週五. 12 月 2nd, 2022

林律君

林律君

Professor LuChun Lin

著作與證照

Certifications

  1. 英國高等教育學院高階會士Higher Education Academy HEA Senior Fellow
  2. 中華民國中等學校英語教師證書
  3. Google Certified Educator (Level 1 & 2)

Journal Publications 

  1. Lin, L.-C. (2018). Using informational picture books to integrate English learning and curricular content: CLIL pedagogical framework and activities for EFL primary schools. English as a Global Language Education (EaGLE) Journal, 3(2), 25-44. 
  2. Lin, L.-C.* & Johnson C. J. (2016). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development? International Journal of Bilingualism. [NSC 96-2411-H-009 -024] (SSCI)
  3. Lin, L.-C. (2014). Learning word meanings from teachers’ repeated story read-aloud in EFL primary classrooms. English Language Teaching, 7(7), 68-81.DOI: 10.5539/elt.v7n7p68 [NSC 99-2410-H-009 -065] 
  4. Lin, L.-C.*, & Yu, W.-Y. (2015). A think-aloud study of strategy use by EFL college readers reading Chinese and English texts. Journal of Research in Reading. (NSC 99-2410-H-009-065-) (SSCI)
  5. Lin, L.-C., & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master、s theses from 2003-2007. Asian EFL Journal, 12(4), 126-139.
  6. Chiang, Y.-C., & Lin, L.-C. (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers oral narratives. Asian EFL Journal, 12(4), 80-96.
  7. Lin, L.-C., & Johnson, C. J. (2010). Phonological patterns in Mandarin–English bilingual children. Clinical Linguistics & Phonetics,  43.(SSCI)
  8. Johnson, C., Hengst, J., Calvert, L., Lin, L. C., Donahue, M., & Prior, P. (2003). Story writing on computers for two first-graders with language impairment. The ASHA Leader, 8 (15), p. 169.
  9.  

專書及專書論文

Book Chapters:

  1. 林律君、廖巧馨 (2022):<全球在地化臺灣雙語教學鷹架的設計>。載於鄒文莉、黃怡萍 (主編),《臺灣雙語教學資源書:全球在地化課程設計與教學實踐》(出版中)。臺北:書林出版社。
  2. 林律君 (2018):< CLIL在繪本教學的運用>。載於鄒文莉、高實玫 (主編),《CLIL教學資源書:探索學科內容與語言整合教學》(87-104頁)。臺北:書林出版社。
  3. Fung, H., Miller, P. J., & Lin, L. C. (2004). Listening is active: Lessons from the narrative practices of Taiwanese families. In M. W. Pratt & B. E. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 303-323). Mahwah, NJ: Lawrence Erlbaum.

國際研討會發表

Conferences Presentations:

