in their oral ability after the treatments. During each treatment, students describe a picture story and transcribe their utterances as well as the Chinese translation of the utterances afterwards. The teacher’s explicit error correction and teacher-student conferences are to help students be more aware of the errors in their utterances and notice the likely impact of their MT on the production. The results show that students’ accuracy and fluency improve though the complexity is not significantly different. Students make fewer errors and utter more words along with more error-free clauses, which is probably due to the teacher’s error instruction and the conferences. The qualitative data suggest that the comparisons enable students to notice how their MT has affected their speech production and the discrepancies between their IL and the target language. Pedagogical implications are proposed for language teachers’ references in the future.
關鍵字Noticing, contrastive analysis, EFL, speech