Department of Foreign Languages and Literature

This essay proposes to read the "anagram" of Barthes's erotic body as encoded in the textual body of S/Z. It explores how Barthes achieves his textual pleasure/jouissance through breaking apart and reassembling the various bodies of signs he finds in Sarrasine. Thus in S/Z, corporeality is transcribed into textuality, which is articulated upon sexuality, which is inscribed on corporeality. Barthes activates heterogeneous sign systems to bring Balzac's narrative into the polymorphous textual terrain of signifiance, in which multiple sign systems are perpetually transformed into each other. In this process of textual transformation, different body parts circulate, exchange, and transgress upon each other. What is more, the multiple transformations of textuality and confusing clash of body parts are conducted in a cacophony of sexualities. The shifting interrelations of corporealty, textuality, and sexuality thus weave into the erotic body of S/Z and bring forth jouissance for the readers of S/Z.

Modern scholarship on Mozi has established an interpretative tradition of equating Mobian with logic. My study takes issue with this tradition, criticizing its failure to locate the tension between logic and rhetoric in the Mohist art of disputation. Indeed, when modern scholars draw a parallel between the Mohist practice of debate and Western logic, they generally do not take into account the tension between logic and rhetoric, either in the West or in Mobian. Overlooking this tension, Hu Shi thus reads the "Xiaoqu" chapter in Mozi as a treatise on logic. Drawing upon the history of logic and rhetoric's development in the West, the present paper attempts to reveal Hu's bias in emphasizing the elements of logic in his explication of "Xiaoqu." To counterbalance Hu's reading of "Xiaoqu" in logical terms, this paper further highlights the rhetorical function of pi, mou, yuan, tui, four strategies of argument discussed in "Xiaoqu." Pi, mou, yuan, tui are actually four methods of analogy that take advantage of superficial resemblance to influence one's judgment of the argument's logical validity. Exploring the convergence and divergence of logic and rhetoric in the Mohist "Xiaoqu," it is hoped that we can arrive at a better understanding of Mobian.

(NCKU) in Taiwan. His research interests include context-aware ubiquitous learning, instructional system design, mobile learning, writing tutorials, CMC and blended learning. Miss Jing-Yao Chen graduated from the Department of Foreign Languages & Literature at NCKU with a M. A. degree in Taiwan. Her research interests include context-aware ubiquitous learning, instructional system design and language learning.

This paper reports two studies. The first one investigates how two 10-year-old Taiwanese-Hungarian balanced bilingual twin boys translated sentence-embedded words between their native languages over a six-month period as the physical context around them changed. The second one compares how these two bilinguals and four monolingual children defined words in their native languages. The purpose is twofold: to explore the role of an active language in translation, and to propose a new measurement for bilinguals. The reaction time (RT) and accuracy of their verbal protocols were measured and analyzed. The bilingual children’s word translation reveals an active use of metalinguistic skills. The physical context did affect their RT and accuracy in general and in translating concrete/abstract concepts. The two bilinguals defined words as fast and accurate as their monolingual peers in both languages, but different definition aspects were identified from the answers of the two groups. The translation/definition task appears a comprehensive measurement for bilingual and monolingual children with any combination of languages

Process-oriented writing approach is an effective way of helping EFL students to learn writing in English. However, EFL teachers who favor this approach often encounter difficulties in organizing one-to-one conferences, peer-reviews, and self-revisions when teaching a large class. Other than its being time-consuming, EFL teachers also complain that it is difficult to monitor progress, guide discussion, and provide help to students, during their group or individual activities.

Writing teachers often encounter challenges in both guiding the students during their writing process, as well as in evaluating the students’ works. The concepts of “textual analysis” in the teaching and evaluation processes offer a promising direction in meeting the teachers’ challenges in practice. In this paper, the theoretical ground of two textual analysis models, namely lexical cohesion and Theme/Rheme structure, are introduced with examples in designing writing activities for instructional use and in providing comments to novice writers. The examples and activity design presented in the paper have been tested in real classroom setting for students at both graduate and undergraduate levels. Their positive responses demonstrate that textual analysis is a helpful tool for both the teachers-to-be and novice writers in improving their ability in how to comment on others’ essays, as well as in learning how to write.

