|
|
姓名 / 職稱 Name |
林琇如 教授 Hsiu Ju Lin ( Professor ) |
|
學 歷 |
美國伊利諾大學厄巴納‧香檳校區英語教學研究所畢業 Master of Arts, University of Illinois at Urbana-Champaign |
|
|
教學專長 |
語言與文化、戲劇教學法與語言學習、基礎德語教學 Language and Culture, Dramatic approach in Language Teaching, Basic German |
|
|
|
hjlin@cyut.edu.tw |
|
|
教師教學網站 Teacher Blog |
http://lms.ctl.cyut.edu.tw/blog/1994053 |
|
|
研究室 |
T2-955 |
|
|
校內分機 |
4203 |
|
|
期刊論文 Journal Article |
Lin, H. J. (2012). A study of joke-telling as a motivating pedagogical tool in an EFL setting. Journal of Applied Foreign Languages, Volume 18, 1-34. Lin, H. J. (2012). A study of process-centered drama-based English teaching approach: An investigation of students’ perspective. Central Taiwan Journal of Humanities and Social Sciences, 23(3), 63-84. Lin, H. J. & Hsueh, W. Y. (2012). Readers theater’s influence on English learning. Journal of Kaohsiung University of Applied Sciences, Volume 41, 35-62. Lin, H. J. (2011). Influence of improvised dramatic approach on English learning. TMUE Journal of Language and Literature (Foreign language and literature), No. 6, 59-82. Lin, H. J. (2004). A preliminary study of drama activities in large non-English major EFL classrooms: Application procedures. Studies in English Language and Literature, No. 13, 45-52. Lin, H. J. (2004). A preliminary study of drama activities in large non-English major EFL classrooms: A report of students’ views. Chaoyang Journal of Humanities and Social Sciences, 1(2), 81-116. Lin, H. J. (2004). Enhancing learning effects using self-created script type of drama activities. Journal of Chang Jung Christian University, 8(1), 91-106. Lin, H. J. (2004). Preliminary findings on improvised drama activity in large EFL conversation class settings. Journal of Southern Taiwan University of Technology, Number 29, 265-278. Lin, H. J. (2003). Comparing the effects of two types of drama activities on Technology students’ English learning. 輔英通識教育年刊第二集。245-267. Lin, H. J. (2003). Enhancing learning effect in oral activities: Adapting the use of video-recording in drama activities. Journal of Chaoyang University of Technology. Vol. 8, 323-339. Lin, H. J. (2003). A preliminary study of using video-recording in drama activities in big EFL classrooms. Journal of SHU-TE University, Vol. 5, No. 1, 155-166. Lin, H. J. (2002). Anxiety in relation to non-English major EFL students. The Journal of Chaoyang University of Technology, 1-18. Lin, H. J. (2001). Defining the notion of authenticity and incorporating its important implications in language teaching. The Journal of Chaoyang University of Technology, 591-600. Warden, C. A. and Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, Vol. 33, No. 5, 535-547. (SSCI Journal). Lin, H. J. (2000). Defining the notions of competence and performance and discussing the most important implications of incorporating this distinction in communicative approaches to TESL. The Journal of Chaoyang University of Technology, 193-200. Lin, H. J. and Warden, C. A. (1998). Different attitudes among non-English major EFL students. The Internet TESL Journal, On-line,http://www.aitech.ac.jp/~iteslj/Articles/Warden-Difference/, (October). Lin, H. J. (1996). The study of students’ survey in the methodology for English instruction. The Journal of Chaoyang University of Technology, 107-124. |
|
|
研討會論文 Conference Paper |
Warden, A. R., Warden, C., Wang, R., Lin, H. J. & Chen, J. (2012). Application of 3D simulated spaces in engineering education. Paper presented at the 5th Asia-Pacific Conference on Engineering & Technology Education (APCETE). Lin, H. J. (2011). A preliminary study of process-centered drama-based activities in English teaching. Proceedings of The 2011 International Conference on Language, Literature and Teaching. 244-256. Hsu, H. T., Lin, H. J. & Tsai, S. L. (2010). The effect of viewing different subtitles of English cartoon videos on fifth graders’ listening comprehension in Taiwan. Proceedings of The 2010 5th ELT Conference: New Trend in TESOL Theory and Practice, 289-300. Lin, H. J., Hsu, H. T., & Yang, S. Y. (2010 ). Motivation of EFL students’ vocabulary strategy use: A case Study. Paper presented at The 2010 International Conference on Language Teaching and Learning in the 21st Century: The Trend of Globalization. Lin, H. J. & Hsueh, W. Y. (2009). An investigation of the use of readers theater in English classroom. Proceedings of The 2009 International Conference on Language, Literature and Teaching & Book Fair. 63-81. Lin, H. J. & Wagamon, C. (2007). Process-centered improvised drama activity in large EFL conversation class settings. Proceedings of the 2007 ELT Conference: Broadening the Vision of ELT and Cross Cultural Communication. 191-195. Wang, A-P, Lin, H. J., Liu, Y-T (2007). The effects of endorser’s credibility on consumers’ purchase intention: Need for cognition and purchase involvement as moderating variables. 中華民國科技管理學會年會暨論文研討會摘要集. 281. Wagamon Jr, C., Lin, H. J., Liou, T. J., & Lin, C. Y. (2006). A study of university freshmen EFL students' motivation, using a movie dialogue. Proceedings of The 2006 International Conference of Cross-Cultural Communication and Language Teaching, 35-52. Lin, H. J., Hsu, A. N., Tsai, T. C., (2006). Exploring students' motivation to learn in German courses: the promotion of second foreign language learning in technological colleges-taking Chaoyang university of technology as an example. Proceedings of The 2006 International Conference of Cross-Cultural Communication and Language Teaching, 183-206 Lin, H. J. (2002). Video-recording in large Asia non-English major EFL conversation classroom: Enhancing learning effect in speaking- and drama-activity. 技職體系建立育夥伴關係九十年度計畫執行成果研討會，教育部。259-277. Warden, C. A. and Lin, H. J. (1999). The existence and importance of utility (instrumental) in non-English major students’ motivation in studying English. Communication and Culture Conference Proceedings, Taipei: The Crane Publishing, 67-84. |
|
|
研究計畫 Research Project Grant |
2004-2005 National Science Council of R. O. C., A Study of the Influence of Application length of process- centered drama-based English Teaching Approach on Learning Outcomes, NSC93-2411-H-324-002 2003-2004 National Science Council of R. O. C., Process-Centered Improvised Drama Activity in Large EFL Conversation Class Settings, NSC92-2411-H-324-002 2001-2002 National Science Council of R. O. C., The Study of the Applicability of Drama Activities In Big EFL Class Settings, NSC90-2411-H- 324-005 |
|
