Hostname: page-component-cb9f654ff-p5m67 Total loading time: 0 Render date: 2025-08-19T14:01:52.733Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on English teaching and learning: Taiwan (2004–2009)

Published online by Cambridge University Press:  24 February 2012

Suchiao Chen  and
Yachin Tsai
Suchiao Chen
Affiliation:
National Taiwan University of Science and Technology, Taiwansuchiao@mail.ntust.edu.tw
Yachin Tsai
Affiliation:
National Chiayi University, Taiwantsai@mail.ncyu.edu.tw
Get access Rights & Permissions [Opens in a new window]

Abstract

This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004–2009. Representative articles published in local refereed journals and conference proceedings – not readily accessible outside Taiwan – are reviewed to reflect current trends in English teaching and learning. The main themes discussed include English-in-education policy and curriculum, research on English-skills development, and assessment.

The analysis presented here highlights the fact that research in Taiwan not only follows international trends but also satisfies specific needs in local sociolinguistic contexts. Additionally, this paper sheds light on why the international readership of this locally conducted research remains very limited, and concludes by outlining the challenges that researchers face and the gradually shifting status of English in Taiwan in this increasingly globalized world.

Information

Type
A Country in Focus
Information
Language Teaching , Volume 45 , Issue 2 , April 2012 , pp. 180 - 201
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal 75, 460–472.CrossRefGoogle Scholar
Blanton, L. (1992). A holistic approach to college ESL: Integrating language and content. ELT Journal 46.3, 285–293.CrossRefGoogle Scholar
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Chang, C. H. & Yu, W. M. (2004). 國 中 基 測 ， 十 萬 人 考 不 到 百 分 [Ten thousand junior high students receive less than 100 in the Basic Academic Competence Test]. United Daily News, A6.Google Scholar
Chang, C. S. (2004). An investigation of listening support on test-takers’ performance in EFL listening tests. Selected Papers from the Thirteenth International Symposium on English Teaching. Taipei: Crane, 239–249.Google Scholar
Chang, C. S. (2005). The effect of lexical support in EFL listening comprehension tests. Proceedings of the 22nd International Conference on English Teaching and Learning in the Republic of China. Taipei: Crane, 13–27.Google Scholar
Chang, C. S. (2006). The impact of vocabulary preparation on L2 listening. Proceedings of the 23rd International Conference on English Teaching and Learning in the Republic of China. Taipei: Kaun Tang International Publications Ltd., 33–45.Google Scholar
Chang, F. C., Chang, S. I. & Hsu, H. F. (2009). Self- and peer-proofreading for EFL young beginning writers. Taiwan Journal of TESOL 6, 23–51.Google Scholar
Chang, S. J. (2004). An empirical study of a direct approach to English conversation instruction. English Teaching & Learning 28.3, 53–83.Google Scholar
Chang, W. C., Yeh, H. N., Joe, S. G., You, Y. L., Chern, C. L. & Liaw, M. L. (2007). 台 灣 英 語 教 育 政 策 對 英 語 教 學 影 響 調 查 研 究 [Research on English-in-education policies and their effects on English teaching]. The Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 672–686.Google Scholar
Chang, W. C., Joe, S. G., Liaw, M. L., Yeh, H. N., Chern, C. L., You, Y. L. & Huang, C. C. (2009). 我 國 英 語 教 育 政 策 與 教 學 之 影 響. [English education policies and effects on teaching]. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 19–20.Google Scholar
Chang, Y. L. (2005). A study on college students’ timed reading strategy use. Selected Papers from the Fourteenth International Symposium on English Teaching. Taipei: Crane, 282–291.Google Scholar
Chang, Y. Y., Liao, Y. P., Welsh, S., Wu, Y. C., Liu, P. C., Venhuizen, C., Chen, C. W. & Chen, Y. R. (2006). Teaching subject courses in English: Threats or opportunities for EFL college students in Taiwan. The Proceedings of 2006 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 35–44.Google Scholar
Chao, C. (2004). Constructing a language learning environment for the new century: The theoretical framework underlying the foreign language self-learning center at Soochow University. Soochow Journal of Foreign Languages and Literatures 18, 1–16.Google Scholar
Chao, C. (2005). Encouraging self-regulated EFL learning in Taiwanese higher education: Activity types and analysis. English Teaching & Learning 29, 1–20.Google Scholar
