主講 員

此次共邀請三位主講人

Dr. John S. Dunn. Jr.教授

Dr. Lazar, Michelle M.教授

Dr. Grover Kuang Hsiung Yu

主講員學經歷及著作

John S. Dunn, jr.

Dr. John S. Dunn, jr. currently is working at the Eastern Michigan University; Department of English Language & Literature. He is also the Associate Director of the Writing Program, and Graduate Faculty in Written Communication.  His research and teaching interest include writing assessment, public policy toward higher education, literacy and identity theory, second language literacy, world Englishes, comparative higher education policy, genre theory, non-narrative text structure, prose style, English education, composition research methodologies, historiographies of composition studies, rhetorical history since 1700, composition theory, writing program administration, composition pedagogies, argumentation, rhetorical criticism, language standardization, writing across the curriculum, literary nonfiction and the essay, rhetorics of science and technology.

RESEARCH ACTIVITIES

• Research Associate: “Literacy Development Among Undergraduates: Data Collection from an Academic Support Services Program,” multi-year funded study of undergraduate writing, Academic Projects Center, Eastern Michigan University, Summer 2007—present.
• Research Associate: “Longitudinal Assessment of Undergraduate Writing Development,” two-year grant-funded project administered by IUP’s Liberal Studies Program; performed text analysis on selected composition placement tests and upper-division writing samples; Summer 2005–Summer 2007.
• Co-Principle Investigator: “The Implications for Post-Secondary Writing Assessment and Writing Across the Curriculum of the P-16 Collaboration Movement in Educational Policy,” multi-year research project funded for $5000 by the National Council of Teachers of English through the Conference on College Composition and Communication; Michael M. Williamson, Co-Principle Investigator; Summer 2004–Summer 2006.
• Doctoral Intern: Competitively awarded ten-week fellowship in the Educational Policy Research Division of ACT, Inc., Iowa City, IA; Diane L. Schnelker, Mentor; Summer 2004.
• Graduate Research Assistant: “Seeds of Science/Roots of Reading: An Empirical Study of Scientific Reasoning and Emergent Literacy at the Elementary Level,” three-year research project funded for $250,000 by the National Science Foundation in collaboration with the Lawrence Hall of Science, University of California at Berkeley, and the Department of English, Indiana University of Pennsylvania; David I. Hanauer, Senior Researcher; Fall 2003–Summer 2004.
• Composition Program Placement Testing Prompt Designer: Conceived, researched, developed, pilot-tested, and implemented new writing prompts for use in the placement testing of first-year students in the composition program at Indiana University of Pennsylvania; these prompts have been used so far to successfully place over 7500 students on IUP’s three undergraduate campuses; Summer 2003–2007.