  1. Lin, L.-C. (2022). A New Opportunity for University EMI Teacher Professional Development: A Framework for Sustainable Blended Teacher Training. Invited Panel Presentation at the 2022 International Conference on Bilingual Education (淡江大學雙語教育國際學術研討會), Taipei, Taiwan.
  2. Lin, L.-C. (2021). A New Opportunity for Professional Development of Bilingual Teachers: A Framework for Sustainable Blended Teacher Training (雙語教師專業發展的新契機永續複合式師資培訓架構). Invited Forum at the 2021 TERA International Conference 台灣教育研究學會2021國際學術研討會 , Kaohsiung, Taiwan.
  3. Lin, L.-C. (2021). Strategies to Promote Students’ Cognitive and Social Engagement in Online Learning. (提升線上教學的認知與社會參與策略). Invited session at the the 2021 International Symposium  of Medical Education (北榮國際醫學教育研討會), Taipei, Taiwan.
  4. Lin, L.-C. & Henry H. S. Lu (2021). Enhancement and Recognition of Teaching and Learning in a Research-Oriented University in Taiwan through a Teaching Fellowship Scheme: What We Have Done, What We Have Learned, and Where We Go from Here. Invited Session at 4th Eurasian Conference on Educational Innovation 2021, Taitung, Taiwan.
  5. Lin, L.-C. & Wu, Y.-C. (2020). When Computer Science meets TESOL: A cross-disciplinary collaboration to develop computer science students’ english communication skills and tesol students’ teaching skills. Paper presented at the 2020 TESPA International Conference on English for Specific Purposes, Taipei, Taiwan (supported by 108 Taiwan Ministry of Education Teaching Practice Research Project 教育部教學實踐研究計畫).
  6. Yee, K.-W. & Lin, L.-C. (2020). Agreeing to Disagree: Developing Computer Science graduate students’ communication abilities and cooperation skills through reciprocal teaching strategy. Paper presented at the 2020 TESPA International Conference on English for Specific Purposes, Taipei, Taiwan (supported by 108 Taiwan Ministry of Education Teaching Practice Research Project 教育部教學實踐研究計畫).
  7. Lin, L.-C. (2019). Asking good questions: Lessons learned from an EFL pedagogical corpus. Paper presented at the 39th Thailand TESOL International Conference, Bangkok, Thailand (supported by MOST 106- 2400-H-009-0035-).
  8. Lin, L.-C. (2018). Teaching with picture books through CLIL. Paper presented at the 2018 跨領域/跨語言教學研討會,Tainan, National Cheng Kung University.
  9. Liu, M.-C. & Lin, L.-C. (2018). Developing EFL teachers’ teacher talk through self-transcribing their own teachings. Paper presented at the 35th International Conference on English Teaching and Learning, Hsinchu, National Tsing Hua University.
  10. Liu, M.-C. & Lin, L.-C. (2018). Reflecting on EFL teachers’ classroom English through self-transcribing their own teaching. Paper presented at 2018 英語學系學術研討會,屏東,屏東大學。
  11. Lin, L.-C. (2017). Teacher questioning in EFL classrooms: A pedagogical corpus analysis. Paper presented at the CULI International Conference, Bangkok, Thailand (supported by MOST105-2628-H-009-001-).
  12. Lin, L.-C. (2017). Designing a pedagogical corpus to support continuous development of EFL teachers’ English for Teaching Purposes. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (supported by MOST 105-2628-H-009-001-).
  13. Lin, L.-C. (2017). Using informational picture books to integrate English learning and curricular content: Pedagogical frameworks and activities. Paper presented at the 2017「國小學科內容與語言整合學習」研討會.
  14. Lin, L.-C. (2016). Crossing the border between ELT research and practice: Enhancing EFL teachers’ English for Teaching Purposes through research-based practices. Paper presented at the 3rd ESBB (English Scholars Beyond Boarders) Conference, Taichung, Taiwan. (supported by MOST 103-2410-H-009-013-)
  15. Lin, L.-C. (2016). Seeing what they said: Developing EFL teachers’ English for teaching purposes through transcribing their own lessons. Paper presented at the 4th International Conference on Foreign Language Learning and Teaching (FLLT 2016), Bangkok, Thailand. (supported by MOST 103-2410-H-009-013-)
  16. Lin, L.-C. (2016). ESP for EFL teachers: Developing EFL teachers’ English for Teaching Purposes. Paper presented at the 2016 Korean TESOL (KOTESOL) International Conference, Seoul, Korea (supported by MOST 104-2410-H-009-036-).
  17. Lin, L.-C. (2013). Teachers’ reading-aloud styles and students’ vocabulary learning in team-teaching elementary EFL classrooms. Paper presented at the Centre for English Language Communication International Symposium for English Teachers 2013, National University of Singapore, Singapore. (NSC 100-2410-H-009-043)
  18. Lin, L.-C. (2013). Story reading-aloud in team-teaching EFL classrooms. Paper presented at the 3rd International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand. (NSC 100-2410-H-009-043)
  19. Lin, L.-C. (2012). Effects of repeated listening to a story and word meaning explanations on new word learning by EFL children in Taiwan. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan. (NSC 99-2410-H-009-065-)
  20. Samsodiena, M., & Lin, L.-C. (2012). An integrated approach to reading in English: Peer tutoring and reactive-remedial learning in an EFL context. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conferenceand Asian Literacy Conference, Taiwan.
  21. Aucamp, J., & Lin, L.-C. (2012). The multi-dimensional reading method for young EFL students. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan.
  22. Lin, L.-C. (2012). Effects of repeated listening to a story on novel word learning by EFL learners in Taiwan. Proceedings of the 2012 International Symposium on Education and Psychology, Hong Kong. (NSC 99-2410-H-009-065-)
