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國立清華大學學習科學與科技研究所
歡迎光臨國立清華大學學習科學與科技研究所
卓江
卓 江 教授
信箱: truscott@mx.nthu.edu.tw
電話:03-5715131分機42453
辦公室:綜二館B側413室
領域:Modular Cognition Framework (MOGUL)、心理學、語言教學、語言學
學歷:美國加州大學Irvine分校 心理學博士

 

現職
國立清華大學學習科學與科技研究所 教授
國立清華大學師資培育中心 合聘教授
 
經歷
國立清華大學師資培育中心教授    (2010.8-)
國立清華大學外國語文學系教授    (2007.8- 2010.7)
國立清華大學外國語文學系副教授    (1985.8-2007.7) 
Massachusetts Institute of Technology Postdoctoral Fellow Cognitive Science Center  ( 1984.8-1985.5)
 

研究主題:MOGUL、心理學、語言教學、語言學
任教領域:心理學、英語、英語教學、教育學、語言學

學術榮譽
ISI Citation Classic Award for high impact paper, awarded September, 2001
Honorary Professor, Heriot-Watt University, UK

(一)期刊論文 (*代表通訊作者)

  • Truscott, J. (2017). Modularity, working memory, and second language acquisition: A research program. Second Language Research, 33, 313-323. doi:10.1177/0267658317696127 (SSCI)
  • Truscott, J., & Sharwood Smith, M. (2017). Representation, processing, and code-switching. Bilingualism: Language and Cognition, 20, 903-916. doi:10.1017/S1366728916000742  (SSCI)
  • Truscott, J. (2015). Consciousness in SLA: A modular perspective. Second Language Research, 31, 413-434.   (SSCI)
  • Sharwood Smith, M., & Truscott, J. (2014). Explaining input enhancement: A MOGUL perspective. IRAL, 52, 253-281.
  • Truscott, J. (2014). Multiple grammars and MOGUL. Second Language Research, 30, 75-78.  (SSCI)
  • Truscott, J., & Sharwood Smith, M. (2011). Input, intake, and consciousness: The quest for a theoretical foundation. Studies in Second Language Acquisition, 33, 497– 528.  (SSCI)
  • Truscott, J. (2010). Further thoughts on Anthony Bruton’s critique of the correction debate. System, 38, 626-633.   (SSCI)
  • Chen, C., & *Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31, 693-713.  (SSCI)
  • Truscott, J. (2010). Some thoughts on Anthony Bruton’s critique of the correction debate. System, 38, 329-335.   (SSCI)
  • Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing, 18, 59–60.  (SSCI)
  • Truscott, J., & Hsu, A.Y.-p. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.  (SSCI) 
  • Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255-272.  (SSCI)
  • Kuo, N.-H., & *Truscott, J. (2007). Graded readers vs. young adult literature for extensive reading: Is there a difference? Studies in English Language and Literature, 20, 113-123.
  • Truscott, J. (2007). Grammar teaching and the evidence: A response to Nassaji and Fotos (2004). International Journal of Foreign Language Teaching. Available at http://www.tprstories.com/ijflt/IJFLTJuly07.pdf
  • Truscott, J. (2006). Optionality in second language acquisition: A generative, processing-oriented account. International Review of Applied Linguistics, 44, 311-330.
  • Truscott, J. (2005). The continuing problems of oral grammar correction. International Journal of Foreign Language Teaching, 1(2), 17-22. Available at http://www.tprstories.com/ijflt/IJFLTSpring05.pdf
  • Sharwood Smith, M., & Truscott, J. (2005). Stages or continua in second language acquisition: A MOGUL solution. Applied Linguistics, 26, 219-240.  (SSCI)
  • Truscott, J., & Sharwood Smith, M. (2004). Acquisition by processing: A modular approach to language development. Bilingualism: Language and Cognition, 7, 1-20. (SSCI)
  • Truscott, J. (2004). The effectiveness of grammar instruction: Analysis of a meta-analysis. English Teaching & Learning, 28(3), 17-29.
  • Truscott, J. (2004). Occult linking in English. Taiwan Journal of Linguistics, 2, 69-101.
  • Truscott, J., & Sharwood Smith, M. (2004). How APT is your theory: Current status and future prospects. Bilingualism: Language and Cognition, 7, 43-47.  (SSCI)
  • Truscott, J. (2003). Linking and nominal omission. Taiwan Journal of Linguistics, 1, 69-96.
  • Truscott, J. (2001). Selecting errors for selective error correction. Concentric: Studies in English Literature and Linguistics, 27, 225-240.
  • Truscott, J. (2000). The unity of nominal linking devices. Proceedings of the National Science Council, ROC. Part C: Humanities and Social Sciences, 10, 142-155.
  • Truscott, J. (1999). The case for “The case against grammar correction in L2 writing classes”: A response to Ferris. Journal of Second Language Writing, 8, 111-122.  (SSCI)
  • Truscott, J. (1999). Unconscious second language acquisition: Alive and well. Studies in English Literature and Linguistics, 25,115-131.
  • Truscott, J. (1999). What’s wrong with oral grammar correction. Canadian Modern Language Review, 55, 437-456.  (SSCI)
  • Truscott, J. (1998). Instance theory and universal grammar in second language research. Second Language Research, 14, 257-291.  (SSCI)
  • Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.  (SSCI)
  • Truscott, J. (1998). Universal Grammar and specific knowledge: The case of null subjects. Proceedings of the National Science Council, ROC. Part C: Humanities and Social Sciences, 8, 564-575.
  • Truscott, J. (1997). A problem and a non-problem for English learners. English Teaching and Learning, 22(5), 59-67.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.  (SSCI)
  • Truscott, J. (1996). Thinking in English. English Teaching and Learning, 21(1), 21-30.
  • Truscott, J. (1996). Tree experts lost in the forest: English comprehension in Taiwan. English Teaching and Learning, 20(3), 5-13.