Assessment for language learning, like a double-edged sword, brings both positive and negative washback effects on learners in formal educational contexts. For course designers and instructors, the goal is to maximize the positive effects so that teaching, learning, and assessment can go hand-in-hand in the classroom. According to Dudley-Evans and St John (1998), assessments are conducted to either assist teaching or to measure competencies. Tests that assist teaching, such as placement, diagnosis, achievement, and proficiency tests, are conducted to facilitate selection of materials, teaching strategies, and classroom tasks. Placement and diagnosis tests are usually given before a course starts. Achievement and proficiency tests, on the other hand, may be conducted before, during, or after a course and are conducted to receive information about how well a group of students have coped with the new materials taught at a given time or how well the learners can perform in specific areas of the target language. In contrast, tests that measure competencies are usually given after a course is completed. As described in Chapter 9, these tests are more product-oriented and often standardized, so that the results are comparable across various groups and educational contexts.
The above assessments can all be considered traditional approaches. However, the recent globalization movement and use of English as a lingua franca in workplaces have led to the creation of new and varied ESP courses. Diversities in current ESP courses introduce new challenges for assessment. In these contexts, the authenticity of classroom tasks becomes a defining factor, and so the criteria and procedures for evaluating students’ written and oral performances in the classroom must reflect the nature of these tasks.
To address these challenges, this chapter looks at a form of non-traditional assessment that is based on a process-oriented perspective. First, the chapter defines authentic communication and explains how new criteria can be used to measure the success of authentic classroom tasks and assist learning/teaching in different types of ESP courses. More importantly, this chapter shows how performance evaluation can be achieved collaboratively through the input of all the class members. It also shows how assessment can function as a tool to assist in long-term learning. The chapter offers two examples to demonstrate how collaborative evaluation can be carried out and explains ways to involve both the teacher’s and students’ knowledge in generating, defining, and executing appropriate criteria for assessment. The chapter will also explain how this evaluation design can facilitate the development of autonomous learning and critical thinking skills.

The general public in Taiwan have been interpreting the term "bilingual education" differently, leading to confusion in formulating national policies, especially for compulsory education, and possibly resulting in failures of reaching the set goals. Bilingual education in Taiwan does not equal to English education. It should take a glocalized perspective to integrate the content and assessment into mainstream education. Bilingual education must cater to the needs of students from various social and family backgrounds. In 2020, National Cheng Kung University was commissioned by the Ministry of Education in Taiwan to develop a bilingual in-service teacher training program and established a bilingual education model based on the 4C 2 ++ curriculum framework, i.e., content, cognition, communication, and community, plus translanguaging and multimodalities strategies, from the global localization concept. This model can be easily adapted to local conditions and most importantly integrated with the National Curriculum Guidelines for 12-year Basic Education. It can also be revised continuously in response to changes in the times, allowing Taiwan's bilingual education to grow, thrive through practical reflection, and link to the world in education.

採用「學科內容和語言整合教學」（Content and Language Integrated Learning, CLIL）理念發展出的課程設計，強調在真實情境下以標的語（target language）作為發展領域知識的傳遞工具，這個理念與素養導向新課綱所強調的核心理念：培養學生具備帶著走的知識並成為終生自主學習者，十分吻合。本文介紹一份由參加臺南市雙語實驗計畫的學校，與輔導此計畫實施的國立成功大學外語中心研究團隊，協力發展出的「十二
年國教新課綱素養導向教學CLIL教案」格式，並利用一份經過實際試教及修正的國小三年級數學科雙語教案，探討如何設計出具備CLIL的4C概念且能符合新課綱精神的領域課程雙語教案。本文所呈現的課程設計重點與步驟，可提供自行研發各種學科領域雙語課程之教師在進行共備時的參考。

