English Department, FJU

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1 English Department, FJU
第五届全国英语专业院长/系主任高级论坛 FROM TEACHING EFFECTIVENESS TO LEARNING OUTCOMES: FJU ENGLISH DEPARTMENT'S EFFORTS IN CURRICULUM RENOVATION AND INNOVATIVE TEACHING 由教到學︰ 輔大英文系之課程改革與創意教學 Kate Chiwen Liu 劉紀雯 English Department, FJU

2 OUTLINE Conclusion “English” as a Discipline 英語專業 vs. 複合型人才
Background: FJU ENG 輔大英文系 A Continuing Story of Self-Definition Issue (1): Curriculum Revision; -- A Proposal and a Dream英語專業、跨學科與產學 合作 Issue (2): Construction Learning Outcomes 建構學習 成果 Introduction to Literature 以文學概論為例 Conclusion

3 BACKGROUND(1): ENGLISH AS A DISCIPLINE
“English” department is defined differently in different areas. English department in Taiwan= 外／英文系 English literature + Linguistics + TEFL/TESL 應用外/英語系 Applied English (Journalism, Translation/Interpretation, International Trade, Tourism) “English”— More a tool for students than an academic subject Why not a solid base of humanities education? college education professional training and/or holistic education?專業vs.通識/全人 How do department strike a balance between professionalism and support students’ development of multiple specialties? (複合型人才)

4 FJU-ENG’S BREADTH-DEPTH & SCHOOL-WORK CHARACTERISTICS學職契連與精博特徵--
indirect 學職契連︰較間接契連﹙王 6） 精博特徵︰博雅 -- 以人文素養與知識為基礎， -- 訓練英語能力﹙可廣泛適用） -- 職場專業訓練？ Literature, Culture & Language Studies Language Prof. Training

5 TEFL Translation FJU-ENG: 19 credits 應用外國語文學系課程規劃結構圖 外語教學組 1.英語語音學（2）
1.閱讀與字彙(2) 2.財經英語(2) 3.研究論文寫作(2) 4.多媒體與網路語言教學(3) 5.同步口譯二(2) 7.青少年文學(2) 8.英語發音練習（一）(2) 9.英語檢定技巧(2) 10.英語國際溝通與談判(3) 11.課程設計(2) 12.英語發音練習（二）(2) 外語教學組 1.英語語音學（2） 2.文學作品與英語教學(2) 3.構詞學與句法學(3) 4.外語教材教法(2) 5.外語教學實習(2) 6.英語歌謠韻文教學(2) 7.語言測驗與評量(3) 8.電腦輔助語言教學(2) 9. 繪本與英語教學（2） 通 識 課 程 17 學 分 追 求 各 職 之 卓 越 註: 適用於九十九級學生 製表日期:九十九年八月十日 7. 語言應用實習(2) 8. 語言學概論1,2(2/2) 9. 文學作品導讀(2) 10.西洋文學概論1,2(2/2) 11.第二外語會話1,2,3,4,5,6(各1) 12.第二外語文法1,2,3,4,5,6(各1) 翻譯組 1.視譯入門或視譯概論（2） 2.跟述法與同步口譯入門（2） 3.專業筆譯1,2.(2/2) 4.逐步口譯1,2.(2/2) 5.同步口譯(2) 6.世界名著研讀與翻譯(2) 7.影視翻譯(2) 8.新聞編譯(2) 13.英美文學(2) 14.商用英文(2) 15.國際商務(2) 16.跨國文化研究(2) 17.視譯入門或視譯概論2(2) 18.法務英語(2) 19.餐旅概論(3) 20.英語演說(2) 21.英語辯論(2) 22.運動休閒英語(2) 23.觀光行銷(3) 1.資訊與電腦概論(2) 2.中文應用文寫作(2) 3.英語會話1,2,3,4,5,6(1/1/1/1/1/1) 4.外語習得(2) 5.英文寫作1,2,3,4,5,6(2/2/2/2/2/2) 6.中英翻譯1,2(2/2) TEFL Translation FJU-ENG: 19 credits

6 FJU-ENG’S BREADTH-DEPTH & SCHOOL-WORK CHARACTERISTICS 精博特徵與學職契連 (2)
學職契連︰ School-Work Connection More Direct? 在當前知識高度發展下，知識間的關係在本質上會具 有網絡（nominal network）般的關連，而不會是完 全徑渭分明的。因此，學職間的契連性不應是二分的 ，而或應是 偏連續性的分佈於「直接—間接」光譜上。 ﹙王 6） Literature, Culture & Language Studies as basis Prof. Training

7 ENGLISH AS PROFESSION, FOUNDATION & TOOL
“English” as a foundation and a tool for all “English Studies” as a profession for only a few Curriculum & Required Credits Liberal Arts 博雅 Eng as a Tool 工具 Eng Studies 研究 1. double major, 2. minor 3. cross-disciplinary certificate program Self-Definition

8 ISSUE (1) –DEPT SELF-DEFINITION
U U of Tech Dept. required credits (54-91) Defining Department Education and Image Curriculum Structure