Chao, Y. G. & Cheng, Y. P. (2004). Listening difficulties of Taiwanese EFL students in senior high schools. Selected Papers from the Thirteenth International Symposium on English Teaching. Taipei: Crane, 250–258.Google Scholar
Chao, Y. G. & Chien, L. Y. (2005). College English majors’ listening strategies and difficulties while taking TOEFL. Selected Papers from the Fourteenth International Symposium on English Teaching. Taipei: Crane, 292–301.Google Scholar
Chen, C. Y. (2006). College students’ perception of the impact of graduation English proficiency benchmarks, GEPT and further English learning. Selected Papers from the Fifteenth International Symposium on English Teaching. Taipei: Crane, 239–249.Google Scholar
Chen, H. H., Chiu, S. T. L. & Liao, P. (2009). Analyzing the grammar feedback of two automated writing evaluation systems: My Access! and Criterion. English Teaching & Learning 33, 1–43.Google Scholar
Chen, H. J. (2009). Examining the scoring accuracy and feedback quality of an automated essay evaluation program. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 121–135.Google Scholar
Chen, I. J. & Huang, S. H. (2007). High-intermediate English proficiency learners’ reading strategy use in comprehending different passages: A case study. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China. Taipei: ELT Publishing Co., 443–454.Google Scholar
Chen, M. & Johnson, D. (2004). Graduation English language proficiency benchmarks in Taiwan – Issues and problems. The Proceedings of 2004 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 136–147.Google Scholar
Chen, S. C. (2006). Simultaneous promotion of indigenisation and internationalisation: New language-in-education policy in Taiwan. Language and Education: An International Journal 20, 322–337.CrossRefGoogle Scholar
Chen, S. C. (2010). Multilingualism in Taiwan. International Journal of the Sociology of Language 205, 79–104.Google Scholar
Chen, S. W. & Liu, G. Z. (2007). The impact of English exit policy on motivation and motivated learning behaviors. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China. Taipei: ELT Publishing Co., 104–110.Google Scholar
Chen, Y. L. & Huang, C. P. (2005). Effects of integrated and holistic pronunciation instruction on students’ explicit knowledge about English phonology and oral performance. English Teaching & Learning 29, 65–86.Google Scholar
Cheng, F. W. & Chen, Y. M. (2009). Taiwanese argumentation skills: Contrastive rhetoric perspective. Taiwan International ESP Journal 1, 23–50.Google Scholar
Cheng, W. W. & Lee, M. L. (2009). Students' perspectives toward the management of a self-access learning center. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 271–277.Google Scholar
Cheng, Y. S. (2005). EFL learners’ listening comprehension anxiety. English Teaching & Learning 29, 25–44.Google Scholar
Cheung, H. (2006). 語 言 學 門 熱 門 及 前 瞻 學 術 研 究 議 題 調 查 計 畫 [Investigation of pioneering topics in linguistic research]. Taipei: National Science Council.Google Scholar
Cheung, Y. L. (2011). Critical feedback on peer review research. Procedia – Social and Behavior Sciences 15, 535–538.CrossRefGoogle Scholar
China Post (2011). More high school students take second foreign language. www.chinapost.com.tw/taiwan/national/national-news/2011/08/31/315109/More-high.htmGoogle Scholar
Chiu, C. H. (2009). The application of summarization technology in an EFL classroom. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Taipei: Hsinchu: National Tsing Hua University, 295–306.Google Scholar
Chou, H. N. (2009). Students’ perceptions of GTA instruction of the English listening lab. English Teaching & Learning 33, 35–83.Google Scholar
Chou, S. Y. & Chen, Y. M. (2009). A study of cloze test items in scholastic aptitude English test and department required English test. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 332–342.Google Scholar
Chu, H. M., Yu, Y. Y., Chang, H. T., Ting, L., Yu, C. & Hu, C. F. (2007). Effectiveness of phonological remediation for children with poor English word reading abilities. English Teaching & Learning 31, 85–125.Google Scholar
Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching 39, 1–14.CrossRefGoogle Scholar
Fan, Y. S. & Chen, Y. M. (2008). A comparison of department required English test and scholastic aptitude English test. Proceedings of the 25th International Conference on English Teaching and Learning in the Republic of China. Chia-yi: National Chung Cheng University, C12, 1–13.Google Scholar
