國立臺南大學教師基本資料

基本資料
姓名 鄒月如
系所 英語學系
職稱 副教授
校內分機 957
傳真 06-2144317
辦公室/研究室 JB107-3
E-mail tzoujuliet@mail.nutn.edu.tw
網址
專長/研究領域 口譯及筆譯,英語教學
 

畢業學校國別主修學門學位修業期間
國立台灣大學台灣外文系學士1997
Monterey Institute of International Studies美國Translation and Interpretation碩士2000
Texas A&M University美國Curriculum and Instruction (ESL education)博士2008

服務機關部門 / 系所職稱服務期間
世新大學英語系兼任講師2002/02~2003/07
國立清華大學外語系兼任講師2002/08~2003/07
Texas A&M UniversityDepartment of Teaching, Learning and Culture研究助理2005/01~2007/05
國立雲林科技大學應用外語系助理教授2009/08~2010/07
國立台南大學英語系助理教授2010/08~2016/07
國立台南大學語文中心外語組組長2015/08~2016/07
國立台南大學國際事務處語文中心主任2016/08~2017/07
國立台南大學英語系副教授2016/8~

著作
名稱Tzou, J. Y. Z. (2011). Reflecting on the theory and practice of translation: Using reflective writing to facilitate learning in an English-Chinese translation class. In W. C. Ho (Ed.), Teaching English language and literature: Linking theory to practice (pp. 213-233).
年度2011
類別專書
摘要 A typical translation class mainly involves teaching and learning of translation theory and practice. The latter is implemented either by providing opportunities for students to actually translate texts in class or giving them translation assignments to complete out-of-class. For these translation assignments, as is often the case in any traditional classroom, teachers would correct students’ work and provide feedback. In order for “real” learning to take place, however, students need to reflect on the connection between the content of class lectures and the practical tutorial activities (Kathpalia and Heah, 2008). Reflective writing provides students an opportunity to reflect on and review their written work, thereby making them more aware of what they’re learning. The study examined the reflective writings of seventy students in three undergraduate English-Chinese translation classes. Students were asked to write a reflection paper for each of the three out-of-class translation assignments given during the semester. In the reflection, they wrote about the translation methods used (connecting theory to practice), the challenges and difficulties they had encountered while translating, as well as any possible tools such as dictionaries or online resources that had helped them in the translation process. Through reflective writing, students in the English-Chinese translation class became more aware of the skills and methods that could contribute to improvement of their translation. The study’s results indicate that reflective writing is effective in making students become better learners and has potential in enhancing students’ English-Chinese translation skills.
關鍵字translation, reflective writing
名稱Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin-English speakers
年度2011
類別期刊論文
摘要The influence of second language proficiency and length of formal training in interpretation on simultaneous interpreting (SI) performance and working memory was examined in Mandarin–English student interpreters with one year (n 11) or two years of formal training in interpretation (n 9) and in 16 Mandarin–English untrained bilingual controls. SI performance was significantly better in Year 2 than in Year 1 student interpreters, and in Year 1 interpreters relative to bilingual controls. SI performance was also better in advanced L2 users and in high-memory span individuals, whether trained or not in SI. Both Year 1 and Year 2 students outperformed bilingual controls in L1 and L2 reading span. Although Year 2 students tended to show higher working memory span than Year 1 students, the difference was not significant. Finally, working memory span was higher in individuals with greater L2 proficiency. It is concluded that differences in language proficiency may underlie observed differences in both interpreting performance and working memory and that language processing skills (rather than working memory) may be enhanced by formal training in interpreting.
關鍵字digit span, reading span, simultaneous interpreting, working memory
名稱Modifying language use and teaching strategy in all-English language classes: Perceptions of students from two mixed-major freshman English classes in Taiwan
年度2014
類別期刊論文
摘要While the English-only policy in general English courses including Freshman English has been implemented in many universities in Taiwan for quite some time, issues regarding students’ receptiveness to and comprehension of English lectures and course contents often raises doubts as to whether such practice is pedagogically justified. This study first provides an overview of English medium instruction (EMI) in subject courses in certain Asian countries and compares the common challenges faced by instructors and students in both EMI content and language courses. Since few studies have looked into how students of different disciplinary majors who may take EMI courses in other subject courses perceive the use of English as the sole medium of instruction in English language classes, this study aims to investigate the extent to which students in mixed-major Freshman English classes understand the instructor’s lectures and messages delivered in English and the modifications that instructors can immediately adopt to improve learning outcomes. Questionnaire responses from 84 students of 20 different academic majors were analyzed and in-class observations of students were combined with questionnaire responses to inform the instructor on possible modification in the language and teaching strategies used in class. Follow-up interviews with selected students at different levels of language proficiency were arranged after teaching modification had been implemented for two months. The interviewees felt that they experienced improved comprehension when code-switching was employed, but they also believed that the English-only policy need not be abolished as long as the instructor closely monitors students’ level of understanding. The study’s findings have implications for other English medium content-area courses and suggest that instructors of language and content courses may collaborate to improve learning outcomes.
