跨文化溝通: 法庭對話的解密

分類:2013 SUMMER SCHOOL - 第二期課程大綱 建立於 2016-01-04, 週一 13:19

跨文化溝通: 法庭對話的解密----Link

 

臺綜大英語暑期學校-2013年度第二期

課程代碼

1013501

組別

01

學分

2

人數限制

60

上課時間

 

教室

 

課程中文名稱

跨文化溝通: 法庭對話的解密

任課教師

何德華 (Victoria Rau)

課程英文名稱

  Intercultural Communication: Demystifying Courtroom Conversations

一、課程目標

This course introduces how to use principles and methods in applied linguistics to examine two aspects of language and culture in evidence: (1) the language of the legal process, and (2) language as evidence. The first part looks at legal language, the structures of legal genres and the collection and testing of evidence from the initial police interview to examination and cross-examination in the courtroom. The second part focuses on the role of the forensic linguist, the forensic phonetician and the document examiner, as well as examining in detail the linguistic investigation of authorship and plagiarism.

二、教學方法

This course begins with five case studies led by the instructor. The participants are guided to discuss and debate on the legal, medical, and/or political issues raised in the five cases. After learning to collect information and analyze the cases collaboratively, the participants are encouraged to identify their own issues and write up their own analyses. Experts from various disciplines will be invited to provide comments on the participants’ arguments for or against certain issues.

三、教學進度及內容規劃

課程主題 THEME

課程內容 CONTENTS

 

課程介紹 Introduction

介紹課程基本理念、進行方式、教學目標、評量方式Introduction to the course and class work, identification of issues & problems

 

偽造、抄襲、商標冒用、詐騙Falsification, plagiarism, trademarks, hoaxes

腔調歧視Accent discrimination

議題討論﹕跨領域觀點Interdisciplinary aspects of identified issues

閱讀資料Reading: Coulthard & Johnson Chapter 1, Lentine & Shuy (2001), Introduction in Shuy (2005)

分組討論演辯Group discussion and debate

 

個案一、炸彈客腔調辨識案 Case 1: Bomb threat caller

眼見為憑 McGurk effect: Seeing is believing

語音辨識﹕刑事案件語言證據 Voice identification

社會語言學者如何協助解決刑事案件 Forensic linguistics

閱讀資料 Reading: Labov (2001)

分組討論演辯 Group discussion and debate

課外作業﹕觀賞影片「姊姊的守護者」 Homework: Viewing “My sister’s keeper”

 

個案二﹕愛滋器官移植案 Case 2: Transplant of AIDS infected organs

言談分析 Approaching a forensic text

閱讀資料 Reading: Schiffrin (1994: 291-317): the “list” as text

分組討論演辯 Group discussion and debate

 

個案三﹕柯林頓緋聞案Case 3: Clinton & Lewinsky scandal

詞彙的定義 Definitions

語言學者如何協助解決政治事件 How cognitive linguists help solve political problems

閱讀資料 Reading: Janicki 2008

分組討論演辯 Group discussion and debate

 

個案四﹕佛羅里達州驗票案

Case 4: Florida vote conflict debate

法律語言 The language of the law

閱讀資料Reading: Coulthard & Johnson Chapter 2

分組討論演辯 Group discussion and debate

 

個案五﹕幹細胞研究爭議案Case 5: Stem cell research

法律語體風格 Legal genres

閱讀資料Reading: Coulthard & Johnson Chapter 3

分組討論演辯Group discussion and debate

 

個案研究方法Research methodology

與被害人、證人、或嫌犯對話 Collecting evidence: Calls to the emergency services and first encounters with witnesses and suspects

閱讀資料 Reading: Coulthard & Johnson Chapter 4, Coulthard 1994, (2011)

分組討論演辯 Group discussion and debate

課外作業﹕觀賞影片「執法風暴」Homework: Viewing “Swing Vote”

 

期中複習

Mid-term review

進入法庭 Order in court

閱讀資料Reading: Coulthard & Johnson Chapter 5

繳交個案討論議題Submission of case study topics: Group work for the collection of problems and possible solutions (law as an last resort) in global and local settings

