On completion of the course, the students should be able to
a) plan a survey research project;
b) design and validate a survey instrument;
c) collect and compile survey data;
d) use SPSS for Windows to analyze survey data statistically;
e) organize and analyze survey data qualitatively;
f) report on a survey research project; and
g) critique survey research reports.On completion of the course, the students should be able to
a) plan a survey research project;
b) design and validate a survey instrument;
c) collect and compile survey data;
d) use SPSS for Windows to analyze survey data statistically;
e) organize and analyze survey data qualitatively;
f) report on a survey research project; and
g) critique survey research reports.
Freshman English for Non-English Majors (FENM) is a required course for the majority of freshmen at Tunghai University. This course is intended as a general four skills (namely, listening, speaking, reading, and writing) integrated English-as-a-foreign-language (EFL) course emphasizing English fluency in general contexts, i.e., English use for general purposes. Thereby, the course is designed to help students use their existing general knowledge about themselves and about the world along with the knowledge of the English language they have acquired to enhance their general English proficiency and enrich their personal background knowledge by using English to learn and communicate. Specifically, the FENM course maximizes students’ opportunities to use English in a wide variety of contexts both in and outside class. Furthermore, it provides an atmosphere that will increase students’ participation and confidence in a non-threatening, whole-English learning environment and that will facilitate students’ acquisition of new knowledge and skills of the English language and new knowledge about the world.
大一英文是東海大學大一學生之必修課程，本課程融合英語文聽、說、讀、寫等語言技能，著重英語文在一般情境、場合使用中所需之語言技能與流利度。因此，本課程設計主要在於幫助學生結合自己個人既有之一般性智能與英語文智能，藉由用英語文學習及溝通之方式，提升學生之英語文能力及充實學生之個人智能。具體而言，本課程提供多元化之學習情境與活動，讓學生在課堂、課外皆有充分使用英語文之機會，同時，亦提供一個和諧愉快、全英語文之課堂學習環境，藉以增加學生課堂活動之參與及學習英語文之信心，並有助於充實學生之英語文智能與個人智能。
Freshman English for Non-English Majors (FENM) is a required course for the majority of freshmen at Tunghai University. This course is intended as a general four skills (namely, listening, speaking, reading, and writing) integrated English-as-a -foreign-language (EFL) course emphasizing English fluency in general contexts, i.e., English use for general purposes. Thereby, the course is designed to help students use their existing general knowledge about themselves and about the world along with the knowledge of the English language they have acquired to enhance their general English proficiency and enrich their personal background knowledge by using English to learn and communicate. Specifically, the FENM course maximizes students' opportunities to use English in a wide variety of contexts both in and outside class. Furthermore, it provides an atmosphere that will increase students' participation and confidence in a non-threatening, whole-English learning environment and that will facilitate students' acquisition of new knowledge and skills of the English language and new knowledge about the world.
Freshman English is a compulsory course for first-year students of Tunghai University. This course integrates English listening, speaking, reading, writing and other language skills, focusing on the language skills and fluency required for using English in general situations and occasions. Therefore, the design of this course is mainly to help students combine their own personal general intelligence and English language intelligence, and improve students' English language ability and enrich students' personal intelligence by learning and communicating in English. Specifically, this course provides diversified learning situations and activities, allowing students to have the opportunity to fully use English in and out of class. At the same time, it also provides a harmonious and enjoyable classroom learning environment full of English to increase students' classroom experience. Participation in activities and confidence in learning English will help enrich students’ English language intelligence and personal intelligence.
a) Reading handouts from the instructor.
b) Reading handouts from students.
c) References:
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.
Birckman, L., & Rog, D. J. (Eds.). (1998). Handbook of applied social research methods. London: Sage.
Black, T. R. (1999). Doing quantitative research in the social sciences: An integrated approach to research design, measurement, and statistics. London: Sage.
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Brown, J. D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Press.
Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.
Pagano, R. R. (2001). Understanding statistics in the behavior sciences (6th ed.). Belmont, CA: Wadsworth/Thomas Learning.
Seliger, W., & Shohamy, E (1989). Second language research methods. Oxford: Oxford University Press.
W., & Vogt, W. P. (1999). Dictionary of statistics & methodology: A nontechnical guide for the social sciences (2nd ed.). Thousand Oaks, CA: Sage.
王保進. (2002). 視窗版SPSS與行為科學研究. (2nd ed.). Taipei: 心理出版社.
a) Reading handouts from the instructor.
b) Reading handouts from students.
c) References:
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association.
Birckman, L., & Rog, D. J. (Eds.). (1998). Handbook of applied social research methods. London: Sage.
Black, T. R. (1999). Doing quantitative research in the social sciences: An integrated approach to research design, measurement, and statistics. London: Sage.
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Brown, J. D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Press.
Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.
Pagano, R. R. (2001). Understanding statistics in the behavior sciences (6th ed.). Belmont, CA: Wadsworth/Thomas Learning.
Seliger, W., & Shohamy, E (1989). Second language research methods. Oxford: Oxford University Press.
W., & Vogt, W. P. (1999). Dictionary of statistics & methodology: A nontechnical guide for the social sciences (2nd ed.). Thousand Oaks, CA: Sage.
Wang Baojin. (2002). Windows version of SPSS and behavioral science research. (2nd ed.). Taipei: Psychology Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Summary and leading discussionSummary and leading discussion Summary and leading discussion |
30 | Two sessions of summarizing reading assignments and leading in-class discussion. |
| Survey research proposalSurvey research proposal Survey research proposal |
50 | Presentation of survey instruments (10%); presentation of data collection & analysis procedures (10%); presentation of survey research proposal (15%); written research proposal (15%). |
| Learning folderLearning folder Learning folder |
20 | Compiling specified class materials and assignments with reflective notes into an A4-sized pocket folder. |