Fang, Y. C. (2006). English language assessment: A report of TOEIC test results of Taiwanese students. The Proceedings of 2006 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 126–129.Google Scholar
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal 75, 173–180.CrossRefGoogle Scholar
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press.Google Scholar
Government Information Office (2002). Challenge 2008: The six-year national development plan. Taipei: Government Information Office.Google Scholar
HillocksG., Jr G., Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: NCTE.Google Scholar
Hsu, J. Y. & Hsu, L. C. (2007). Teaching lexical collocations to enhance listening comprehension of English majors in a technological university of Taiwan. Soochow Journal of Foreign Languages and Literatures 24, 1–33.Google Scholar
Hsu, Y. K. & Chen, Y. H. (2007). EFL teachers’ perceptions and practices regarding the implementation of remedial instruction for underachievers. English Teaching & Learning 31, 1–43.Google Scholar
Huang, H. C., Chern, C. L. & Lin, C. C. (2006). EFL learners’ online reading strategies: A comparison between high and low EFL proficient readers. English Teaching & Learning 30, 1–22.Google Scholar
Huang, H. L. & Chen, W. H. (2009). The effects of storytelling approach on English learning motivation of low achievers in junior high school. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 428–443.Google Scholar
Huang, H. T. & Liou, H. C. (2004). Effects on an online extensive reading syllabus on EFL college students' incidental vocabulary learning. Proceedings of the 21st International Conference on English Teaching and Learning in the Republic of China. Taichuang: Chaoyang University of Technology, 127–140.Google Scholar
Huang, H. T. & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology 11.3, 64–82.Google Scholar
Juan, L. & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning 32, 41–83.Google Scholar
Kachru, B. (1992). Teaching world Englishes. In Kachru, B. (ed.), The other tongue: English across cultures. Chicago, IL: University of Illinois Press, 355–366.Google Scholar
Kuo, F. L. & Chiang, H. K. (2005). A comparative study of pause patterns in different oral tasks. Selected Papers from the Fourteenth International Symposium on English Teaching. Taipei: Crane, 376–385.Google Scholar
Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In Coady, J. & Huckin, T. (eds.), Second language vocabulary acquisition. Cambridge: Cambridge University Press, 20–34.Google Scholar
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Canadian Modern Language Review 59.4, 565–585.CrossRefGoogle Scholar
Law, W. W. (2004). Translating globalization and democratization into local policy: Educational reform in Hong Kong and Taiwan. International Review of Education 50.5–6, 497–524.CrossRefGoogle Scholar
Lee, Y. H., Leu, E. S., Shih, Y. L. & Yu, C. F. (2009). How to facilitate learning among low achievers in Freshman English course. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 21–30.Google Scholar
Leipzig, D. H. (2001). What is reading? www.readingrockets.org/articles/352Google Scholar
Levelt, W. J. M., Roelofs, A. & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences 22, 1–75.CrossRefGoogle ScholarPubMed
Li, M. C. & Chen, C. Y. (2005). The effect of planning on speaking assessment scores. English Teaching & Learning 30.1, 41–67.Google Scholar
Lin, H. C., Ho, M. H. & Chien, S. C. (2009). Listening, speaking and reading for writing: Holistic pedagogies for an advanced writing course. Proceedings of the 26th Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 560–569.Google Scholar
Lin, S. H. & Liao, M. T. (2009). Effects of the interactive journal writing project on English writing for junior high school students. Selected Papers from the Eighteenth International Symposium on English Teaching. Taipei: Crane, 406–419.Google Scholar
Lin, Y. F. (2006). The effect of oral-written dialogue journals on speaking in EFL students. Taiwan Journal of TESOL 3, 51–92.Google Scholar
Liou, H. C., Chen, Y. R., Yu, L. T. & Chang, J. S. (2009). Development of an online concordancer for primary school students. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 43–48.Google Scholar