PUBLICATIONS AND CONFERENCE PAPERS

• “Challenging Textual Power with 'Powerful Texts': Some Observations on Using Self-Published Composition Texts to Alter Established Authority in a Large Writing Program.” Accepted for The Conference on College Composition and Communication 2009.
• “Wiki Technologies and the New Work of Composing Knowledge, Literacy, and Instutinonal Identity with University Writing Programs.” The Watson Conference on Literacy, University of Louisville, 2008.
• "When Rhetoricians Become Rhetors: Adapting the Technical Knowledge of Rhetoric and Composition Studies to Public Audiences in Education Policy Reform Debates." Rhetoric Society of America, 2008.
• "Contemporary Public Policy Debates on Higher Education Reform: The New Rhetoric of Education Policy Reports." The Promise of Reason: The New Rhetoric After 50 Years, University of Oregon, 2008.
• “The Professional Identity of Literacy Educators and the Ethos of American Higher Education: Conflicting Value Systems in the Genre of Education Reform Policy Reports.” The Conference on College Composition and Communication 2007.
• “Understanding the Stratification of Writing Instruction from the Perspective of American Public Policy Toward Higher Education: Some Implications of Consumerism and Educational Credentialism for Composition Pedagogy and the Field of Composition Studies.” Accepted for The Modern Language Association National Convention 2006.
• “Policy Argument and Contemporary Higher Education Reform: The Interplay of Public, Personal, and Technical Spheres in the Discourse of the P-16 Movement.” Accepted for The Rhetoric Society of America Convention 2006.
• “Giving Voice to Our Coalitions: The Role of NCTE/CCCC Position Statements in Shaping the Professional Identity of Composition Studies and Their Implications for Recent Education Policy Reforms.” Accepted for The Conference on College Composition and Communication 2006.
•  “Literacy Assessment and P-16 Collaboration: Trends, Challenges, and Opportunities” Accepted for The National Council of Teachers of English Convention 2005.
•  “Historical Trends in Access to American Higher Education and the Gate-keeping Role of Post-Secondary English Composition Courses.” Accepted for The Conference on College Composition and Communication 2005.
•  “The Historical Context of High-Stakes Writing Assessment.” Accepted for The Conference on College Composition and Communication 2004.
• Book Review, “Review of (Re)Articulating Writing Assessment, by Brian Huot” (co-authored with Michael M. Williamson). Assessing Writing (Summer 2004).
•  “Service Learning and Identity Formation in College Writing Pedagogies.” Accepted for The Conference on College Composition and Communication 2002.
• Grant proposal, “Faculty Development for Writing Across Curriculum in the Colleges of the Fenway” (co-authored with Neal Lerner and others). Davis Foundation and Emmanuel College, 2001.
• Grant proposal, “English Department Publishing Technology Laboratory” (funded for $6500). Yawkey Foundation and Emmanuel College, 2001.
•  “The Role of Transition Programs in Supporting At-Risk College Students: Some Models from Across the Country (and Close to Home)” (co-authored with Jeanne Trubek). Accepted for The Annual Conference of the Massachusetts Society of High School Guidance Counselors, April 2000.
• Faculty Seminar, “Strategies for Scholarly Productivity” (co-authored with Lisa Stepanski). Emmanuel College, September 1999.

SCHOLARSHIP

• Book Manuscript: The Rhetoric of Higher Education Reform: Persuasion and Public Policy Discourse. In preparation for Hampton Press, 2010.
• Book Manuscript: When Assessment and Reform Converge: Studies in the History of American Higher Education Policy. Anticipated completion date: 2012.

TEACHING EXPERIENCE

Recent Courses Taught

• Graduate Seminar in Rhetoric and Composition Theory (Eastern Michigan University)
• Graduate Seminar in Composition Pedagogy (Eastern Michigan University)
• Undergraduate Advanced Composition (Eastern Michigan University)
• Undergraduate Research Writing (Eastern Michigan University)
• Undergraduate Basic Writing (Eastern Michigan University)

Previous Courses Taught

• Senior Seminar in Editing and Publishing: project-based pedagogy with students working in teams to report, edit, and publish print and on-line versions of the campus’s student newspaper and literary magazine using a publishing technology micro-computer lab acquired through grant funding (at Emmanuel College).
• Advanced Composition–Business and Technical Communication: project-based pedagogy with students working in teams to compose documents for actual clients on campus, including promotional brochures for several academic departments and a user manual for a recently purchased digital camera (at Emmanuel College).
• Advanced Composition–Literary Nonfiction: pedagogy designed to introduce students to genre conventions of research-based nonfiction narrative and the personal essay; emphasis on qualitative research methodologies; portfolio grading (at Emmanuel College).
• Advanced Composition–Creative Writing: pedagogy designed to introduce genre conventions of literary narrative, poetry, memoir, and screen plays; emphasis on collaborative learning, workshop format, and oral interpretation; portfolio grading (at Emmanuel College).
• Intermediate Research Writing: pedagogy designed to introduce library research methods and help students understand the genre conventions of writing in their majors (at Indiana University of Pennsylvania).
• Introductory Research Writing: versions taught using argumentation, genre-based, and introduction-to-academic-discourse pedagogies (at five different institutions).
• Introduction to Cultural Interpretation: pedagogy designed to introduce academic discourse through the analysis of cultural and literary texts using various critical theories (at Carnegie Mellon University).
• Introduction to Literature: pedagogy based on book-club format with students choosing own readings in consultation with the instructor and using structured journal writing and small-group discussion to apply various reading strategies and to discover place of literary reading in their lives (at Indiana University of Pennsylvania).
• First-Year Composition: versions taught using expressivist, rhetorical, genre-based, and introduction-to-academic-discourse pedagogies; emphasis on one-to-one conferencing, with an average of 750 individual conferences per semester (at seven different institutions).

