1.如果你是一位華語老師，你會特地安排像課本上的任務情境來讓學生對於所學的東西更加具體化嗎? 如果會，可否說說原因；如果不會，那又是為什麼呢?
Many
techniques can be utilized and blended in CFL/CSL teaching while Contextualization is an effective way for
instantiation. Contextual Teaching and Learning is an approach and a teaching
technique which has being implemented in North America for more than a decade.
The characteristics are Project-oriented, Task-oriented, problem-solving
oriented, atelic, durative, authentic materials, yet must base on the maturity
of knowledge acquirement (Berns & Ericson, 2001). Bridging materials to the
real social world, collaborating and unifying multi-knowledge with language
arts have led the role of language to be a tool of output, a tool of
communication, and the focal core of what CLT (communicative language teaching)
is stressed. In sum, the merits of CTL should be considered as a means to carry
out the results after foundation of knowledge is absorbed. A process of
application of what learners have acquired due to the interaction among
linguistic competence and contextual competence. However, assessment can be
somewhat problematic for instructors.
A
study conducted by Rintaro (2010) to examine the effectiveness of TBLT. Though
this study focused on TBLT, which many of its features are overlapping with CLT.
He urges the effectiveness and suitability need to reconsider in Japanese EFL
classroom. Couples of shortcomings are needed to be considered, such as
leaner’s factors, contextual factors, means of monitoring and statistical
census. Firstly, learner’s personal factors like the frequency of using the
target language, self-monitoring while class activities being conducted, and
personalities as well. Particularly, the strength of learner’s motivation plays
a crucial role in SLA. Second, contextual factor such as peer influence might
be vital to the success of the completion to a task. Work with a motivated
partner is quite different while your partner appeals no interests in carrying
out a task together. Lastly, how a language teacher monitors the process of a
task and statistical figures which show the starting point and the endpoint in
order to support the positive or negative results of TBLT is essential to stand
the author’s orientation. Furthermore, Rintaro (2010, p6) also points out that
the mismatch between the education systems and TBLT. Indeed, the ultimate goals
of language teaching and learning of the education bureau in a country
definitely fatal to learning outcomes.
Taken together, I
believe there is no perfect teaching methods for teachers. Integrated approach
probably a direction for solution. A teacher can be seen as a tylor, student as
the material. A tylor must customize to what you have in hands in order to make
an appropriate suit for the right occasion.
References:
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Berns,
R. G. & Ericson, P. M. (2001). Contextual
teaching and learning: Preparing students for the new economy.
For full
text:http://www.nccte.com/publications/infosynthesis/index.asp#HZ
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Rintaro,
S. (2010). Reconsidering the
Effectiveness and Suitability of PPP and TBLT in the Japanese EFL Classroom.
JALT Journal, Vol. 32, No. 2.
2.過猶不及的過，此篇期刊當中將之歸在名詞，但在教育部成語典釋義「過猶不及」：「做事過分就好比做得不夠一樣，皆不妥當；指事情要做得恰到好處。語出《論語．先進》。」這裡如此解釋的話，我認為「過」是否非名詞，而是形容詞?
At
first I was convinced by Hsiao (2010) that the category of “過”
in ”過猶不及”
can be attributed to nominal category. However, the dictionary of 五南
( p.1766) shows that “過” in ”過猶不及”
should be an adjective, meaning excessively, implying that things or manners
being carried out overtly is considered less valuable or ineffective than
inadequacy. However, fossilization is one of many characteristics which appear
in slangs among languages. More evidence is needed to clear up the confusion
between Hsiao’s study and the definition in the dictionary of五南.
The current definition in the dictionary of 五南 supports your inference.
過: adj. 猶: v. 如同
References:
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過guò猶yóu不bù及jí
意指一個人做事時，太過急燥或太懶散，都是不可以的，如果能夠取之中庸之道是最好的。做事過分就好比做得不夠一樣，皆不妥當。指事情要適得其中。
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《論語．先進》：「子貢問：『師與商也孰賢？』子曰：『師也過，商也不及。』曰：『然則師愈與？』子曰：『過猶不及。』」
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唐．韓愈〈改葬服議〉：「儉之與奢，則儉固愈於奢矣，雖然，未若合禮之為懿也，過猶不及，其此類之謂乎。」
相似詞：矯枉過正 相反詞：恰如其分
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五南國語活用辭典
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