 

(二)專書與篇章論文

  • Truscott, J., & Sharwood Smith, M. (in press). The internal context of bilingual processing. Amsterdam: Benjamins.
  • Truscott, J. (2015). Consciousness and second language learning. Bristol: Multilingual Matters.
  • Sharwood Smith, M., & Truscott, J. (2014). The multilingual mind: A modular processing perspective. Cambridge: Cambridge University Press.
  • Truscott, J., & Sharwood Smith, M. (in press). Theoretical frameworks in SLA. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning. Cambridge: Cambridge University Press.
  • Truscott, J. (2018). The place of instructed knowledge in speaking: A theoretical perspective. In Y.-N. Leung, J. Katchen, S.-y. Hwang, & Y. Chen (Eds.), Reconceptualizing English language teaching and learning in the 21st century: A special monograph in memory of Professor Kai-Chong Cheung (pp. 107-121). Taipei: ETA-ROC and Crane.
  • Truscott, J. (2016). The effectiveness of error correction: Why do meta-analytic reviews produce such different answers? In Y-n. Leung (Ed.), Epoch making in English teaching and learning: A special monograph for celebration of ETA-ROC’s 25th anniversary (pp. 129-141). Taipei: Crane.
  • Sharwood Smith, M., Truscott, J., & Hawkins, R. (2013). Explaining change in transition grammars. In J. Herschensohn & M. Young-Scholten (Eds.), The Cambridge handbook of second language acquisition (pp. 560-580). Cambridge: Cambridge University Press.
  • Truscott, J. (2013). Modularity. In P. Robinson (Ed.), The Routledge encyclopedia of second language acquisition (pp. 433-435). New York: Routledge.
  • Truscott, J. (2013). The MOGUL framework for SLA. In P. Robinson (Ed.), The Routledge encyclopedia of second language acquisition (pp. 435-436). New York: Routledge.
  • Sharwood Smith, M., & Truscott, J. (2010). Consciousness and language: A processing perspective. In E. K. Perry, D. Collerton, F. E. N. LeBeau, & H. Ashton (Eds.), New horizons in the neuroscience of consciousness (pp. 129-138). Amsterdam: John Benjamins.
  • Sharwood Smith, M., & Truscott, J. (2008). MOGUL and crosslinguistic influence. In D. Gabryś-Barker (Ed.), Morphosyntactic issues in second language acquisition (pp. 63-85). Clevedon: Multilingual Matters.
  • Sharwood Smith, M., & Truscott, J. (2006). Full Transfer Full Access: A processing-oriented interpretation. In S. Unsworth, T. Parodi, A. Sorace, and M. Young-Scholten (Eds.), Paths of development in L1 and L2 acquisition: In honor of Bonnie D. Schwartz (pp. 201-216). Amsterdam: Benjamins.
  • Truscott, J. (2003). Students in the correction-free writing class. In H.-C. Liou, J. Katchen, and H. Wang (Eds.), Lingua Tsing Hua: A 20th Anniversary Commemorative Anthology (pp. 265-276). Taipei: Crane.

 

(三)研究計畫

主持人

  • 105 105105107-2410-H-007-052- 2018/08/01~2019/07/31開啟第二外語寫作糾錯效益新篇章
  • 105 105B0050M3 2016/08/01~2017/07/31 MOGUL理論架構裡的認知注意
  • 104 104B0079M3 2015/08/01~2016/07/31 MOGUL架構下的模組與控制
  • 103 103B0085M3 2014/08/01~2015/07/31代碼轉換MOGUL架構
  • 102 102B0096M3 2013/08/01~2014/07/31MOGUL觀點闡述自我在第二外語習得中的角色
  • 101 101B0175M3 2012/08/01~2013/07/31 MOGUL架構中的工作記憶
  • 100 100B0165M3 2011/08/01~2012/07/31 第二語言習得中的語言輸入:MOGUL的譯義
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