  23. Yu, W.-Y., & Lin, L.-C. (2012). Relationships between English proficiency, reading proficiency, and reading strategy use in Taiwanese EFL college students: A think-aloud study. Paper presented at the Sixth Conference on College English, Taiwan. (NSC 98-2410-H-009 -035 -)
  24. Lin, L.-C., & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master、s theses from 2003-2007. Proceedings of the 2010 Asian EFL Journal International Conference. Providence University, Taiwan.
  25. Chiang, Y.-C., & Lin, L.-C. (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers、 oral narratives. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  26. Chen, H.-L., & Lin, L.-C. (2010). Learning to spell unfamiliar words: The relevance of literacy skills and phonological awareness to Taiwanese EFL children、s spelling. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  27. Chiang, Y. –C. & Lin, L. C. (2008). Morphological and Syntactic Development in Taiwanese EFL Children’s Storytelling. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  28. Chiang, Y. –C. & Lin, L. C. (2008). Morphosyntactic Development in EFL Kids’ Narration. Paper presented at the 2008 Japan Association for Language Teaching, Tokyo, Japan.
  29. Lin, L. C. (2008). Preschool English vocabulary development in relation to vocabulary input. Abstract accepted for an oral presentation at the 2008 Japan Association for Language Teaching, Tokyo, Japan. (NSC 96-2411-H-009 -024 -)
  30. Lin, C.-H. & Lin, L. C. (2008). Narrative Development of Taiwanese EFL children: A First Glance at Children’s Chinese and English Frog Stories. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  31. Lin, L. C. (2007). Phonological patterns in typically developing Mandarin-English bilingual children. Paper presented at the 9th International Conference and Workshop on TEFL and Applied Linguistics (Ming Chuan University), Taiwan.
  32. Lin, L. C., & Johnson, C. (2005). Cross-language transfer of phonological awareness in Mandarin-English bilingual preschoolers*. Abstract accepted for an oral presentation in a paper session at the 2005 American Speech-Language and Hearing Association Conference, San Diego. (This presentation received the 2005 ASHA Student Research Travel Award.)
  33. Lin, L. C. & Johnson, C. J. (2005). “The boy is 、low、”: Effects of early English education on semantic development of Taiwanese Mandarin-English bilingual children. Abstract accepted for an oral presentation in a paper session at the Tenth International Congress for the Study of Child Language in Berlin, July 25-29. (This presentation received a conference travel grant from the Cultural Division, Taipei Economic and Cultural Office in Chicago.)
  34. Johnson, C. J., Hengst, J. A., Prior, P. A., Frame, S. R., & Lin, L. C. (2005). Underlying processes in early writing disorders in children with language impairments. Abstract accepted for a poster presentation at the Tenth International Congress for the Study of Child Language in Berlin, July 25-29, 2005.
  35. Lin, L. C. & Johnson, C. J. (2005). Language dependence or independence? An initial investigation of phonological patterns in Taiwanese Mandarin-English bilingual and Mandarin monolingual children with phonological disorders. Abstract accepted for an oral presentation at the 2005 International Child Phonology Conference in Fort Worth, Texas, July 16-17, 2005. (This presentation received a Graduate College conference travel grant from the Univ. of Illinois.)
  36. Lin, L. C. & Johnson, C. J. (2005). “Light and lamp are synonyms!”: Distributed characteristic of Taiwanese Mandarin-English bilingual preschoolers’ semantic knowledge*. Abstract accepted for presentation at the 26th annual Symposium on Research in Child Language Disorders in Madison, Wisconsin June 9-11, 2005. (This presentation received the 2005 SRCLD Student Research Travel Award.)
  37. Lin, L. C. (2005). “I know English, but I don’t know Chinese”: The distributed characteristics in vocabulary development of Taiwanese Mandarin-English bilingual preschoolers. Abstract accepted for presentation at the SLATE Student Symposium at the University of Illinois at Urbana-Champaign.
  38. Johnson, C., Hengst, J., Donahue, M., Prior, P., Frame, S., Lin, L., & Calvert, L. (2004, Sept. 2). Narrative writing intervention with computers for early elementary-school children with expressive language difficulties. Paper presented at the 26th World Congress of the International Association of Logopedics and Phoniatrics, Brisbane, Australia.
  39. Lin, L. C. & Johnson, C. J. (2003). Performances of Taiwanese monolingual & bilingual preschoolers on the PPVT. Poster presented at the 2003 American Speech-Language and Hearing Association Conference, Chicago. (Thispresentation received a Graduate College conference travel grant from the Univ. of Illinois.)
  40. Johnson, C. J., Hengst, J. A., Calvert, L. K., Lin, L. C., Donahue, M., & Prior, P. (2003). Story writing on computers for 2 first graders with language impairment. Poster presented at the 2003 American Speech-Language and Hearing Association Conference, Chicago.
  41. Lin, L. C., & Johnson, C. (2003). Phonological awareness of Taiwanese bilingual and monolingual children. Poster presented at the 2003 Child Phonology Conference, Vancouver, British Columbia, Canada.
  42. Fung, H., Miller, P. J., & Lin, L. C. (2002). Listening is active: Lessons from the narrative practices of Taiwanese families. Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development (ISSBD), Ottawa, Canada.