PROFESSIONAL, ADMINISTRATIVE, AND SERVICE ACTIVITIES

• Committee Member: Liberal Studies Committee, Department of English, Indiana University of Pennsylvania; gathered and analyzed data on program-wide teaching practices; composed instructional materials on pedagogy to support writing faculty; Fall 2005–Summer 2007.
• Free-lance Prompt Writer: Graduate Management Admission Test, administered by ACT, Inc.; researched and composed prompts calling for argumentative writing on topics related to business management, marketing, and retail sales; Fall 2004.
• Coordinator: English Graduate Student Research Network, sponsored by IUP’s English Graduate Organization, a forum for graduate students and faculty to meet and discuss informally topics of research, scholarship, and publishing; Fall 2003–Summer 2007.
• Committee Member: Student Learning Outcomes Subcommittee, Middle States Association of Schools and Colleges Institutional Re-accreditation Project, Office of the Dean, Indiana University of Pennsylvania; Fall 2003–present.
• Essay Rater: English Composition Placement Testing Program, Department of English, Indiana University of Pennsylvania; Summer 2003–present.
• Chairperson: Faculty Excellence in Teaching Award committee, Emmanuel College, Boston, MA; 2002–2003.
• Co-director: Writing Across the Curriculum Program, Emmanuel College, Boston, MA; 2001–2003.
• Committee Member: College-wide Curriculum Committee, Emmanuel College, Boston, MA; 2001–2002.
• Faculty Advisor: Campus Student Newspaper (paper and on-line versions), Emmanuel College, Boston, MA; 2000–2002.
• Co-director: Project Success, a high school to college summer transition program for non-mainstream students; Emmanuel College, Boston, MA; 2000–2003.
• Committee member: Curriculum Advisory Board in Humanities and Media, Massachusetts College of Communication, Boston, MA; 2000–2001.

2. Dr. Lazar, Michelle M.

Publications

BOOKS/MONOGRAPHS AUTHORED

Lazar, M. M. (2005) (ed.) Feminist Critical Discourse Analysis: Gender, Power and Ideology in Discourse. London: Palgrave.  (Reprinted in paperback, 2007)

JOURNAL ARTICLES/BOOK CHAPTERS/MONOGRAPHS/PROCEEDINGS/REVIEWS

Lazar, M.M. (1993) 'Equalizing Gender Relations: A Case of Double-Talk’, Discourse & Society, 4(4).

Lazar, M.M. (1997) 'Gender in Discourse’, in T. A. van Dijk (ed.). Discourse Studies: A Multidisciplinary Introduction. Volume 2: Discourse as Social Interaction. London: Sage. (with C. West and C. Kramarae).

Lazar, M.M. (1998) '“Then Something Wonderful Happened”: Advertising a Lifestyle on Offer’. Centre for Language in Social Life Series, No. 92. Lancaster University.

Lazar, M.M. (1999) 'Family Life Advertisements and the Narrative of Heterosexual Sociality’, in P. Chew and A. Kramer-Dahl (eds.). Reading Culture: Textual Practices in Singapore. Singapore: Times Academic Press.

Lazar, M.M. (2000) 'El género en el discurso’, en T. A. Van Dijk (compilador). El Discurso Como Interacción Social. Barcelona: Gedisa. (con C. West y C. Kramarae). 

Lazar, M.M. (2000) 'Gender, Discourse and Semiotics: The Politics of Parenthood Representations’, Discourse & Society, 11(3).

Lazar, M.M. (2001) 'For the Good of the Nation: “Strategic Egalitarianism” in the Singapore Context’, Nations and Nationalism, 7(1).

Lazar, M.M. (2002) 'Women Beyond Borders’, Visual Communication, 1(3). 