Lo, H. Y., Liou, H. C. & Vongpumivitch, V. (2007). Development of an online English listening website: What can corpus-based text statistics and EFL learners’ records of online activities offer? The Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 395–406.Google Scholar
Lu, J. H. (2007). Students’ perceptions regarding English proficiency testing at a selected university of technology in Taiwan. The Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 407–418.Google Scholar
Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes 10, 79–88.CrossRefGoogle Scholar
Ma, T. M. & Li, S. F. (2009). Bridging test construct and beneficial washback effects: Revising the GEPT high-intermediate reading test. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 612–624.Google Scholar
Min, H. T. (2007). The impact of peer review training on reviewer stances in an EFL writing class. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China. Taipei: ELT Publishing Co., 376–391.Google Scholar
Min, H. T. (2009). Peer review training and teacher feedback. Proceedings of the 26th International Conference on English Teaching and Learning in the Republic of China. Hsinchu: National Tsing Hua University, 625–629.Google Scholar
Min, H. T. & Hsu, W. S. (2008). The impact of supplemental reading on vocabulary acquisition and retention with EFL learners in Taiwan. Journal of National Taiwan Normal University 53, 83–115.Google Scholar
Ministry of Education (2003). 92 年 課 程 綱 要 [The nine-year joint curricular plan language arts guidelines]. http://teach.eje.edu.tw/9CC2/9cc_92.phpGoogle Scholar
My Access! (2011). www.myaccess.com/myaccess/do/logGoogle Scholar
Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle.Google Scholar
Pai, C. W. & Liou, H. C. (2009). Collaborative writing with blogs and wikis in EFL college context. The Proceedings of 2009 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 368–377.Google Scholar
Sauve, V. L. (2002). Storyweavers: Holistic education for ESL/EFL learners. TESL Canada Journal 20, 89–112.CrossRefGoogle Scholar
Shang, H. F. (2004). An investigation of cognitive operations on L2 listening comprehension performance: An exploratory study. The Proceedings of 2004 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 428–438.Google Scholar
Shang, H. F. (2008). The effects of reading strategy use and self-efficacy on reading comprehension. Proceedings of the 25th International Conference on English Teaching and Learning in the Republic of China. Chia-yi: National Chung Cheng University, C36, 1–16.Google Scholar
Shen, Y. S. & Yuan, C. M. (2005). Applying extensive reading in freshmen English reading course at college level. The Proceedings of 2005 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 331–341.Google Scholar
Shih, C. C. & Wei, F. H. (2008). An analysis of a general English proficiency test bank. Selected Papers from the Seventeenth International Symposium on English Teaching. Taipei: Crane, 557–566.Google Scholar
Shih, C. M. (2008). Critical language testing: A case study of the General English Proficiency Test. English Teaching & Learning 32, 1–34.Google Scholar
Su, F. H. (2000). New goal orientation of English education for young EFL learners. The Proceedings of the Conference of ELT Curriculum for Young Learners in East Asia. Taipei: National Taiwan Normal University, 107–120.Google Scholar
Sun, X. T., Liu, W. L. & Hung, M. S. (2009). The effects of various reading strategies on EFL learners’ reading comprehension. The Proceedings of 2009 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 412–423.Google Scholar
Taga, A. (1976). Historical documents of modern Chinese education: The Republic of China (Vols. 1 & 2). Taipei: Crane.Google Scholar
Teng, H. C. (2007). Listening styles and EFL listening proficiency. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China. Taipei: ELT Publishing Co., 202–211.Google Scholar
Teng, S. C., Kuo, C. Y., Wang, C. H. & Chang, M. C. (2006). Teachers’ perceptions of the General English Proficiency Test and its impacts. The Proceedings of 2006 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 339–346.Google Scholar
Teng, S. C & Wang, C. (2009). Teachers beliefs about using English as the medium of instruction and their teaching techniques. The Proceedings of 2009 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 441–451.Google Scholar
Tsai, Y. C. (2009). Asynchronous peer review and revision: On written argument. Saarbrücken, Germany: VDM.Google Scholar