關鍵字
名稱Improving EFL college students academic writing and accurate usage of verb-noun collocations through self-directed inductive learning aided by online concordancers and corpora
年度2015
類別期刊論文
摘要This study explored whether the use of online concordancers and corpora at different stages of writing a research paper could help EFL college students become more aware of the appropriate use of verb-noun collocations in academic writing and as a result improve their overall writing quality. Twenty-six Taiwanese college students enrolling in an English academic writing class took a pre-test to measure their productive verb-noun collocation knowledge. Four online corpora and concordancers that could be used to facilitate correction of verb-noun miscollocations were then introduced to them. At different stages of writing the research paper, students were encouraged to utilize these online tools to check mainly the verb-noun collocations in their writing. All students were asked to hand in written records of their verb-noun collocation checking and correction when they submitted different parts of the paper. A post-test administered at the end of the course indicated that students were able to use verb-noun collocations with improved accuracy. Their responses to a questionnaire also demonstrated that they approved of the method of self-directed inductive learning to acquire knowledge concerning correct verb-noun usage and believed it had helped improve their writing over the course of the semester. Analysis of students’ collocation check records and writings also suggested that those who performed more collocation checks showed the greatest improvement in their writing. The study’s results provide support for the application of online concordancers and corpora as a form of self-directed learning aid in the process of writing academic papers.
關鍵字
名稱Does formal training in translation/interpreting affect translation strategy? Evidence from idiom translation
年度2016
類別期刊論文
摘要This study examined whether training in translation/interpretation leads to a reliance on a ‘vertical’ translation strategy in which the source language text is comprehended before the message is reformulated. Students of translation/interpreting and untrained bilinguals were given an idiom translation judgment task with literal (form and meaning) or figurative equivalents (meaning only). Dependent measures included the time taken to comprehend the first presented sentence and the accuracy and speed of judging if the second presented sentence was a translation of the first sentence. The groups did not differ in their speed of reading the first presented sentence but translation verification times differed by group and translation type: untrained bilinguals were significantly faster at verifying literal than figurative translations while trained bilinguals were equally fast for the two types. The pattern of findings is consistent with the view that training in translation fosters a processing-for-meaning-before reformulating, or vertical, translation strategy.
關鍵字translation, idioms, vertical translation strategy, professional interpreters, training effects
名稱Tzou, J. Y. Z. & Carpenter, II, B. S. (October, 2006). Translating meaning through words and images: Using arts-based activities to motivate English language learners. Paper presented at the Curriculum and Pedagogy Conference. Texas: Marble Falls.
年度2006
類別研討會
摘要
關鍵字
名稱Tzou, J. Y. Z., Vaid, J., Chen, H. C., & Eslami, Z. (May, 2007). Effects of working memory, language proficiency, and training on simultaneous interpretation performance: Evidence from Chinese-English bilinguals. Presented at the International Symposium on Bilingualism. Germany: Hamburg.  
年度2007
類別研討會
摘要
關鍵字
名稱Tzou, J. Y. Z., Chen, H. C., & Vaid, J. (May, 2008). Verifying literal versus figurative translation: Does formal training in translation matter? Presented at the Association for Psychological Science 20th Annual Convention. Illinois: Chicago.
年度2008
類別研討會
摘要
關鍵字
名稱Eslami, Z., Haifa, A., & Tzou, J. (2009). Language learning strategy use by Arabic speaking students learning English through content areas. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh, & S. Troudi (Eds.), Proceedings of the 14th TESOL Arabia Conference (pp. 81-93). Dubai: TESOL Arabia Publications.
年度2009
類別研討會
摘要
關鍵字
名稱Tzou, J. Y. Z. (2010). Reflecting on the process of Translation: Using reflective writing to aid learning in an English-Chinese translation class. In Proceedings of the 2010 Second Symposium on English Language and Literature Teaching (pp. 194-205). Taichiung: Feng Chia University.
年度2010
類別研討會
摘要
關鍵字
名稱Making reading, memory, and text marking strategies meaningful in a sight translation class.
年度2013
類別研討會
摘要
關鍵字
名稱Improving EFL college students academic writing and accurate usage of verb-noun collocations through self-directed inductive learning.
年度2014
類別研討會
摘要
關鍵字