Lazar, M.M. (2002) 'Consuming Personal Relationships: The Achievement of Feminine Self-Identity through Other-Centredness’, in L. Litosseliti and J. Sunderland (eds.). Gender Identity and Discourse Analysis. Amsterdam: John Benjamins.

Lazar, M.M. (2002) Review of D. Cameron's ‘Working with Spoken Discourse’ in Journal of Sociolinguistics, 6(1).

 Lazar, M.M. (2002) Review of S.Titscher et al.'s ‘Methods of Text and Discourse Analysis’ in Journal of Sociolinguistics, 6(1).

Lazar, M.M. (2003) ‘Semiosis, Social Change, and Governance: A Critical Semiotic Analysis of a National Campaign’, Social Semiotics, 13 (3).

Lazar, M.M. (2004) ‘The Discourse of the New World Order: "Outcasting" the Double Face of Threat’, Discourse & Society, 15 (2-3) (with A. Lazar).

Lazar, M.M. (2005) ‘Politicizing Gender in Discourse: Feminist Critical Discourse Analysis as Political Perspective and Praxis’,  in M.M. Lazar (ed.).  Feminist Critical Discourse Analysis. London: Palgrave Macmillan.

Lazar, M.M. (2005) ‘Performing State Fatherhood: The Remaking of Hegemony’, in M.M. Lazar (ed.).  Feminist Critical Discourse Analysis. London: Palgrave Macmillan.

Lazar, M.M. (2005) ‘American Neo-Liberal Hegemony and the Positioning of the New Enemy: A Critical Discourse Analysis of Global Politics in the Post-Cold War Era’, in M Postigo (ed.).  Approaches to Critical Discourse Analysis.  Valencia: Universitat de Valencia Servei de Publicacions.  (with A. Lazar).

Lazar, M.M. (2005) ‘Discursive Construction of the "Other" in the New World Order’, MICOLLAC 2005 (Critical Perspectives in the Theory and Practice of the New World Order).  Serdang: UPM. (with A. Lazar). 

Lazar, M.M. (2006) ‘"In the Pursuit of Justice":  The Discursive Construction of America as Global Policeman in the New World Order’ in T. Le (ed.).  Proceedings of the International Conference on Critical Discourse Analysis: Theory into Research. Tasmania: University of Tasmania.

Lazar, M.M. (2006) ‘Discover the Power of Femininity! Global "Power Femininity" in Local Advertising’, Feminist Media Studies, 6(4).

Lazar, M.M. (2007) ‘Enforcing Justice, Justifying Force:  America's Justification of Violence in the New World Order’, in A. Hodges and C. Nilep (eds.).  Discourse, War and Terrorism. Amsterdam: John Benjamins. (with A. Lazar).

Lazar, M.M. (2007) ‘Feminist Critical Discourse Analysis: Articulating a Feminist Discourse Praxis’,  Critical Discourse Studies, 4(2).

Lazar, M.M. (2007) ‘Gender, Discourse and Semiotics: The Politics of Parenthood Representations’, in T. A. Van Dijk (ed.).  The Study of Discourse. London: Sage. (Reprinted from Discourse & Society, 2000, 11(3)).

Lazar, M.M. (2008) ‘Language and Communication in the Public Sphere: A Perspective from Feminist Critical Discourse Analysis’, in  R. Wodak and V. Koller (eds.). Communication in the Public Sphere.  Handbook of Applied Linguistics., Vol. 4. Berlin: Mouton de Gruyter..

PROFESSIONAL, ADMINISTRATIVE, AND SERVICE ACTIVITIES

Membership on Editorial/Advisory Boards

Discourse and Society

Visual Communication

Linguistics and the Human Sciences

Studies in Language and Capitalism

Revista Linguistica y Lenguas Aplicades

Register and Context

Invited Reviewer for the following journals:

Critical Discourse Studies

Discourse and Society

Discourse Studies

European Journal of International Relations

Feminist Media Studies

Linguistics and the Human Sciences

Multilingua

Revista Linguistica y Lenguas Aplicades

Society and Animals

Sociolinguistics

Southwest Journal of Linguistics 

Visual Communication

Other International Academic Service

External Examiner of Ph.D Thesis for Macquarie University, Australia (2001)

