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Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice

為了解決Address verb的問題，作者Belpoliti, Flavia L./ Bermejo, Encarna 這樣論述：

Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice introduces a comprehensive, multi-level empirical study on the writing abilities of Spanish Heritage Learners at the beginner level; the findings guide a broad selection of instructional activities and pedagogica

l resources to support writing development in the heritage language classroom. This is the first book dealing exclusively with writing competence among Spanish Heritage Language Learners through the integration of empirical evidence and instructional perspectives to address core questions on heritag

e language literacy. In addition to the in-depth analysis of Spanish production-spelling, verb usage, grammatical features, vocabulary, and discourse organization-the volume revises the latest perspectives within the Heritage Language Education field, and provides effective teaching approaches, inno

vative classroom implementations, and up-to-date resources. This versatile volume, designed for researchers and practitioners in the fields of Bilingual Education, Language Teaching Methods, and Heritage Language Pedagogy, integrates empirical evidence, global perspectives on heritage language teach

ing, and suggestions for further research. Flavia Belpoliti is Associate Professor of Spanish Linguistics and Director of the Spanish Graduate Studies Program in the Department of Literature and Languages at Texas A&M University-Commerce. Encarna Bermejo is Associate Professor of Spanish Linguist

ics and Coordinator of the Spain Study Abroad Program in the College of Arts and Humanities at Houston Baptist University.

Valency in Verbs and Verb-related Structures

為了解決Address verb的問題，作者Malicka-Kleparska, Anna (EDT)/ Bloch-Trojnar, Maria (EDT) 這樣論述：

The volume deals with valency phenomena in verbs and complex deverbal lexical structures (nominalizations, adjectivizations and compounds) in a variety of languages (English, Polish, Hungarian, Norwegian, Greek, Hebrew, Bantu languages and the West African language Ga). The introduction offers an ov

erview of valency related issues and up-to-date linguistic literature. The eleven contributions address specific problems, such as the interaction of valency with argument- and event-structure, properties of light verbs, impersonal constructions, antipassives, analogies between passivization and nom

inalization/adjectivization, effects of verbal prefixation, and synthetic compounds. The proposed analyses are couched in lexically and syntactically driven approaches. Anna Malicka-Kleparska is head of the Department of English-Polish Contrastive Studies at The John Paul II Catholic University of

Lublin. Her main areas of research are English and Slavic morpho-syntax, in particular verbal valency, middle and impersonal structures. She works within the generative paradigm.Maria Bloch-Trojnar is head of the Department of Celtic Studies at The John Paul II Catholic University of Lublin. Her ma

jor research interests include morphology and its interfaces with other grammatical components, in particular deverbal nominalisations and adjectivisations, lexicology, in Polish, Irish, and English.

開發多媒體影片應用於英文時態課堂教學之研究

為了解決Address verb的問題，作者蘇姿文 這樣論述：

為解決許多台灣大學生無法正確地使用英文動詞時態，在書寫或口語上經常犯錯，並普遍認為學習英文時態困難且學習興趣低落這個問題，本研究開發多媒體教學影片融入YouTuber及情境劇元素並結合科技工具以「科技-教學-內容知識三合一」(TPACK)架構進行時態教學，期望能解決學生時態學習的難點。本研究主要目的在於探討使用研究者所開發的多媒體影片於英文時態課堂教學是否能有效提升學生的學習成效與動機。本行動研究首先以量化研究分析受試學生的過去式動詞的正確率，發現動態動詞與靜態動詞由於沒有明確的終結點，學生正確標記動詞過去式的機率較低；此外，由於規則變化動詞與原形差異小，其動詞過去式標記也容易被忽略。其次，

本研究以TPACK教學架構進行時態教學並檢視學生學習時態的前、後測結果，發現原先學生答對率最低的未來完成式、現在完成進行式、過去完成進行式以及未來完成進行式四個時態，在教學後正確率有顯著提升。最後，透過學習問卷調查，發現學生對以TPACK教學架構進行時態教學感到滿意。雖然學生的科系會影響其對教材及觀看教學影片的看法，但學生普遍認為多媒體教學影片除了內容有趣能激發學習動機，也能在課後按照自己的步調與進度學習，能顯著提升學習效果。