科學實驗室設備廠商最有效的網路行銷方式-seo網路行銷課程
城市行銷專注於協助台灣在地傳統產業進行完整的SEO全網行銷。
透過我們多年協助傳統產業的經驗
透過組合，為企業規劃一萬組以上的SEO關鍵字，並會與企業主討論短中長期營銷策略
我們會深入了解您的產業，並提供最特別的行銷亮點
不只協助您開拓網路市場
更幫協助您找出企業潛在利潤
並協助全面網路化
我們輔導超過10間傳統產業順利網路轉型
不只攔截對手訂單，甚至透過網站整體規劃
接到來自國外的詢問單
無論你有官網還是只有粉絲團，都可以適用我們的方式
城市行銷-seo全方面企劃團隊
其他資訊
Of the following twelve chapters, eight are based on doctoral dissertations, supervised by Professor Michael Byram at Durham University in England, and the other four are invited chapters by scholars from Wenzao Ursuline University of Languages in Taiwan, who also base their contributions on their doctoral research. The editors hope to show in this way the relevance of doctoral research and the importance of making it widely known.
The book is divided into four parts. In the first part there are two chapters which contextualize language teaching by historical analysis of the significance of languages in Taiwan. In Chapter 1, (Towards an intercultural citizenship community: monoculturalism or interculturalism?), Mei-Lan Huang presents a historical analysis of the evolution of language education and monoculturalism in Taiwan after 1945. Her chapter analyzes the relationship between the ideology of Chinese monoculturalism and its language education on the one hand, and on the other hand the development of imagined Taiwanese monoculturalism and its efforts in building the concept of a Taiwanese nation through reviving Taiwanese local native languages in present and future language education. It is based on document analysis and interviews with key figures in Taiwan recalling their childhood experience of education.
In Chapter 2, (Identity, education, and language: a case study in Taiwan), Grace Lee analyzes how language attitudes in Taiwan play out in people’s lives, some traces of which are also present in Chapter 1. Here, however, the objective was to look, in a detailed and chronological analysis, at the life history of one Taiwanese woman who lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and analyzed with particular attention to the relationship between identity, language and education.
The second group of chapters brings the focus onto the experiences of learners in the education system today at the crucial moments of transition from one level to the next.? In Chapter 3, (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan), Wen-Chuan Lin addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings. His study explores differences in students’ access to EFL learning in four Taiwanese junior high schools and challenges the myth of “the earlier the better in learning foreign languages” when there is no consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers who are concerned with the gap in EFL learning and teaching.
In Chapter 4, (Cultures of learning in English language classrooms in Taiwan during the transition year from elementary to junior high school), Chin-Pin Chen develops further the issue of elementary-junior high school transition with an analysis of discursive patterns which influence and inform the transitional year. This chapter addresses the question of “whole-class teaching, individual testing” and its implications for the transitional process. Despite the apparent similarities in terms of teachers’ design of whole-class teaching activities and conducting of individual tests before and after transition, the meanings of tests are probably different, indicating possible discontinuity of cultures of learning between the two educational phases. Since teachers from both educational phases hardly have opportunity to meet each other, a certain degree of mistrust can arise, and none of this is to the benefit of students moving from one educational phase to the other.
The next group of chapters concentrates even more on learners and learning processes.? In Chapter 5, (EFL learners developing critical intercultural awareness through process drama), Wen-ling Irene Chen challenges the role of foreign languages teaching and learning in the reproductive purpose of education systems. Her study addresses the significance and urgency of developing “critical intercultural awareness” (CIA) in Taiwan students’ language learning experience, by describing an action research project that explores how and why CIA can be developed in process drama praxis in the context of Advanced English Learners’ Programs for junior high school students in Taiwan.
In Chapter 6, (A cooperative task-based learning approach to motivating low achieving readers of English in a Taiwanese university), Tsu-Chia Julia Hsu analyzes the problem of some first-year university students in Taiwan who had low English scores in their university entrance examinations, and who did not necessarily perform at their full potential in English language. Her study seeks an effective approach to the teaching of reading, one that will help these students to enhance their confidence and motivation. The approach includes cooperative learning and Task-Based Language Teaching, which encourages frequent interactions and positive involvements that are crucial for reinforcing motivation. A new pedagogy integrating these two methods was thus developed and applied.