Judge, BAAL Book Prize (2004)

Invited to join the International Advisory Board, UNESCO Chair in Discourse and Society (2007- )

External Examiner of Ph.D Thesis for the University of Malaya, Malaysia (2007- )

Advisory Council Member, International Gender and Language Association (2008- )

Administrative Service

Staff Advisor, Literary Society (1999-2000)

Secretary, Organising Committee, Language and the Mind Conference (2000)

Member, Research Committee (2001-2002)

Member, Research and Graduate Studies Committee (2002-2003)

Member, Faculty's Central List of Teachers for Peer Review (2004- )

Member, Gender Studies Minor Programme Committee (2004- )

Mentor, Humanities and Social Sciences Research Programme (2005)

Coordinator, Department's Staff Seminar Series (2005-2006)

Coordinator, Department's Outreach Programme (2006- )

Member, Search Committee (for tenure-track and visiting EL positions in Sociolinguistics and Psycholinguistics) (2006-2007)

Member, Search Committee (for visiting EL position in Systemic-Functional Linguistics and Multimodality) (2007)

Member, Syllabus Review Steering Committee for General Paper (2007- )

Member, Department Evaluation Committee (for promotion) (2007-  )

Member, Organising Committee, Fourth International Conference on Multimodality (2008)

Academic Convenor, Gender Studies Minor Programme (2008- ) 

Teaching Areas ( I teach a range of modules):

• EL3254  Media, Discourse and Society (Undergraduate)

• EL4254  Language, Ideology and Power (Honours)

• EL5253  Textual Construction of Knowledge (M.A.)

• EL6884  Topics in Applied Linguistics: CDA (Ph.D) 

3. Dr. 余光雄

余教授現任高雄正修科技大學應用外語學系教授，目前主要工作如下:

南台科技大學人文社會學院 院長, 2004年8月迄今

南台科技大學應用英語系 講座教授, 2004年8月迄今

南台科技大學華語中心 兼主任, 2004年8月迄今

中華民國英語測驗評鑑協會 理事長, 2006年迄今

中華民國全國補教協會聯合會 顧問, 2006年迄今

國立雲林科技大學科學季刊 編輯委員, 2005年迄今

國立台灣師範大學英語教學季刊 編輯委員, 2004年迄今

長榮大學長榮學報 編輯委員, 2004年迄今

中華民國全民英語推廣協會 理事長, 2003年迄今

中華民國英語教師學會 理事, 2000年迄今

全民英檢 (GEPT) 研發委員, 1995年迄今

余教授的重要經歷下列如下:

國立高雄師大進修暨推廣部 教授兼主任, 2002年2月-2004年7月

國立高雄師大實習及就業輔導處 教授兼處長, 1997年8月-2001年1月

國立空中大學高雄中心 主任, 1996年8月-1997年7月

國立高雄師大英語系所 主任兼所長, 1994年8月-1996年7月

美國加州佛列斯諾州立大學語言學系 教授, 1986年8月-1992年7月

高雄市國中小中英環境建制評鑑小組 評鑑委員, 2005年-2006年

教育部九年一貫英語教學深耕計畫 指導委員, 2002年-2004年

高雄市國小英語教學輔導團 指導教授, 2002年-2003年

高雄市國小雙語實驗教學 指導教授, 2002年-2003年

教育部技專院校提升英語能力計畫 評審委員, 2001年-2003年

國立編譯館國中英語教科書編輯 委員, 2000年-2003年

遠東高中英語教科書 編輯顧問, 1998年-2000年

高雄市高中聯招入學考英語科 命題指導委員, 1994年-1999年

臺灣省教育廳英語科教學輔導團 指導教授, 1993年-1998年

高雄市國中小學英語教學輔導團 指導教授, 1993年-2001年

景文技術學院(英語課程規劃) 客座教授兼顧問, 1992年-1993年

教育部高中英語教學輔導團 指導教授, 1976年-1980年

專書著作              

語言學習最高指導原則(英譯中)                                                  (朗文)