Due to globalization, many graduate programs in Taiwan offer English medium instruction (EMI) lo encourage enrollment of international students and lo prepare local students for competitive job markets. These programs require evaluation of English oral proficiency for student admission purposes. Current standardized speaking tests are designed to assess general proficiency and are scored manually, which is costly and time-consuming. The present paper describes the development of a computer-assisted speaking test scored using Automatic Speech Recognition technology. The new speaking test was used along with existing standardized speaking, reading, and listening tests with a group of science and engineering graduate students before and after a six-week summer intensive course for specific academic purposes (ESAP). The results show that the new speaking test was highly correlated to the full-length manually scored general speaking test and to the ESAP reading and listening tests taken before the course. The new speaking lest was also correlated to the ESAP reading and listening test after the course. The students also made significant progress in speaking and reading in their professional areas. The student perception questionnaires indicated that the speaking test was well received by the test takers. This study contributed to an improved understanding of the design and implementation of computer-assisted tests used to assess content-related speaking skills.

In 2018, Taiwan's Ministry of Education (MOE) announced the national bilingual education (BE) policy with the goal of implementing full-scale bilingualization in the national education system. Though the details for putting the policy into practice at local contexts across the nation are still under discussion, smallscale experiments have been conducted by individual schools in different cities. One unique case was the CLIL pilot program fully organized and supported by Tainan City government launched one year ahead of the national policy. This paper discusses the experience in Tainan CLIL program from three aspects: the medium of instruction, foreign teacher recruitment, and the needs of bilingual teacher education. The results of the study show that the MOE guidelines were designed from the traditional English-as-a-native-language ideologies and thus overlook the role of English in the current world as a communicational tool. A BE program with ELF perspectives not only integrate multicultural awareness in curriculum design, but also value teachers' and students' multilingual resources in teaching and learning in the classroom. Most importantly, local teachers' empowerment is crucial to successful CLIL implementation. In light of our findings, the MOE's bilingual education policies should be examined and updated with awareness of the ELF phenomenon and the experience of Tainan's CLIL pilot program.

This paper reports two studies. The first one investigates how two 10-year-old Taiwanese-Hungarian balanced bilingual twin boys translated sentence-embedded words between their native languages over a six-month period as the physical context around them changed. The second one compares how these two bilinguals and four monolingual children defined words in their native languages. The purpose is twofold: to explore the role of an active language in translation, and to propose a new measurement for bilinguals. The reaction time (RT) and accuracy of their verbal protocols were measured and analyzed. The bilingual children's word translation reveals an active use of metalinguistic skills. The physical context did affect their RT and accuracy in general and in translating concrete/abstract concepts. The two bilinguals defined words as fast and accurate as their monolingual peers in both languages, but different definition aspects were identified from the answers of the two groups. The translation/definition task appears a comprehensive measurement for bilingual and monolingual children with any combination of languages.

In 2018, Taiwan's Ministry of Education (MOE) announced the national bilingual education (BE) policy and its commitment toward implementing full-scale bilingualization in the national education system. Though the details for putting the policy into practice at local contexts across the nation are still under discussion, small-scale experiments had been conducted by individual schools in different cities prior to the MOE announcement. One unique case was the CLIL pilot program fully organized and supported by Tainan City government, launched 1 year ahead of the national policy. This paper discusses the experience in Tainan CLIL program from three aspects: the medium of instruction, foreign teacher recruitment, and the needs of bilingual teacher education. The findings will help inform the national policy as MOE formulates more specific implementation guidelines. In comparing the Tainan pilot experience and MOE's policy, the study will show that the MOE policy was influenced by the traditional English as a native language (ENL) ideologies, even though in many parts of the world educators have adopted the English as a lingua franca (ELF) framework in curriculum design. A BE program with ELF perspectives will not only integrate multicultural awareness in curriculum design, but also value teachers' and students' multilingual resources in teaching and learning in the classroom. An ELFinformed BE policy will view local teachers' empowerment as a crucial step to successful CLIL implementation. In light of our findings, the MOE's bilingual education policies should be examined and updated with awareness of the ELF phenomenon and the experience of Tainan's CLIL pilot program