In Chapter 7, (A study of translation teaching in a university of science and technology in Taiwan), Hsiu-Tzu Charlene Shen argues that translation studies is seen as a significant facilitator in the nation’s competitiveness in a globalized economy, and has developed as a discipline in the past two decades to answer the call from government for a response to globalization. Given the limited literature about Translation Studies curriculum development in Taiwan and taking into account the students’ interests in a technological university context, her study investigates whether students will learn effectively or perform better when taught with a curriculum which is derived from their needs.
Finally, in this section, Chapter 8, (Promoting the cultural dimension in EFL teaching: a turning point for English education in Taiwan), Yau Tsai argues that the promotion of the cultural dimension in EFL teaching is the key factor which can help students to develop the intercultural communicative competence needed in a global society. Her study explains the characteristics of intercultural communicative competence and the reasons why promoting the cultural dimension in EFL teaching leads to the development of this competence. Through the analysis of group interviews with students, relevant problems impeding the promotion of the cultural dimension in EFL teaching are identified and then suggestions are made for both the Ministry of Education and English teachers in Taiwan.
In the fourth and final group of chapters the focus is on teachers, on their classroom activities and on their professional development. In Chapter 9, (Analyzing EFL team-teaching in Taiwanese elementary English education: an intercultural perspective), Shu-Hsin Chen analyzes “team teaching”, a phenomenon often seen in elementary and/or secondary EFL classrooms in some East Asian countries, including Taiwan, where the fact that cultural differences between local teachers and foreign teachers affect team teaching effectiveness, is receiving increasing attention. Aiming at understanding how teachers of EFL conceptualize their team teaching experience, this ethnographic study elicited interview data from local and foreign teachers of EFL in Taiwan. The intercultural team teaching capacity (ITTC) model provides a useful source for future research and training programme development in the areas of TESOL, ELT, intercultural education, intercultural communication, and multicultural team management.
In Chapter 10, (The journey of sixty adventurers to becoming English language teachers in Taiwan) Wei-Yan Miguel Li evaluates the success of ELT initial teacher education in Taiwan. The effectiveness and practicality of the training contents and the outcomes of different training programmes are investigated. One central concept needs clarifying: what is expected in an able ELT? It is only with a clear idea of an answer to this question that the evaluation of training programs is possible, to establish if they are providing training in accordance with what the trainees need for their future teaching profession. A framework of required professional competencies (FRPC) is developed which characterizes a competent language teacher and is a basis for evaluation of courses.
In Chapter 11, (An online teacher professional development framework for Taiwanese English teachers in supplementary schools: undoing self-marginalization), Pai-Hsien Aiden Yeh argues that Taiwanese English teachers in supplementary schools are often marginalized. This is partially caused by widespread discrimination in Taiwan where people hold a strong misconception that only those with native-speaker-like features can be considered as “true native English speaker teachers”. Her study shows that to become an effective EFL teacher, one must be motivated to gain improvements in professional skills, stay committed to the profession, and keep the passion for teaching and learning burning. Perhaps more importantly, it shows that engaging in continuous teacher professional development can be a form of self-empowerment; improving themselves professionally can boost teachers’ sense of identity as language teachers.
In Chapter 12, (Towards a global citizenship: the intercultural competence development of Taiwanese university teachers through short-term study abroad), I-Jane Janet Weng is concerned with the promotion of intercultural citizenship which favors multiculturalism and equality in preparing students in a global community. Her study seeks to expand the focus of research to report the learning experience of seven Taiwanese university teachers who participated in a short-term overseas tour. She found that an authentic and rich intercultural short study abroad program can serve as an effective way in fostering the intercultural competence of university teachers. The intercultural experience helps them transform personally and professionally to teach with new approaches to promote intercultural citizenship.