國中英語聽力訓練   第 1冊 至 第4冊                               (敦煌)

全方位英文讀本    第 1冊 至 第 2冊                                  (三民)

遠東高中英語聽測   第 1 至 6 冊                                          (遠東)

英語語言學概論                                                                          (書林)

克漏字測驗突破                                                                          (金陵)

英文閱讀多重突破                                                                   (金陵)

漢語拼音「聽、說、讀、寫」導讀(2冊)                                   (復文)

華語文化導讀教材                                                                        (復文)

The Effects of Text Structure on EFL Reading Comprehension (文鶴)

國中英語合作式學習教學研究 (written in English)                     (國科會)

漢語事件結構句研究 (written in English)                                   (國科會)

The Concept of Proficiency & Its Implications in TEFL            (教育廳)

Models of Reading Comprehension & Teaching of Reading      (教育廳)

高職補校英文補充教材: 英語聽說篇                                       (教育廳)

研究計畫

2008

執行「97年度教育部提升技專校院學生外語能力專案補助計畫」，擔任計畫主持人，計畫時程自97年4月1日至97年12月15日，總計劃經費為2,537,460元整，獲教育部補助款計200萬元整。

2007

執行「技專校院與高職(含綜高)建立策略聯盟計畫」，計畫名稱為：「台南區技專與高職攜手7-UP計畫」擔任子計畫三(語言群)主持人，計畫時程自96年7月至97年7月。子計畫三中共有三個分項計畫，分項計畫A：『增強高職教師講授並輔導學生通過英檢測試之教學知能實施計畫』；分項計畫B：『激發高職學生學習英語興趣的競賽實施計畫』；分項計畫C：『輔導高職生英文專題寫作技巧計畫』。子計畫三之經費計556,800元，獲教育部補助款計497,200元。

執行「96年度教育部提升技專校院學生外語能力專案補助計畫」，擔任計畫主持人，計畫時程自96年3月1日至96年12月15日，總計劃經費為1,899,270元整，獲教育部補助款計150萬元整。

2006-2007

執行教育部教學卓越計畫子計畫J「專業英語教材研發計畫」，擔任總計畫主持人，計畫時程自95年8月1日至96年7月31日。此計畫下分四個子計畫，分別為：子計畫一：『農業英文』專業英語教材研發；子計畫二：『服裝設計』專業英語教材研發；子計畫三：『餐旅英文』專業英語教材研發；子計畫四：『汽車修護』專業英語教材研發。

2005-2006

執行教育部「規劃編撰技專校院專業情境英語」研發計畫，擔任計畫主持人，計畫時程自94年8月至95年7月，教育部總補助款計新台幣100萬元整。

學術活動

2006

主辦『教育部95年度暑期歡樂英語列車-教師組研習營』，擔任活動負責人，活動時間自95年7月3日至7月15日，共四個梯次，參加對象為全國技專校院英語文與非英語文教師。

研討會、期刊論文

2008

余光雄  探究台灣大專入學英文科試題與語言能力測試理論及高中／職的英文

教學之關係。國民教育綜合研究籌備所，《研習資訊》電子期刊第25卷第2期，97年4月http://study.naer.edu.tw/04search/。

2007

Chien-Wu Chiu & Grover K. Yu  A Correlative Analysis of Assessing Indirect Writing Tasks  A paper presented at 大葉大學 “2007英語文教學暨翻譯實務國際研討會”, June, 2007.

2006

Chien-Wu Chiu & Grover K. Yu  Effects of Eliciting Techniques in Listening Tests  A paper presented at 大仁科技大學 ”九十五學年度教育部獎勵大學教學卓越計畫-力學行仁之人才培育" 深耕外語接軌國際「應用語言學」外語教育學術研討會”, December, 2006.

Grover K. Yu  2006 An EFLTP as an ESP in the University of Technology System to be published at 正修科技大學人文期刊。

Grover K. Yu  2006 科技大學英語文教育的困難 A paper presented at 國立中山大學國際學術研討會, November, 2006.

Grover K. Yu  2006 ESP課程設計與規劃 A paper presented at 2006年中華民國英語教師協會國際學術研討會, November, 2006.

