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EMI(English as a Medium of Instruction)為本校積極推動之教學模式,透過全英文模式授課,強化學生國際化視野與增強職場競爭力。林銘輝提到,在眾多全英語授課課堂上,教師最常遇見的問題,便是「學生對於全英語環境的恐懼」,可能會使學生不敢發言,或習慣以中文進行溝通。因此他強調在進行EMI時,學生對於自身英語能力的信心將會是一大關鍵。林銘輝分享自己的教學方式,起初會以簡易題型作提問,循序漸進的增強
題目困難度,建立學生自信心;對於學生課堂反應程度,則提出「Reinforcement Theory」(增強理論),透過Positive Reinforcement(正向強化)、Negative Reinforcement(負向強化)、Punishment(懲罰)、Extinction(削弱)等方式為學生需求制定適合方法,能改善課程互動品質,建議教師參考學生特質採用合宜手段,以激勵課堂互動與討論。


The interactive EMI classroom model, Professor Ming-Huei Lin shares his experiences

(Reported by Ting-Yu Huang, Tamkang campus)
On November 15 at noon, the Center for Teacher Professional Development TKU invited EMI center section chief, associate professor Ming-Huei Lin, to speak under the topic “Creating the interactive EMI class model: techniques as easy as 123”. Over 40 teachers were in attendance. English as a Medium of Instruction (EMI) is a teaching model that Tamkang is actively promoting, where courses are taught in English in order to enhance students’ international perspectives and boost their competitiveness in the job market.

Professor Lin mentioned that in most EMI classes, the most common problem teachers runs into is the fear that students have towards an EMI environment. This may make students afraid of speaking up, or they may be too used to communicating in Chinese. Thus he emphasizes that when using EMI, students’ confidence towards their own English skills will be key. Associate professor Lin shares his teaching methods, where he initially start with simple questions, and gradually increase their difficulty levels in order to establish students’ confidence. As for the degree of student response in the classroom, he proposed the reinforcement theory, where through positive reinforcement, negative reinforcement, punishment, and extinction and other approaches to set suitable methods for meet students’ needs, and improve the quality of interactions in the classroom. He suggests teachers refer to the students’ characteristics to use the appropriate measures to simulate classroom interactions and discussions.

Next, associate professor Lin provide 7 task-based teaching methods: information-gap, opinion-gap, reasoning-gap, unfocused, focused, input- providing and output-providing. Optimally, each task can be designed to be 15-20 minutes in length, and the task chosen can be based on the design and theme of the course. Through these, the students can be trained to use actual language to carry out the exchange and application of knowledge, thus enhancing students’ motivation and the results for their learning. Lecturer Yuan-Ching Wang from the Department of Artificial Intelligence said that he has thought about using EMI as his main teaching aim in the future, and he felt he has learnt a lot from the techniques the speaker spoke of. The enhancement of theories in particular left an impression on him, as it could allow adjustments to be made to deal with problems that can come up during the teaching process, and can make student learning even more effective.

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