9 DEPARTMENT CHARACTERISTICS: PROFESSIONAL KNOWLEDGE AND PROFESSIONAL SKILLS
FJU Chinese English BA 專業 知識 高階英語表達能力 文學文化與歷史理解力 溝通與語言教導 Advanced English Expression Abilities Literary, Cultural and Historical Comprehension Communication and Language Instruction (with background knowledge of general linguistics and applied linguistics) 能力 問題分析與解決行為 分析能力 創新行為 研究能力 人際溝通行為 團隊合作行為 Problem Solving Skills Analytical Skills Innovative Thinking Skills Communication Skills Teamwork Skills Research Skills --CC courses

10 MORE ATTEMPTS AT SELF-DEFINITION
Dept Breadth-Depth & School-Work Characteristics 精博特徵與學職契連 學系特徵測量 Learning Map Website, Slogan, Flyer, Promotion Video…

11 Creative, Critical, Cross-Cultural and Productive
BACKGROUND(2): FJU ENG Creative, Critical, Cross-Cultural and Productive Please see promotion video and well-coordinated language training (作文會話 CCI-CCIII) All-English Instruction interactive, cooperative learning presentation and multimedia resources Well-Designed Courses Role play Theatrical Performances Singing and Dancing

12 Teachers’ Contributions

13

14

15 ENGLISH AS A PROFESSION: MAIN ISSUES (2)
學以致用或學非所用？ 「學非所用」的創意人才(詹)？ How do we/our students “use” knowledge in different contexts?  learning outcomes in & beyond the classroom

16 ENGLISH AS A PROFESSION: MAIN ISSUES (2)
T’s Professional Knowledge S’s Learning Contexts 1. Cognitive Flexibility: How do we restructure our professional knowledge to make it related to students’ learning contexts? 2. Learning Outcome: how do we construct and assess ST learning outcomes? Cognitive flexibility theory focuses on the nature of learning in complex and ill-structured domains. Spiro & Jehng (1990, p. 165) state: "By cognitive flexibility, we mean the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands...This is a function of both the way knowledge is represented (e.g., along multiple rather single conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact schema retrieval)."

17 (1) CURRICULUM REVISION IN SCHOOL YEAR 99: ADVANCED ELECTIVES (專業選修)

18 DEPARTMENT CURRICULUM 2010 SCHOOL YEAR – (ps:艺人)ADVANCED ELECTIVES 3) 其他: OTHERS
資訊 電腦應用 翻譯 英中翻譯 口譯概論 逐步口譯 戲劇 舞台藝術：表演技巧 舞台藝術：導演技巧 年度大戲 新聞 新聞採訪與寫作

19 SCHOOL YEAR 2010 FALL SURVEY RESULT
序號 題目 選項 勾選人次／填寫人次 1 The possible direction(s) for my career is(are) [plural choice] education 90/167 publication & cultural industry 75/167 translation & creative writing 99/167 entertainment & mass communication 81/167 information science 11/167 finance and international trade 62/167 advertising and public relations 64/167 tourism 61/167 diplomacy & government 56/167 others (please explain below) 15/167 Survey responses Need of Professional Training & Business-Related Courses

20 CURRICULUM REVISION IN SCHOOL YEAR 2010
Re-Naming “Others” as “Professional Training,” and increasing both its kinds and credit number 2) Reducing both the required credits of literature and language studies (21  15 credits), and the number of courses offered in these two categories, while creating MA/BA course type (courses cross-listed in both MA and BA programs) to support advanced learning.

21 SCHOOL YEAR 2010 2011 ENGLISH DEPARTMENT CURRICULUM
學年 校必 Sch. Req. 系必 Dept. Req. 系必選 系選 Dept. E 校選 　TOTAL 99 32 47 4 2 1 24 (w/ Chinese) 128 100 43 8 (w/ Chinese) 31 14 Changes in School Year 2009 & 2010 : 2010/4/29: 10-credit electives (1/10 total credit) w/ dept. 2010/10/27: “Others”  “Professional Training” 2010/12/22: 21 credits -- Lit and Lan categories; 10 credits “Others/PT”  3 categories; 3 credit min. (each) of lan. and lit courses. 2010/3/23: Language and Lit. Studies together at least 15 credits Moving to School Req.—Reading 4 credits 1. Senior Writing：4 credits; Advanced Chinese：4 credits

22 ADVANCED ELECTIVES: PROFESSIONAL TRAINING CREDITS INCREASED
100 BA Elective Formula (per semester): Chinese 2 + Lit 9 + Lan 9 + PT 18 Lit = survey course(s) + 2 electives + MA/BA courses 文學與 文化 語言研究 課程 專業 訓練 總數 99-1 學期 14 11 39 99-2 學期 9 17 40 100-1 學期 13 8 19 100-2 學期 20 99 curriculum 100 curriculum