Grover K. Yu  An ESP or ELP Curriculum for Students in Universities of Technology in Taiwan A paper presented at 2006輔英科技大學ESP醫護英文教育國際學術研討會, November, 2006.

2005

Grover K. Yu & Tung, R.  2005. The Washback Effects of JCEEEs in the Past Fifty Years.  At 2005 International Conference on English Language Teaching, National Taiwan Normal University, Taipei, Taiwan. June 6-7, 2005.

Grover K. Yu.  Panel Discussant on the Issues of English Efficiency on University Campus in Taiwan, sponsored by British Council and National Chung-Cheng University, Yun-lin, Taiwan, May 21-22, 2005.

Grover K. H. Yu.  The Ramifications of Globalizing and Glocalizing English, At 2005 TELL, National Kaohsiung Normal University, April, 2005.

Grover K. H.Yu.  2005. 台灣五十年來英語教學的反思及未來趨勢. A keynote speech delivered at the 2005 International Conference on English Teaching and Testing at National Hu-Wei University of Technology. April 9, 2005.

Grover K. H. Y.  2005. 從英檢題型談英語教室之教學活動 a paper read at the Kaohsiung City English Teachers Seminar on Teaching GEPT, at San-Xin Vocational High School, Kaohsiung, January, 2005.

2004

Grover K. H. Yu & Tung, H. C.  2004. Words used in the college entrance examinations.  Paper presented at the Fifth Pan-Asia Conference on English Language Teaching, at Far-Eastern University, Vlardivostok, Russia.  June 6-7, 2004.

Grover Yu.  2004. 英語教學的新思考: 從應用語言學觀談教學實務. A keynote speech delivered at 2004 International Conference on Foreign Language Teaching". National Kaohsiung University of Applied Technology. October, 2004.

Grover Yu & Tung, R. The Frequency of Words Used in JCEEE AND DRET at National Conference on English Language Teaching and Learning, at 朝陽科大, June 6-5, 2004.

Grover Yu.  A Constructive Approach to Teaching English Gramma".  A paper presented at 2004 International Conference on English Language Teaching, Literature and Linguistics.  National Kaohsiung Normal University.  April, 2004.

Grover Yu.  Evaluating Learners' Achievement: Problems and Issues.  A keynote speech at 2004 International Conference on English Language Teaching and Evaluation.  National Kaohsiung Applied Sciences University.  March, 2004.

Grover Yu.  The Role of L1 in Facilitating L2 Vocabulary Learning.  A paper presented at 2004 International Conference on Issues of English Teaching.  ROC-ETA (English Teachers Association), November, 2004.

2003

Grover K. Yu.  國民中小學英語教學現況與發展趨勢a paper presented at      慈濟大學九年一貫教學研討會，十月，花蓮。

Grover Yu  2003 Repetition as a Means of Measuring EFL Listening Comprehension in the Proceedings of the 2003 National Conference on English Teaching and Assessment (英語教學与命題知能) at 虎尾技術學院科大, October 117-18, 2003.

Grover Yu  2003 九年一貫課程改革對英語教學的衝擊at 九年一貫課程人文與社會學科教學學術研討會，at 高雄師大December 5, 2003.

Grover K. H. Yu & Tung, H. C.  2004. The Frequency of Words Used in JCEEE and DRET at 2003 National Conference on English Teaching and Learning at朝陽科大, June 05-06, 2003.

Grover Yu. 2003 大學生英語文能力檢定及大學英語課程規劃方向. A paper presented in the Proceedings of 2003 International Conference and Workshop on TEFL & Applied Linguistics. at 銘傳大學, March, 2003.

2002

Grover K. Yu.  The Gaps in EFL Classroom Teaching: From theory to practice. 兩岸語言與教學實境應用研討會論文集. Dec. 13-14. 樹德科技大學。

Grover K. Yu.  The Gaps Between What Teachers Teach and What Learners Learn in an EFL Classroom a paper presented at a Seminar on improving English teaching at Da-Rong High School, April, 2002.