Tsao, F. F. (2000). The language planning situations in Taiwan. In Kaplan, R. B. & Baldauf, R. B. Jr. (eds.), Language planning in Nepal, Taiwan and Sweden. Clevedon, UK: Multilingual Matters, 60–106.Google Scholar
Tsao, F. F. (2004a). Prospects of English teaching in elementary schools. Paper presented at The Conference on Cross-Strait English Language Teaching. National Chiayi University, Taiwan.Google Scholar
Tsao, F. F. (2004b). 利 用 閱 讀 教 育 突 破 在 台 灣 教 授 英 語 的 困 境 – 語 言 規 劃 的 觀 點 [How to achieve a breakthrough in English learning in an EFL context like Taiwan]. English Teaching & Learning 28.3, 1–16.Google Scholar
Tse, K. P. (1987). Language planning and English as a foreign language in middle school education in the Republic of China. Taipei: Crane.Google Scholar
Tseng, C. T. (2008). A task-based, skill-integrated, and metacognitive approach to oral English proficiency training among senior AFL college students: A case study. The Proceedings of 2008 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 605–615.Google Scholar
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching 40, 191–210.CrossRefGoogle Scholar
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals 31, 67–80.CrossRefGoogle Scholar
Vongpumivitch, V. (2007a). Research on EFL listening assessment in Taiwan: Current issues and future directions. English Teaching & Learning 31, 63–100.Google Scholar
Vongpumivitch, V. (2007b). Research on EFL speaking assessment in Taiwan: Current issues and future directions. English Teaching & Learning 31, 127–163.Google Scholar
Wang, H. & Huang, H. C. (2006). 語 言 學 門 國 內 期 刊 國 際 定 位 之 研 究 [A study on the roles of Taiwanese linguistic journals in international contexts]. Taipei: National Science Council.Google Scholar
Wang, M. J. (2004). A study on online peer feedback. English Teaching & Learning 29, 63–77.Google Scholar
Wasik, B. A. & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly 28, 179–200.CrossRefGoogle Scholar
Watson, K., Barker, L. & Weaver, J. (1995). The listening styles profile (LSP-16): Development and validation of an instrument to assess four listening styles. International Journal of Listening 9, 1–13.CrossRefGoogle Scholar
Winstead, L. (2004). Increasing academic motivation and cognition in reading, writing and mathematics: Meaning-making strategies. Educational Research Quarterly 28.2, 29–47.Google Scholar
WriteToLearn (2011). www.writetolearn.netGoogle Scholar
Wu, M. C. & Chen, S. H. (2006). The effects of two early reading training programs on word recognition in Taiwanese EFL young poor readers. English Teaching & Learning 30, 61–80.Google Scholar
Wu, R. W. (2005). Effect of familiarity on spoken performance in a picture description task. Proceedings of the 22nd International Conference on English Teaching and Learning in the Republic of China. Taipei: Crane, 330–341.Google Scholar
Wu, R. W. (2007). English language assessment in Taiwan: Where do we go from here? The Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics. Taipei: Crane, 574–586.Google Scholar
Wu, R. W. (2008). An investigation of the relationships between strategy use and GEPT test performance. English Teaching & Learning 32, 35–69.Google Scholar
Wu, R. W. & Lin, C. W. (2008). Assessing English proficiency at advanced level: Testers’ feedback to teaching. Proceedings of the 25th International Conference on English Teaching and Learning in the Republic of China. Chia-yi: National Chung Cheng University, C50, 1–18.Google Scholar
Yeh, C. C. (2007). Graduate students’ use of hedging devices. Taiwan Journal of TESOL 4, 25–42.Google Scholar
Yeh, C. C. (2009). Student researchers’ citation behavior. Taiwan Journal of TESOL 6, 1–21.Google Scholar
Yeh, H. N. (2000). Implementation of English portfolio assessment in primary and junior schools. Journal of Caves English Teaching (CET) 30, 11–14.Google Scholar
Yu, C. F. (2005). Soochow's self-directed learning website. Soochow Journal of Foreign Languages and Literatures 20, 111–140.Google Scholar
Yu, C. F. (2008). A study on the freshman English remedial program that employs blended-teaching/learning. Soochow Journal of Foreign Languages and Literatures 26, 1–29.Google Scholar
Zapparoli, R. & Su, I. R. (2007). Rethinking Taiwan's grade one English curriculum. Selected Papers from the Sixteenth International Symposium on English Teaching. Taipei: Crane, 603–614.Google Scholar
Zhao, H. (2007). Asian students and the timed essay test: Can they do it well? Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China. Taipei: ELT Publishing Co, 392–399.Google Scholar