Wen-Chuan Lin and Michael Byram
In an age of globalization, English as a foreign language (EFL) is generally assumed to be the pivotal element in global communication. Crystal (2003) described English as a “global language”, given its geographical-historical and socio-cultural influences, and people in Taiwan tend to assume that anything involving English must be good. In Taiwan, learning English as an international language has become vital to its economy in terms of providing access to the world community, and is viewed as one of the keys to success in Taiwan’s economic globalization and modernization. Being able to speak English carries considerable prestige and it is generally believed that speaking better English fuels upward mobility in terms of occupation and social status. However, official views of economic and international exigency tend to see the overall decline in the national examination results for EFL learning as disappointing (e.g., Chang, 2006) and this gives rise to a growing public concern about young people’s capacity for communicating across the world in English.
The authors of this book are EFL teachers and researchers who have years of EFL teaching experiences at various educational levels in Taiwan. They have searched for practical examples of innovation or illustrations of empirical findings from their research work -predominantly from their doctoral studies -dealing with either their analyses of EFL teaching on a mundane daily basis or their understanding of the contemporary EFL context and its historical origins. The nature of the book therefore is a reflection and reconceptualization of EFL teachers’ and researchers’ practice through scientific inquiry. The purpose is to provide new insights such as cultural and intercultural approaches to English teaching and learning.
This book is written however not only for Taiwanese readers but also for readers in other Asian regions such as China, Hong Kong, Singapore, Japan and Korea who are concerned with EFL language and education as much as professionals in Taiwan. For the editors and contributors are convinced that the issues raised are common throughout East Asia and that a cooperative approach to analysis and resolution is the best way forward.
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其他新聞
日前國慶典禮上，行政院長賴清德與國民黨主席吳敦義被拍到，兩人不停的交洗車機廠商最有效的網路行銷方式-seo網路行銷規劃七大步驟頭接耳，看起來相當熱絡。外界好奇兩人在聊些什麼，對話內容今(16)日曝光，原來是賴清德想去拜會吳敦義，吳敦義也爽快答應。
賴清德上任初期安排向歷任行政院長請益，也計畫拜訪吳敦義，當時被吳婉拒；藉著國慶典禮上兩人同席，賴揆又約了一次，這回吳爽快的說：「當時是想你剛上任一定很忙，現在就可以了。」
對此，民進黨立委趙天麟表示，對於賴揆拜會國民黨主席、甚至跟國民黨的溝通、各方面的合作，是絕對有必要的，因為國民黨還是最大在野黨，也是過去多次執政的執政黨。