繳交學期報告大綱Submission of final project proposals

 

語言證據Language as evidence

個案六

Case 6: TBA

語證分析The work of the forensic linguist

閱讀資料Reading: Coulthard & Johnson Chapter 6

分組討論演辯與專家評論Discussion and debate on presented solutions & invited expert comments

 

從語音到筆跡From phonetics to document analysis

個案七Case 7: TBA

語音分析和筆跡鑑定The work of the forensic phonetician and document examiner

閱讀資料Reading: Coulthard & Johnson Chapter 7, Eagleson (2001)

分組討論演辯與專家評論Discussion and debate on presented solutions & invited expert comments

 

個人語言風格Idiolect

個案八Case 8: TBA

作者鑑定 Idiolect and uniqueness of encoding

閱讀資料 Reading: Coulthard & Johnson Chapter 8, Woolls & Coulthard 1998

分組討論演辯與專家評論 Discussion and debate on presented solutions & invited expert comments

課外作業﹕觀賞影片「死亡醫生」

Homework: Viewing “You don’t know Jack”

 

何謂抄襲?

Plagiarism

個案九Case 9: TBA

借用別人的文章 On textual borrowing

閱讀資料 Reading: Coulthard & Johnson Chapter 9, Scollon & Scollon Chapter 6

分組討論演辯與專家評論Discussion and debate on presented solutions & invited expert comments

 

跨文化溝通

Intercultural communication

個案十

Case 10: TBA

語言學者與法律人對話 The linguist as expert witness

閱讀資料 Reading: Coulthard & Johnson Chapter 10, Scollon & Scollon Chapter 7

分組討論演辯與專家評論(法律系鄭津津主任)Discussion and debate on presented solutions & invited expert comments (Prof. C.-C. Cheng, Department of Law)

 

證詞與記憶

Witness and memories

個案十一

Case 11: TBA

提問如何影響回答?How can a question bias an answer?

閱讀資料Reading: Loftus (2001)

分組討論演辯與專家評論Discussion and debate on presented solutions & invited expert comments

 

法庭證詞﹕性別與權力

個案十二

Case 12: TBA

女性語言vs. 無權威的語言Women’s language or powerless language Reading: O’Barr & Atkins (2009)

分組討論演辯與專家評論 Discussion and debate on presented solutions & invited expert comments

課外作業﹕觀賞影片「北國性騷擾」Homework: Viewing “North Country”

 

期末報告

Final project preparation

學期報告討論與修正Final project discussion and revision

結語和未來議題Concluding remarks and agenda for future work

準備與其它兩門合作課程共同成果發表Preparation for joint role plays with two other collaborative courses

 

期末週

Final week

繳交期末報告

Final project due

 

四、教學助理

The TAs will assist in the group discussion process, help find materials, and guide the teamwork.

五、指定用書

Coulthard, Malcolm. (1994). On the use of corpora in the analysis of forensic texts. Forensic linguistics: The international journal of speech language and the law. 1.1: 27-43.

*Coulthard, Malcolm and Alison Johnson. (2007). An introduction to forensic linguistics: Language in evidence. Oxford: Routledge. (*required)

Eagleson, Robert. (2001). Forensic analysis of personal written texts: A case study. In Dallin D. Oaks (ed.), Linguistics at work: A reader of applications. Heinle & Heinle. pp. 30-40.

Janicki, Karol. How cognitive linguists can help to solve political problems. In Kristiansen, Gitte and Rene Dirven (Eds.), (2008). Cognitive sociolinguistics: Language variation, cultural models, social systems. Berlin: Mouton de Gruyter. pp. 517-541.

Labov, William. (2001). The judicial testing of linguistic theory. In Dallin D. Oaks (ed.), Linguistics at work: A reader of applications. Heinle & Heinle. pp. 41-64.

Lentine, Genine and Roger W. Shuy. (2001). Mc-: Meaning in the marketplace. In Dallin D. Oaks (ed.), Linguistics at work: A reader of applications. Heinle & Heinle. pp. 65-85.

