1. What's the specific difference between the term of "meaningful learning" and " transfer"? Both of them involve the previous experience and knowledge.

2. Is it a kind of "systematic forgotten" that unable to call to mimd the vocabulary which once you remembered well?

紫牛效應

紫牛效應「紫牛」是廣告創意者發明的詞彙，顧名思義就是「紫色的乳牛」，代表著稀有、卓越非凡。人們總是害怕自己卓越非凡，喜歡安全地玩樂，習慣墨守成規，因為這是防止失敗的最好方法。每個人都愛當大多數人，這樣才不會招來太多的批評。而「紫牛」主要是用在產品及企業創新上，所謂「職場紫牛」是告訴我們，如何脫穎而出，將失敗視為轉機。接受失敗，挑戰風險。一般人都以隱藏、躲避，來回應負面批評，盡量不引人注目。然而行銷大師賽斯．高汀，則提出唯有讓產品成為產業中的紫牛──與眾不同、出類拔萃，在不消耗大成本的廣告運作下，讓企業達到市場規模。高汀分析上百則產品案例，透視紫牛戰術，以大膽的創意衝撞傳統行銷，挑戰行銷的極限。高汀認為：媒體能夠爭取到的消費者注意力，已經愈來愈少了，唯有靠產品成為「紫牛」，才能贏得消費者的心。但是，要如何創造「紫牛」呢？首先，必須改掉傳統依賴媒體行銷的作法，把以往用在製作、購買廣告的高額成本，盡量投資在設計製作「紫牛產品」。一旦產品成為「紫牛」，便能被消費者發現、推薦，進而展開一場高效率的病毒行銷。在「紫牛」進入市場並獲市場接受後，一定會漸漸進入半衰期，企業為維持不墜，必須持續改良紫牛，提供充足的養分餵養紫牛。簡言之，紫牛是一種概念、一種行為，內植「創意病毒」，足以引起「噴嚏者」傳播「熱迷疹」而自我行銷，不靠大眾媒體的廣告一樣引起騷動、討論、口耳相傳與熱迷追隨。

1. I agree the theory that people is more difficult to acquire second language successfully after the "critical period hypothesis" (hemispheric lateralization) 、(after the age of puberty). But I still unsderstand the point is "why especially in "authentic"(nativelike) pronunciation.

http://tw.myblog.yahoo.com/jw!IARymZyeEQIle52LkBlzQ3mv/article?mid=924
Prof. 周惠那 Providence University.

建構式教學是什麼？
分類：未分類資料夾
2009/03/05 13:20
建構式教學是什麼？
我懷疑很多老師誤解其意義，因為老師們在教書的過程中只忙於釋放自己的學問，忙於建構自己的學問。到後來，建構者反成為教書者本身，而學生們卻只有被動的假裝理解。
其實，學生們才是建構者，學生要被給予機會與時間一步一步的建構出他們的理解，透過質疑、假設、蒐集資料、閱讀、討論或辯論、再質疑、再假設 . . . 之過程將知識內化為智慧。
這就是我今天上研究所語言評量課時的感想。
My reflection: Many teachers are busy to explain the knowledge of text book witouout giving students some opportunities trying to intalize in class because the instructors don't have extra time allowing students by themselves to discover or digest theories gradually unless allocating some assignments about the topic which covered in the class. Besides, the type of class lecture is a habitual way in Taiwan. Almost Taiwanses are taught by this way since in the school ages which the teacher talked almost in whole class period.

1. What are the differences between "Content Validity" and "Criterion Validity"?

2. TOEFL test is a kind of "communicative test". Because its testing sections fit the three of four characteritics of communicative test: 1. information gap 2. intergration of test tasks and content within a given domain of discourse 3. attempts to measure a much broader range of language abilities.

3. The oral test of IELTS is a "live" performance and involves a one-on-one tester/test-taker relationship, but TOEFL test doesn't ( it records the oral production by computer)

1. What is "building blocks og language"? Grammar, lexicon, phonology, etc. ? (will write down the full idea and decription of my personal own words when I have an extra free time)

2. What's the definition of "word attack"? (P.377)
(One of guidelines for communicative treatmemt of vocabulary instrucrion is "Encourage students to develop strategies for determing the meaning of word. "---> A number of "clues" are avaliable to learners to develop "word attack" strategies. H. Douglas Brown. (2001). Teaching by Principles. Second Edition. Pearson: Longman.

3. I often use the electronic pocket dictionary to check the English vocabulary which I don't know. But it gives me the fresh reflection when I read this paragraph ( one of the guidelines for communicative trearment of vocabulary instruction, P.377-->"Play down the role of bilingual dictionaries.") : Learners are easily tempted to punch in a word they don't know and get an instant response. It is unfortunate that such practices rarely help to internalize the words for later recall and use. H. Douglas Brown. (2001). Teaching by Principles. Second Edition. Pearson: Longman. ----> Why? Do because we look up the words immediately without gussing it from the paragraph or we learn it without enough authenticity (but we learn it which embedded in context)? In my opion, I think the reason thatvocabulary is hard to later recall and use because the stimulative times are not enough. That's why many scholars advocate "extensive reading". We learn a new lexicon which appearing enough number of times then storing into our long-term memory. And what do you think?

1. Many students can't pronunce few of the vocabulary, but they are fluently and correctly in writing and spelling.

2. Is Semantic Mapping(clustering) equal to Mind Map? Because thier functions seems falimilar with each other: provide some order to the chaos.

3. I think not only discourse markers but also punctuation marks can can greatly enhance readers' reading efficiency. For instance, I have a friend who likes to leave out English words or phrases as well as punctuation marks that often makes me hard to understand frequently and exhausets me(especially English is my foreign language) to guess the meaning from his sentences.

4. Using "scan" skill in reading section for the specific information and "selective" type in listening sction to find important(specific) information in a field of potentially distracting information of IELTS test. ---> I am not sure whether the two skills also can apply to the TOEFL test or not.