趙天麟指出，以修憲來說，如果沒有得到國民黨的支持，修憲是不可能成功的，連立法院的大門都出不去，更不要說長期的朝野惡鬥，造成經濟不振、內部分化，所以新人新政，更不用說賴揆其實已經去拜會過很多政壇領袖，當然不能缺少國民黨。
趙天麟說，而且他們過去也是舊識，也有互動的經驗，在這良好的基礎上，真的是很值得一見，倒不一定要等總質詢後，因為還有一個多月的時間，越早見越好，也可以幫總統蔡英文促成國政未來進一步的發展。
文、圖／嚴云岑（小眼蛙的記者日常）
位於苗栗南庄的神仙谷，以拍攝電影賽德克巴萊聞名，從此處沿著產業道路往上開約半小時，會到達一處鱒魚養殖場，秘境苦花潭就在下方不遠處。教練兼嚮導、溯溪人蔘的團長蝙蝠俠走在最前頭，一面開路一面開玩笑：「風美溪的特色有三多--瀑布多、石頭多、毛毛蟲多。」語畢我就在前方的樹葉與樹幹上看到一坨群聚的毛毛蟲，嗯，真的很多。
▲樹上地上石頭上到處都是毛毛蟲。
風美溪源於加里山，和鹿場溪交會於神仙谷，沿途共有三大瀑布群，最上游的風美瀑布群因只能靠水路前往，一般人很難抵達；中游的苦花潭瀑布群，則以12米高的大瀑布與深潭聞名，近年來竄升為熱門的溯溪景點，每逢週末，至少有2~3組人馬到此地挑戰體力，有時狹路相逢，也會互相幫忙、問候。
▲苦花潭瀑布以12米高的瀑布與深潭聞名。
風美溪溯溪主要可分為上溯與下溯，上溯的起點距離神仙谷不遠處橋下，層層疊疊的巨石成了最大的考驗，也因此該條路線被列為四星難度，建議有經驗者再行挑戰。若初學者也想一探秘境，部分溯溪團會依照體力調查，改由下溯方式進行，亦為從終點苦花潭下繞U字路徑，原點返回。
▲▼無論想挑戰哪一種活動，都須先繞過瀑布上方的急流。
「溯溪必備的三大要件：體力、膽量、不怕水。」剛架好垂降繩的蝙蝠俠提到。從鱒魚場走到苦花瀑布，路程雖短，卻需克服濕滑的下坡、凸起的樹根與如影隨形的毛毛蟲，若一個不小心跌坐在地，身上的防寒衣可幫忙減輕衝擊。約莫走了15分鐘，耳邊就傳來轟隆隆的水聲，跨越兩三處小溪流，苦花潭瀑布近在眼前。
▲苦花潭瀑布群毛毛蟲無所不在。
真的很大！站在苦花瀑布上，正前方就是加里山，溪水翻越碩大石塊，從上游奔騰而下，在苦花瀑布上方匯整，往深潭衝去，沿白色的水花飛濺接連落下，遠看就像一條長長的白色錦綢。而解鎖這道難關的方式有三種，一為跳下去、二為垂降、三為高繞。
▲助跑、起跳。
「你一生中能體驗跳樓的感覺，也就這一次了。」溯溪人蔘的教練Sandy在介紹完三種體驗方法後，笑盈盈提到。衝著這句話，我選擇的最直接的方法--跳下去。
跳苦花潭決定做得衝動，但其實每個步驟都不能馬乎。在跳躍前，頭盔、手套、救生衣、防寒衣、扣環等缺一不可，檢查完所有裝備皆穿妥後，教練會帶團員繞過一段急流，到面對苦花潭右側的岩壁，這裏的岩壁較平滑，若不小心跳歪，也不容易造成傷害。不過在起跳之前，教練還是會頻頻呼籲，「往外跳、往前看」。
▲墜落中。
一個、兩個、三個，潭中濺起一道道噴射狀的的白色水花，上方歡呼聲接連不斷。4層樓的距離看似不高，卻足以讓人靠近崖邊時雙腿發軟。下一個就是我了，眼看無法避免，我一咬牙、一助跑，踏著岩壁邊緣往外蹬。凌空的那一瞬間，身體感受到一股強大的吸力，還沒來得及反應，我就「啵」地墜入深潭中。
▲重磅入水。
眼前一片深綠，水有些混濁，下沉的力道剛歇，腋窩突然一股強而有力的拉力將我往上拖，瞬間我的頭浮出了水面。同業碼錶一按，從跳潭到浮出水面，竟只有短短的5秒鐘，但腦袋中人生跑馬燈飛奔而過，彷彿過了一個世紀。
除了體驗直接簡單的跳瀑布外，作風保守者也可選擇垂降或高繞，前者是利用腰帶與扣環，以大腿與身體垂直的方式，足間輕點岩壁，單手放繩子，慢慢往下滑，但切記保持重心在屁股的位置，否則一不小心就會「倒頭栽」。
▲若不想挑戰挑水者，也可選擇相對安全的垂降。
另一種高繞則是最簡單的方法，只要往上爬一小段，再順著前人踩出的小徑下坡，即可到達結繩處，此時只要抓住繩子，慢慢下滑，即可抵達苦花潭的下層。下滑距離約一層樓高，只要小心拉緊繩結，就不怕受傷。
▲高繞也是另一種選擇，最後一段會用到繩結，但教練都會在下方輔助。
風美溪溯溪行程通常從上午9點開始，到下午3~4點結束。由於山中天氣多變，教練也會隨時視情況宣布撤退，只要延原路返回，就能連到產業道路，基本上算是安全的行程。但教練也提醒，每次颱風或暴雨過後，苦花潭的水深都有可能發生變化，若想要挑戰跳水的民眾，還是建議聽從教練的指示，確認安全無虞後再行挑戰，才不會發生憾事。
▼苦花潭瀑布群處處美景，也是拍網美照的好地方。
苦花潭瀑布
地址：苗栗縣南庄鄉5號鄉道上
溯溪注意事項：穿好防寒救生裝備、聽從教練指示、切勿貿然跳水
建築師廠商最有效的網路行銷方式-seo關鍵字廣告費怎麼算
57B459769608EC14
城市行銷專注於協助台灣在地傳統產業進行完整的SEO全網行銷。
透過我們多年協助傳統產業的經驗
透過組合，為企業規劃一萬組以上的SEO關鍵字，並會與企業主討論短中長期營銷策略
我們會深入了解您的產業，並提供最特別的行銷亮點
不只協助您開拓網路市場
更幫協助您找出企業潛在利潤
並協助全面網路化
我們輔導超過10間傳統產業順利網路轉型
不只攔截對手訂單，甚至透過網站整體規劃
接到來自國外的詢問單
無論你有官網還是只有粉絲團，都可以適用我們的方式
城市行銷-seo全方面企劃團隊
其他資訊
Of the following twelve chapters, eight are based on doctoral dissertations, supervised by Professor Michael Byram at Durham University in England, and the other four are invited chapters by scholars from Wenzao Ursuline University of Languages in Taiwan, who also base their contributions on their doctoral research. The editors hope to show in this way the relevance of doctoral research and the importance of making it widely known.