23 PROFESSIONAL TRAINING
School Year 99 School Year 100 跨文化溝通 5/0 口、筆譯 Translation 6/6; 電腦應用 0/2 表演藝術 Performing Arts 3/6 學術英語 EAP 0/3 跨文化溝通 3/2 口、筆譯 4/4 表演藝術: 3/3 電腦應用 2/0 學術英語 : 2/2 商務英語﹙觀光、織品、財 經、商務報告議題﹚: 2/7 畢業專題 3/2

24 英文系課程結構(100年入學學生畢業學分) 就業或深造 學習脈絡 課程範疇 教授內容 學分數 128 通識 基礎 校必修
通識﹙人文與藝術、 自然與科技、社會科學﹚ 32 校選修 14 語言 系必－ 英語聽說讀寫 22 文學文化與語言研究 文學與文化 文學導讀、中文文學、西方文明史等 19 系必－語言研究 語言學 6 專 業 訓 練 系進階選修－文學與文化、語言研究 文學史、主題、作家、方法論、電影歌曲、都市文化 英語教學法、社會語言學、多媒體英語教學等 15 系專業語言 新聞英語、商務英語、翻譯 4 系專業訓練 跨文化溝通、口、筆譯、表演藝術、電腦應用、學術英語、商務英語、畢業專題 16 128 就業或深造

25 Professional Development
英文系課程結構(100年入學學生畢業學分) Professional Development Foundation

26 MORE STRUCTURE & SPECIALIST SUPPORT?
樣樣通、樣樣鬆？ MORE STRUCTURE & SPECIALIST SUPPORT? A Proposal and a Dream

27 A PROPOSAL AND A DREAM Setting a Route for PT Courses: Textile, Fashion Design, Web Development, Tourism… [MOE 新興人才培育先導型計畫] Course module: Cross-Cultural Communication and Creative Marketing From [Practical Knowledge], to [Skill Development] to [Graduation Project Production and Cross-Cultural Communication] Cross-Disciplinary, Academia and Industry Cooperation.

28 ISSUE (2): CONSTRUCTING LEARNING OUTCOMES 建構學習成果

29 何謂學生學習成效（STUDENT LEARNING OUTCOMES）?
Learning outcome ≠ GPA ‘A “student learning outcome,” …, is properly defined in terms of the particular levels of knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of collegiate experiences” (CHEA report 1). 學習成效面向多樣化，學生經過積極參與授課過程的 經驗裡，在課程結束後所累積的專業知識、技術、與行 為。(黃) CHEA Special Report: Accreditation and Accountability Retrieve online

30 銘傳大學學習成效與評量關係

31 FROM CURRICULUM DESIGN TO TEACHING & LEARNING

32 Course Design "Assessment Task to Promote Learning“ (p. 3)

33 teaching strategies and teaching material production
A SHIFT IN THE PARADIGM From teaching strategies and teaching material production student learning outcomes (their construction and assessment) motivation abilities To social relevance

34 INTRODUCTION TO LITERATURE
本課旨在以生動活潑方式教授英文文學三大文類的形式基 本要素與分析方式，俾使同學對文學產生興趣，懂得如何 著手分析文學作品，並思考文學作品與自己和自己的社會 的關係。 This course selects interesting English poems, short stories (and a novel next semester) and plays for us to read and ·-- appreciate how literary texts convey their meanings to us through both form and content;  -- understand different literary genres, their conventions and components, ·-- analyze different parts of a text and how they are connected to its overall meaning; and, most importantly, -- relate the knowledge and experience we have in reading English literature to our understanding of ourselves and our society.

35 INTEREST, ANALYSIS AND APPROPRIATION
Does literature have to be analyzed closely? Analysis is as important as Interest, and Appropriation; they are all integral parts of the hermeneutical circle: understanding analysis  appropriation (broadening of ST horizons). Interest by choosing relevant themes: e.g. love, family relations, modern world, etc. Analysis: through lectures and discussions Appropriation: e.g. Play Contest and Teach and Learn Workstation

36 PLAY CONTEST: PYGMALION
To actualize a play… To turn a story into a play

37 TEACH AND LEARN WORKSTATION
To interest with multimedia materials and games To analyze and produce test questions.

38 CONCLUSION: TWO KINDS OF CIRCLES

39 CURRICULUM IMPROVEMENT IN THREE CONCENTRIC CIRCLES
Course: Actualization of Teaching Objectives and Learning Outcome Department: Self-Definitions MOE & The School: tone-setting

40 TEACHING AND LEARNING Knowledge re-organized in the progressive-circular development of teaching and learning: Learning to teach: in an academic community with its rules and agreements Teaching to learn (教學中學習）︰ ST learning difficulties Learning contexts, and The radically changing world.

41 WORK CITED 王思峰，黃思聞． 〈由學系類型學到學系特徵測量 ：精博與學職契連特徵〉．投稿中．
CHEA Special Report: Accreditation and Accountability ity.pdf /4/18. Spiller, Dorothy. "Assessment Task to Promote Learning.“ U. of Waikato. < ntFeedback.pdf>.