Prompt noun的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列包括賽程、直播線上看和比分戰績懶人包

探討手機輔助大學英文作文課單字學習

為了解決Prompt noun的問題，作者江嫚洛 這樣論述：

In second or foreign language learning, teachers of college English writing class may aim to enhance students’ knowledge of academic word list (AWL) and phrases (collocations) so that students could improve their English writing ability. While single words used in the academic text are crucial to m

aster, multi-word units in academic discourse can assist college students in processing English chunks more efficiently for communication. Thus, academic formulaic sequences (FS) gradually become more common and important in writing instruction. However, few studies discuss their application to teac

h English writing via cell phones. Meanwhile, mobile-assisted language learning (MALL) has become a popular and acceptable teaching strategy for teachers using for in-class and out-of-class learning. To harness the power of MALL for college English writing, this study applied smartphone Apps to teac

h academic words for English writing, hoping to foster learner autonomy and learning sustainability beyond the classroom instruction.In this study, a group of college English major freshmen participated in a year-long required writing course. After a pilot study in its first semester with twenty-sev

en students, twenty-six EFL participants went through pretest, four-week treatment, and posttest in the main study. In the treatment, 40 task-based academic words (with some grammatical collocations) were designed using smartphone-based Quizlet units and practiced out of the class by the students in

dividually, combined with in-class pair-writing practices. Two vocabulary tests (meaning recall of AWL and gap-filling) and one writing task served as assessment at the pretest and posttest stages with an evaluation questionnaire. We found students improved their AWL knowledge after four-week Quizle

t lesson. The scores of two posttest vocabulary tests obviously increased (68.50 to 73.97 and 47.38 to 55.12). At the same time, the analysis of students’ in-class writing showed that they used more academic words in their writing and improved their essays lengths. It indicated that it was effective

after they learned academic words through four-week Quizlet lessons. In addition to autonomous learning, students said they also enjoyed writing with peers in class because they could do brainstorming and memorize taught words.The results showed that the mobile phone assisted learning of English ac

ademic words is feasible and helpful to improve students' writing quality, but it lacked the comparison between the experimental group and the control group. Although students thought individual Quizlet practices and pair writing exercises were both helpful for learning academic words, it was diffic

ult to tell which learning style worked better. In the future, we hope we can design better courses and research methods to track students' learning process.

華語三聲變調習得的實證性證據

為了解決Prompt noun的問題，作者劉晉廷 這樣論述：

本研究透過習得中文孩童對三聲不變調的產出及理解來探討孩童三聲變調的習得發展。三聲不變調和隨意三聲變調的表現在表層環境重疊，因此產生了可學性問題。也就是說，當孩童遇到了三聲不變調的例子，他們要怎麼知道這是一個真正的三聲不變調，而不是一個表層結構剛好是不變調的隨意三聲變調？本研究做了三個實驗以進一步釐清這個問題。為了瞭解三聲不變調的表現，第一個實驗探究以中文為母語的成人如何產出三聲不變調。焦點特別放在三聲變調的環境中，第一個三聲正好是主題句或是形容詞子句中被修飾的名詞。37位成人參與了朗讀實驗。他們必須朗誦出六十個中文句子，其中包含了十句主題句、二十句形容詞子句及三十句的填充句。實驗結果顯示，雖

然句子長度會影響聲調表現，但受試者大多將關鍵的音節發為三聲；這樣的三聲不變調結果較支持Chen(2000)所提出的最小韻律單位分析，因為此分析建立在音系單位上，而音系單位的劃分是會受句子長度影響而有所不同。在建立成人三聲不變調的標準後，第二個實驗探索習得中文為母語孩童的三聲不變調產出。長期觀察的資料是來自三位孩童在一歲六個月至三歲十一個月之間的語言產出。撰寫分析結果顯示，三位孩童三聲變調的平均正確率高達98.55%。其中有三個三聲變調的環境和主題句有關；有兩個三聲變調的環境和形容詞子句有關。聲調判斷人員認為這五個句子中的關鍵音節皆為三聲。這樣的結果顯示，孩童在三歲前就已習得三聲不變調，並為早期

三聲變調習得的主張提供佐證。我主張Wang(2011)無法觀察到兒童早期三聲變調習得的原因是因為她使用的實驗方法太困難。為了驗證此假說，本研究第三個實驗採取較不會消耗孩童理解資源的理解作業。在這個實驗中，二十位年齡介於三歲九個月至四歲三個月的孩童（平均為四歲整）及五十六位成人需要判斷他們所聽到的句子是否符合所看到的圖片。而三聲不變調的知識將會影響他們對句子的理解。結果顯示，在含有三聲不變調的主題句的理解上，四歲孩童和成人並無不同。這樣的結果為早期三聲變調習得的主張提供進一步證據。同時，本實驗結果較支持衍生學派所提出的語言習得理論，因為此理論成功地預測習得中文孩童的三聲不變調的習得進展。本研究的

實驗結果提供了以下四點結論：1) Chen (2000)的最小韻律單位分析可以同時解釋中文三聲變調和三聲不變調的現象；2) Wang (2011)無法觀察到早期三聲變調習得是因為她的實驗方法消耗了孩童太多的理解資源，進一步影響他們的語言表現；3) 使用基礎學派的語言習得理論 ( e.g. Tomasello, 2003)無法解釋本研究結果，因為三聲不變調出現的環境是三聲變調的子集，所以早期的三聲不變調習得無法單靠經語言經驗解釋；4) 衍生學派的語言習得理論 (e.g. Chomsky, 1981)可以解釋本研究結果，因為抽象的詞類被視為普通語法的一部份，所以可以在孩童早期時協助他們習得三聲不變

調。