The book is divided into four parts. In the first part there are two chapters which contextualize language teaching by historical analysis of the significance of languages in Taiwan. In Chapter 1, (Towards an intercultural citizenship community: monoculturalism or interculturalism?), Mei-Lan Huang presents a historical analysis of the evolution of language education and monoculturalism in Taiwan after 1945. Her chapter analyzes the relationship between the ideology of Chinese monoculturalism and its language education on the one hand, and on the other hand the development of imagined Taiwanese monoculturalism and its efforts in building the concept of a Taiwanese nation through reviving Taiwanese local native languages in present and future language education. It is based on document analysis and interviews with key figures in Taiwan recalling their childhood experience of education.
In Chapter 2, (Identity, education, and language: a case study in Taiwan), Grace Lee analyzes how language attitudes in Taiwan play out in people’s lives, some traces of which are also present in Chapter 1. Here, however, the objective was to look, in a detailed and chronological analysis, at the life history of one Taiwanese woman who lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and analyzed with particular attention to the relationship between identity, language and education.
The second group of chapters brings the focus onto the experiences of learners in the education system today at the crucial moments of transition from one level to the next.? In Chapter 3, (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan), Wen-Chuan Lin addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings. His study explores differences in students’ access to EFL learning in four Taiwanese junior high schools and challenges the myth of “the earlier the better in learning foreign languages” when there is no consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers who are concerned with the gap in EFL learning and teaching.
In Chapter 4, (Cultures of learning in English language classrooms in Taiwan during the transition year from elementary to junior high school), Chin-Pin Chen develops further the issue of elementary-junior high school transition with an analysis of discursive patterns which influence and inform the transitional year. This chapter addresses the question of “whole-class teaching, individual testing” and its implications for the transitional process. Despite the apparent similarities in terms of teachers’ design of whole-class teaching activities and conducting of individual tests before and after transition, the meanings of tests are probably different, indicating possible discontinuity of cultures of learning between the two educational phases. Since teachers from both educational phases hardly have opportunity to meet each other, a certain degree of mistrust can arise, and none of this is to the benefit of students moving from one educational phase to the other.
The next group of chapters concentrates even more on learners and learning processes.? In Chapter 5, (EFL learners developing critical intercultural awareness through process drama), Wen-ling Irene Chen challenges the role of foreign languages teaching and learning in the reproductive purpose of education systems. Her study addresses the significance and urgency of developing “critical intercultural awareness” (CIA) in Taiwan students’ language learning experience, by describing an action research project that explores how and why CIA can be developed in process drama praxis in the context of Advanced English Learners’ Programs for junior high school students in Taiwan.
In Chapter 6, (A cooperative task-based learning approach to motivating low achieving readers of English in a Taiwanese university), Tsu-Chia Julia Hsu analyzes the problem of some first-year university students in Taiwan who had low English scores in their university entrance examinations, and who did not necessarily perform at their full potential in English language. Her study seeks an effective approach to the teaching of reading, one that will help these students to enhance their confidence and motivation. The approach includes cooperative learning and Task-Based Language Teaching, which encourages frequent interactions and positive involvements that are crucial for reinforcing motivation. A new pedagogy integrating these two methods was thus developed and applied.