Grover K. Yu.  語言教學與學習原理 (translated from D. Brown’s Principles of Language Teaching and Learning. Longman)，朗文出版，台北。

Grover K. Yu.  Directions of TEFL in the Nine-Year-Integrated Curriculum in Terms of Basic English Academic Ability Test in 九年一貫ABC 國中英語教學實務與評量系列講座第一輯, 高雄師範大學, Nov. 20^th, 2002.

2001

Grover K. Yu.  An Analysis of English Textbooks For High School Students, co-author with Zhang Hui-lan, Jingzhun Publications, 2001.

Grover K. Yu.  A Study of Effects of Background Knowledge on EFL Listening Comprehension, co-author with Hu Ling-xue, Jingzhun Publications, 2001.

2000

Grover K. Yu.  The Effects of Vocabulary Knowledge and Textual Background Knowledge on Listening Comprehension, a paper to be presented in November at 2000 ROC-ETA Annual Conference at Taipei.

Grover K. Yu.  Developing and Assessing English Listening Ability a paper to be presented at the English Teaching Seminar at鳳山陸軍官校英文科教學研討會, in December.

Grover K. Yu.  Techniques for Preparing English Listening Tests for Senior High Students a paper to be presented at豐原高中、岡山高中英文科教學研討會, in November.

Grover K. Yu.  國小英語教學要考慮的原則及教學技巧 a paper to be presented at銘傳大學國小英語教學研討會, in December.

Grover K. Yu.  如何輔導培養兒童學習英語 presented at高雄市鎮昌國小親子教育講座系列on October 25, 2000.

Grover K. Yu.  多元智慧理論架構中英語知能之評量 a paper to be presented at 高雄市國中英語研習中心英語科教學研討會, on November 14 and 21.

Grover K. Yu.  Developing and Assessing L2 Listening Ability a paper to be presented at建國技術學院英文科教學研討會, in March, 2001.

Grover K. Yu.  Differences in Comprehension Strategies Used by EFL Learners in Topics in English Teaching, June, 2000.

1999--2000

Grover K. Yu.  Considerations for Writing Multiple Choice Items For English Tests : Principles and Techniques, a paper presented in 台灣省南區高級職校英文科教學研討會。

Grover K. Yu.  英語聽力訓練與測驗之別 in CET敦煌英語教學雜誌(October Issue).Taipei: 敦煌。

Grover K. Yu.  A Further Examination of Krashen’s Input Hypothesis a paper presented at a Seminar on TEFL at Qianjin Junior High, 1999.

Grover K. Yu.  Breakthrough Cloze Tests: a linguistic approach, Jingzhun Publications, 1999.

1998

Grover K. Yu.  Reviewing the Concept of Proficiency and Predicting the Trends in TEFL. In台灣省高級中學人文及社會學科研究發展報告, (頁19-40)。

Grover K. Yu.  Alternative Assessment Techniques for Assessing English Proficiency a paper presented at 台灣省中南區高級職校英文科教學研討會。

Grover K. Yu.  另一類的評量方式: 如何公平且有效地評估學生成績? a paper presented at高雄市國中英語研習中心英語科教學研討會。

Grover K. Yu.  談國小兒童英語課程實施後的問題及解決途徑 in Proceedings of the 15th Conference on English Teaching and Learning in the Republic of China, (p.149-158).  Taipei: 文鶴出版公司。

Grover K. Yu.  兒童英語教學原則及策略presented at 國小英語課程教學研討會, 台南市教育局主辦 on February 20.

Grover K. Yu.  The Event Structure in Mandarin Narrative Sentence, a paper presented at 1998 ACTFL Annual Conference, Chicago, USA.

1997

Grover K. Yu.  如何利用Pair Work規劃以學生為’中心的教學 a paper presented in高雄市國中英語研習中心英語科教學研討會。

Grover K. Yu.  Discourse Analysis and EFL Instruction in 高級中學英文科教學專輯(一) (頁17-36), Taichung: 教育廳。

Grover K. Yu.  聽力與閱讀整合教學研究 in 台灣省高級中學人文及社會學科研究發展報告, (頁17-42). Taichung: 教育廳。