時間

主講和主題

研讀和討論的論文

方法和技術

6月26日

全天報到

歡迎來到美麗的意昂体育！

參觀校園、熟悉環境(自願)

參考閱讀論文🚂：

*An Assessment of Designs, Analyses, and Reporting Practices in Quantitative L2 Research

校園地圖

6月27日

主講：張軍

主題：二語書面語習得的研究設計 與方法

研讀論文

*Teng, L., & Zhang, L. J. (2016). A Questionnaire-based evaluation of multi-dimensional models of self-regulated learning strategies for improving L2 writing proficiency. Modern Language Journal, 100(3), Oxford, UK: Wiley-Blackwell.

*Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218-233. Oxford, UK: Elsevier.

*Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science: An International Journal of the Learning Sciences, 36(2), 89-116. New York: Springer.

參考閱讀論文

*Ong, J., & Zhang, L. J. (2013). Effects of the manipulation of cognitive processes on EFL writers’ text quality. TESOL Quarterly, 46(2), 375-398. Malden, MA: Wiley-Blackwell.

*Ong, K., & Zhang, L. J. (2010).  Metalinguistic filters within the bilingual language faculty: A study of young English-Chinese bilinguals. Journal of Psycholinguistic Research, 39(3), 243-272. New York, USA: Springer.

*Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. Malden, MA, USA: Wiley-Blackwell.

*Zhang, L. J., & Anual, S.  (2008). The role of vocabulary in reading Comprehension: The case of secondary school students learning English in Singapore. RELC Journal: An International Journal of Language Teaching and Research, 39(1), 52-77. London/New York: Sage Publications.

Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245-271. Oxford, UK: Wiley-Blackwell🤷🏻‍♀️。

自設問卷量表

書面語能力測試機製

課堂話語分析

SPSS軟件包應用

6月28日

主講👮🏻‍♀️：喬曉妹

主題：由新學詞匯的心理表征看心理詞典的結構特點與加工方式

研讀論文

* Qiao, X. & Forster, K. (2013). Novel Word Lexicalization and the Prime Lexicality Effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 39 (4), 1064-1074. （含論文全套材料包括初稿、一審意見、修改稿、二審意見等）

*Qiao, X., Forster, K. & Witzel, N. (2009). Is banara really a word? Cognition, 113(2), 254-257.

參考閱讀論文

*Lindsay, S., & Gaskell, M. G. (2010). A complementary systems account of word learning in L1 and L2. Language Learning, 60, S2, 45-63.

*王敬欣等，正字法鄰近字在漢字識別過程中的抑製效應👩🏽‍✈️，心理學探新🪡，2015🫷🏿， 35（6）🕒6️⃣，493-498。

*張北鎮🦚，二語詞匯加工中的形態分解，現代外語🤱🏻，2015👲，38（2）🫲🏽，238-247🔷。

DMDX實驗軟件的使用、材料設計及數據處理；

掩蔽啟動實驗的原理和方法

 混合效應模型（MEM）數據分析

6月29日

主講：吳詩玉

主題🦸🏿：從二語語音、詞匯、句法到二語篇章處理研究

研讀論文🙅🏿🆔：

* 中國英語學習者元音感知中的“範疇合並”現象研究 (E-prime的初步應用)

*中國高級英語學習者詞匯語義通達路徑的漢英對比研究：語義關聯判斷任務的證據

*中國學習者英語詞匯識別機製的發展研究：掩蔽啟動實驗的證據(馬拯💂，《現代外語》)

*二語詞匯閱讀的跨語言語音幹擾

*二語隱喻理解加工的認知機製研究：跨模式啟動實驗的證據

* A Cognitive Inquiry into the Threshold Effect in the Transfer of Reading Comprehension Skills to L2：Evidence from Online L2 Narrative Processing

參考閱讀論文👃🏼：

*L1 and L2 processing of compound words: Evidence from masked priming experiments in English (Man Li, 2015, Bilingualism: Language and Cognition)

*中國英語學習者對屈折語素的在線加工機製研究 (盧植,2016, 《外語教學與研究》)

* Native-Language Phonological Interference in Early Hakka–Mandarin Bilinguals’ Visual Recognition of Chinese Two-Character Compounds: Evidence from the Semantic-Relatedness Decision Task

* Quantitative research methods, study quality, and outcomes: The case of interaction research

實驗材料的設計和呈現方法(跨通道啟動實驗)；

E-prime實驗程序的設計、使用和數據提取；

多元方差分析。