In Chapter 7, (A study of translation teaching in a university of science and technology in Taiwan), Hsiu-Tzu Charlene Shen argues that translation studies is seen as a significant facilitator in the nation’s competitiveness in a globalized economy, and has developed as a discipline in the past two decades to answer the call from government for a response to globalization. Given the limited literature about Translation Studies curriculum development in Taiwan and taking into account the students’ interests in a technological university context, her study investigates whether students will learn effectively or perform better when taught with a curriculum which is derived from their needs.
Finally, in this section, Chapter 8, (Promoting the cultural dimension in EFL teaching: a turning point for English education in Taiwan), Yau Tsai argues that the promotion of the cultural dimension in EFL teaching is the key factor which can help students to develop the intercultural communicative competence needed in a global society. Her study explains the characteristics of intercultural communicative competence and the reasons why promoting the cultural dimension in EFL teaching leads to the development of this competence. Through the analysis of group interviews with students, relevant problems impeding the promotion of the cultural dimension in EFL teaching are identified and then suggestions are made for both the Ministry of Education and English teachers in Taiwan.
In the fourth and final group of chapters the focus is on teachers, on their classroom activities and on their professional development. In Chapter 9, (Analyzing EFL team-teaching in Taiwanese elementary English education: an intercultural perspective), Shu-Hsin Chen analyzes “team teaching”, a phenomenon often seen in elementary and/or secondary EFL classrooms in some East Asian countries, including Taiwan, where the fact that cultural differences between local teachers and foreign teachers affect team teaching effectiveness, is receiving increasing attention. Aiming at understanding how teachers of EFL conceptualize their team teaching experience, this ethnographic study elicited interview data from local and foreign teachers of EFL in Taiwan. The intercultural team teaching capacity (ITTC) model provides a useful source for future research and training programme development in the areas of TESOL, ELT, intercultural education, intercultural communication, and multicultural team management.
In Chapter 10, (The journey of sixty adventurers to becoming English language teachers in Taiwan) Wei-Yan Miguel Li evaluates the success of ELT initial teacher education in Taiwan. The effectiveness and practicality of the training contents and the outcomes of different training programmes are investigated. One central concept needs clarifying: what is expected in an able ELT? It is only with a clear idea of an answer to this question that the evaluation of training programs is possible, to establish if they are providing training in accordance with what the trainees need for their future teaching profession. A framework of required professional competencies (FRPC) is developed which characterizes a competent language teacher and is a basis for evaluation of courses.
In Chapter 11, (An online teacher professional development framework for Taiwanese English teachers in supplementary schools: undoing self-marginalization), Pai-Hsien Aiden Yeh argues that Taiwanese English teachers in supplementary schools are often marginalized. This is partially caused by widespread discrimination in Taiwan where people hold a strong misconception that only those with native-speaker-like features can be considered as “true native English speaker teachers”. Her study shows that to become an effective EFL teacher, one must be motivated to gain improvements in professional skills, stay committed to the profession, and keep the passion for teaching and learning burning. Perhaps more importantly, it shows that engaging in continuous teacher professional development can be a form of self-empowerment; improving themselves professionally can boost teachers’ sense of identity as language teachers.
In Chapter 12, (Towards a global citizenship: the intercultural competence development of Taiwanese university teachers through short-term study abroad), I-Jane Janet Weng is concerned with the promotion of intercultural citizenship which favors multiculturalism and equality in preparing students in a global community. Her study seeks to expand the focus of research to report the learning experience of seven Taiwanese university teachers who participated in a short-term overseas tour. She found that an authentic and rich intercultural short study abroad program can serve as an effective way in fostering the intercultural competence of university teachers. The intercultural experience helps them transform personally and professionally to teach with new approaches to promote intercultural citizenship.
Wen-Chuan Lin and Michael Byram
In an age of globalization, English as a foreign language (EFL) is generally assumed to be the pivotal element in global communication. Crystal (2003) described English as a “global language”, given its geographical-historical and socio-cultural influences, and people in Taiwan tend to assume that anything involving English must be good. In Taiwan, learning English as an international language has become vital to its economy in terms of providing access to the world community, and is viewed as one of the keys to success in Taiwan’s economic globalization and modernization. Being able to speak English carries considerable prestige and it is generally believed that speaking better English fuels upward mobility in terms of occupation and social status. However, official views of economic and international exigency tend to see the overall decline in the national examination results for EFL learning as disappointing (e.g., Chang, 2006) and this gives rise to a growing public concern about young people’s capacity for communicating across the world in English.