研究計畫

Research Projects:

  1. 109年度科技部專題研究計畫(一般研究計畫)。 透過放聲思考訓練和實踐發展英語教師後設認知的教學支持。109-2410-H-009-049-  
  2. 106年度科技部專題研究計畫(一般研究計畫)。英語教師之課堂提問語對學生應答之反饋:教學語料庫分析。106-2410-H-009-035
  3. 105年度科技部專題研究計畫(優秀年輕學者研究計畫)。建構和應用多媒體教學英語語料庫以協助英語教師教學英語之持續發展。105-2628-H-009-001
  4. 104年度科技部專題研究計畫(一般研究計畫)。以研究本位及介入反應模式之教學訓練增進職前與新進英語教師之教室語言質與量。104-2410-H-009-036
  5. 103年度科技部專題研究計畫(一般研究計畫)。以研究本位及介入反應模式之教學訓練增進職前與新進英語教師之教室語言質與量。104-2410-H-009-013
  6. 102年度科技部專題研究計畫(一般研究計畫)。實證為基礎之字彙與故事結構教學對提升國小學生英語閱讀理解能力之成效研究。102-2410-H-009-024
  7. 101年度科技部專題研究計畫(一般研究計畫)。國小英語協同教學課堂中教師故朗讀方法域學生自會學習成效。101-2410-H-009-029
  8. 100年度科技部專題研究計畫(新進人員研究計畫)。國小英語協同教學課堂中教師故事朗讀方法與學生字彙學習成效。101-2410-H-009-043
  9. 099年度科技部專題研究計畫(新進人員研究計畫)。重複聆聽故事及詞義解釋對國小低年級學生英語單字學習的影響。99-2410-H-009-065
  10. 098年度科技部專題研究計畫(新進人員研究計畫)。台灣國小學童中英文閱讀與寫作的發展與跨語言關係。98-2410-H-009-035
  11. 096年度科技部專題研究計畫(新進人員研究計畫)。詞彙輸入與跨語言雙語詞彙對學齡前英語詞彙發展的影響。96-2411-H-099-024
  12. Lin, L.-C. (2006). Effects of early English education on phonological awareness and language development of Taiwanese bilingual children. Unpublished doctoral dissertation, University of Illinois, Urbana. (This research project received the 2006 Student Research Grant in Early Childhood Language from the American Speech-Language-Hearing Foundation.)
  13. Lin, L.-C. (2004). A comparative study of lexical and metalinguistic development of Taiwanese bilingual and monolingual children. Unpublished master、s thesis, University of Illinois, Urbana. (This research project received 2001 Graduate College Mater’s Thesis/Project Grant, Univ. of Illinois.)

其他

Others:

Book Chapter
===================
  1.  Fung, H., Miller, P., & Lin, L. (2004). Listening is active: Lessons from the narrative practices of Taiwanese families. In M. W. Pratt & B. H. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 303-323). Mahwah, NJ: Lawrence Erlbaum Associates.
 
Translated Books
===================
  1. Carlson, D., & Carlson, H. (2002). 做自己的知己Zuo zi ji de zhi ji [Where is your head? Psychology for teenagers]. (I. -L. Hsieh & L. -C. Lin, Trans.). Beijing, China: Hwaling. (Original work published 1998).
  2. Carlson, D. & Carson, H. (2001). 做自己的知己Zuo zi ji de zhi ji [Where is your head? Psychology for teenagers] (I. –L Hsieh & L. –C. Lin, Trans.). Taipei, Taiwan: Han Yi Se Yin. (Original work published 1998).
Non-referred Articles
===================
  1. Lin, L. C. (2000). For the love of languages: Bilingual Parent Brochure 我愛學英語:雙語父母手冊. Jump Start Educational Institute. [Distributed to attendants in two symposiums sponsored by the Institute].
  2. Lin, L. C. (2005). For the Love of Languages: Early Childhood Bilingualism & Language Development學齡前中英雙語經驗與兒童語言發展. Biyong 家長教育專刊 [Biyong Education Magazines for Parents], Jump Start Educational Institute, 4.
  3. Lin, L. C. (1999). 創意英語科作業在英語教學上的運用[The use of creative English assignments in English Teaching]. 發展專業,迎向挑戰:八十七學年度教學研究集刊 [Collection of Teacher Research in 1998 Academic Year, Taipei Municipal Min-Tsuh Junior High School], 12-27.
  4. Lin, L. C. (1999). 實習制度可以是三贏[Teaching practicum could be a three-win policy]. 發展專業,迎向挑戰:八十七學年度教學研究集刊 [Collection of Teacher Research in 1998 Academic Year, Taipei Municipal Min-Tsuh Junior High School], 85-87.

獲獎紀錄

Awards:

2018、2012國立交通大學全校共同課程優良教學獎

2016科技部優秀年輕學者研究計畫

2011國立交通大學研究所優良教學獎

2010國立交通大學績優導師獎

2005美國伊利諾大學Phi Kappa Phi榮譽學會

2005美國語言聽力學會潛能學者(全美25名博士生及博士後學者)

2004美國語言聽力學會年度兒童語言研究計畫獎(全美一名)

2004美國伊利諾大學Elaine Paden傑出語言學研究獎

2003美國伊利諾大學Ehud and Hanie Yairi傑出國際學生獎

2001美國伊利諾大學全額獎學金