The authors of this book are EFL teachers and researchers who have years of EFL teaching experiences at various educational levels in Taiwan. They have searched for practical examples of innovation or illustrations of empirical findings from their research work -predominantly from their doctoral studies -dealing with either their analyses of EFL teaching on a mundane daily basis or their understanding of the contemporary EFL context and its historical origins. The nature of the book therefore is a reflection and reconceptualization of EFL teachers’ and researchers’ practice through scientific inquiry. The purpose is to provide new insights such as cultural and intercultural approaches to English teaching and learning.
This book is written however not only for Taiwanese readers but also for readers in other Asian regions such as China, Hong Kong, Singapore, Japan and Korea who are concerned with EFL language and education as much as professionals in Taiwan. For the editors and contributors are convinced that the issues raised are common throughout East Asia and that a cooperative approach to analysis and resolution is the best way forward.
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作者： Wen-Chuan Lin, Michael Byram
新功能介紹- 出版社：東華
新功能介紹 - 出版日期：2016/09/26
- 語言：英文
其他新聞
日前國慶典禮上，行政院長賴清德與國民黨主席吳敦義被拍到，兩人不停的交洗車機廠商最有效的網路行銷方式-seo網路行銷規劃七大步驟頭接耳，看起來相當熱絡。外界好奇兩人在聊些什麼，對話內容今(16)日曝光，原來是賴清德想去拜會吳敦義，吳敦義也爽快答應。
賴清德上任初期安排向歷任行政院長請益，也計畫拜訪吳敦義，當時被吳婉拒；藉著國慶典禮上兩人同席，賴揆又約了一次，這回吳爽快的說：「當時是想你剛上任一定很忙，現在就可以了。」
對此，民進黨立委趙天麟表示，對於賴揆拜會國民黨主席、甚至跟國民黨的溝通、各方面的合作，是絕對有必要的，因為國民黨還是最大在野黨，也是過去多次執政的執政黨。
趙天麟指出，以修憲來說，如果沒有得到國民黨的支持，修憲是不可能成功的，連立法院的大門都出不去，更不要說長期的朝野惡鬥，造成經濟不振、內部分化，所以新人新政，更不用說賴揆其實已經去拜會過很多政壇領袖，當然不能缺少國民黨。
趙天麟說，而且他們過去也是舊識，也有互動的經驗，在這良好的基礎上，真的是很值得一見，倒不一定要等總質詢後，因為還有一個多月的時間，越早見越好，也可以幫總統蔡英文促成國政未來進一步的發展。
文、圖／嚴云岑（小眼蛙的記者日常）
位於苗栗南庄的神仙谷，以拍攝電影賽德克巴萊聞名，從此處沿著產業道路往上開約半小時，會到達一處鱒魚養殖場，秘境苦花潭就在下方不遠處。教練兼嚮導、溯溪人蔘的團長蝙蝠俠走在最前頭，一面開路一面開玩笑：「風美溪的特色有三多--瀑布多、石頭多、毛毛蟲多。」語畢我就在前方的樹葉與樹幹上看到一坨群聚的毛毛蟲，嗯，真的很多。
▲樹上地上石頭上到處都是毛毛蟲。
風美溪源於加里山，和鹿場溪交會於神仙谷，沿途共有三大瀑布群，最上游的風美瀑布群因只能靠水路前往，一般人很難抵達；中游的苦花潭瀑布群，則以12米高的大瀑布與深潭聞名，近年來竄升為熱門的溯溪景點，每逢週末，至少有2~3組人馬到此地挑戰體力，有時狹路相逢，也會互相幫忙、問候。
▲苦花潭瀑布以12米高的瀑布與深潭聞名。
風美溪溯溪主要可分為上溯與下溯，上溯的起點距離神仙谷不遠處橋下，層層疊疊的巨石成了最大的考驗，也因此該條路線被列為四星難度，建議有經驗者再行挑戰。若初學者也想一探秘境，部分溯溪團會依照體力調查，改由下溯方式進行，亦為從終點苦花潭下繞U字路徑，原點返回。
▲▼無論想挑戰哪一種活動，都須先繞過瀑布上方的急流。
「溯溪必備的三大要件：體力、膽量、不怕水。」剛架好垂降繩的蝙蝠俠提到。從鱒魚場走到苦花瀑布，路程雖短，卻需克服濕滑的下坡、凸起的樹根與如影隨形的毛毛蟲，若一個不小心跌坐在地，身上的防寒衣可幫忙減輕衝擊。約莫走了15分鐘，耳邊就傳來轟隆隆的水聲，跨越兩三處小溪流，苦花潭瀑布近在眼前。
▲苦花潭瀑布群毛毛蟲無所不在。
真的很大！站在苦花瀑布上，正前方就是加里山，溪水翻越碩大石塊，從上游奔騰而下，在苦花瀑布上方匯整，往深潭衝去，沿白色的水花飛濺接連落下，遠看就像一條長長的白色錦綢。而解鎖這道難關的方式有三種，一為跳下去、二為垂降、三為高繞。
▲助跑、起跳。
「你一生中能體驗跳樓的感覺，也就這一次了。」溯溪人蔘的教練Sandy在介紹完三種體驗方法後，笑盈盈提到。衝著這句話，我選擇的最直接的方法--跳下去。
跳苦花潭決定做得衝動，但其實每個步驟都不能馬乎。在跳躍前，頭盔、手套、救生衣、防寒衣、扣環等缺一不可，檢查完所有裝備皆穿妥後，教練會帶團員繞過一段急流，到面對苦花潭右側的岩壁，這裏的岩壁較平滑，若不小心跳歪，也不容易造成傷害。不過在起跳之前，教練還是會頻頻呼籲，「往外跳、往前看」。
▲墜落中。
一個、兩個、三個，潭中濺起一道道噴射狀的的白色水花，上方歡呼聲接連不斷。4層樓的距離看似不高，卻足以讓人靠近崖邊時雙腿發軟。下一個就是我了，眼看無法避免，我一咬牙、一助跑，踏著岩壁邊緣往外蹬。凌空的那一瞬間，身體感受到一股強大的吸力，還沒來得及反應，我就「啵」地墜入深潭中。
▲重磅入水。
眼前一片深綠，水有些混濁，下沉的力道剛歇，腋窩突然一股強而有力的拉力將我往上拖，瞬間我的頭浮出了水面。同業碼錶一按，從跳潭到浮出水面，竟只有短短的5秒鐘，但腦袋中人生跑馬燈飛奔而過，彷彿過了一個世紀。
除了體驗直接簡單的跳瀑布外，作風保守者也可選擇垂降或高繞，前者是利用腰帶與扣環，以大腿與身體垂直的方式，足間輕點岩壁，單手放繩子，慢慢往下滑，但切記保持重心在屁股的位置，否則一不小心就會「倒頭栽」。
▲若不想挑戰挑水者，也可選擇相對安全的垂降。
另一種高繞則是最簡單的方法，只要往上爬一小段，再順著前人踩出的小徑下坡，即可到達結繩處，此時只要抓住繩子，慢慢下滑，即可抵達苦花潭的下層。下滑距離約一層樓高，只要小心拉緊繩結，就不怕受傷。
▲高繞也是另一種選擇，最後一段會用到繩結，但教練都會在下方輔助。
風美溪溯溪行程通常從上午9點開始，到下午3~4點結束。由於山中天氣多變，教練也會隨時視情況宣布撤退，只要延原路返回，就能連到產業道路，基本上算是安全的行程。但教練也提醒，每次颱風或暴雨過後，苦花潭的水深都有可能發生變化，若想要挑戰跳水的民眾，還是建議聽從教練的指示，確認安全無虞後再行挑戰，才不會發生憾事。
▼苦花潭瀑布群處處美景，也是拍網美照的好地方。
苦花潭瀑布
地址：苗栗縣南庄鄉5號鄉道上
溯溪注意事項：穿好防寒救生裝備、聽從教練指示、切勿貿然跳水
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