Loftus, Elizabeth F. (2001). Language and memories in the judicial system. In Dallin D. Oaks (ed.), Linguistics at work: A reader of applications. Heinle & Heinle. pp. 3-14.

O’Barr, W. and B. K. Atkins. (2009). ‘Women’s language’ or ‘powerless language.’ In N. Couplandand A. Jaworski (Eds.), The new sociolinguistics reader. Palgrav Macmillan. Chapter 11.

Shuy, Roger W. (2005). Creating language crimes: How law enforcement uses (and misuses) language. Oxford University Press.

Scollon, Ron and Suzanne Wong Scollon. (2001). Intercultural communication. Second Edition. Oxford: Blackwell.

Woolls, David and Malcolm Coulthard. (1998). Forensic linguistics: The international journal of speech language and the law. 5.1: 33-57.

影音教材(Videos)

姊姊的守護者My sister’s keeper (DVD 987.83 8745.4)

執法風暴Swing vote

死亡醫生You don’t know Jack

北國性騷擾North country (DVD 987.83 826)

六、參考書籍

施慧玲(2011)。《婚姻移民人權案例研習﹕影音導讀書》。臺北﹕元照出版公司。

汪紹銘(1998)。《法庭AB檔案》。臺北﹕前衛出版社。

七、作業設計

作業設計Course requirements

  1. 課前與課後問題思考:課前針對不同議題激發學生思考並記錄下學生意見與想法,課程結束後再次讓學生回答同樣問題,藉以比較課程教材洗禮後學生對議題省思角度之轉變。每週繳交課程心得報告300-500字。
  2. 針對議題設計學生問與答:運用教學平台線上針對主題及指定教材設計問與答,透過問題逐步推進方式帶領學生由至深思考議題。
  3. 開放性討論空間:藉由教學平台討論區功能讓學生可即時發表意見並提出問題,由教學助理協助回答學生問題。
  4. 正反雙方辯論:以主題舉辦課堂辯論,透過正反意見激盪思考並促使學生深入了解主題安排之立意,建立起學生面對生命與人性議題之素養與判斷力。分組準備辯論賽、討論會、圓桌論壇等資料及課堂發表。
  5. 問卷調查暸解學習狀況:每堂課後由助教協助進行問卷調查,透過問卷調查上學生反饋之意見調整課程進行中問題引導之深淺與難度,並透過學生即時之意見調整課程內容。
  6. 學期繳交合作學習主題報告一篇

Weekly written reflections of 300-500 words: Participants compare and contrast how their answers to the instructor’s questions differed before and after each class.

The participants are guided by questions posted on the online course website to think through each case study.

The participants are encouraged to exchange opinions with one another on the course website and raise questions to be answered by the TAs.

Participants will collect information before class on issues in the case studies, in preparation for group debates in class.

Weekly formative assessment is conducted to adjust and modify the course content to meet the needs of the participants. 

   The participants are required to submit individual final reports about the process of cooperative learning (8-10 pages).

八、成績考核

課堂表現:提問、發表意見

Participation: online discussion and written reflections 30

合作學習:分組報告、辯論

Cooperative learning: group presentation and debate 40

學期報告:資料收集與問題分析個人書面報告

Term paper: data collection and analysis 30

九、課程網頁

網址:http://ecourse.elearning.ccu.edu.tw/

十、創意及特殊規劃

一、如徵件計畫

二、教師提供五項「個案分析」以引導學生發現自己有興趣的議題和解決方法。

The five case studies serve as a scaffolding to guide the participants to identify issues that they would be interested in pursuing in their final projects.

三、教師以「過程導向」批改學生所繳交的作業和期末報告,並給予及時回饋,幫助學生在期末以前完成作品。The final projects are also carried out in a process-oriented approach with required revisions of multiple drafts before polished final products are presented at the end.

十一、永續經營策略

This course has a built-in component of action research in ESP (English for Specific Purposes). The process will be videotaped, transcribed, and analyzed to form principles of best practices for CUST (臺灣綜合大學聯盟) training workshops on Content Based Instruction (CBI) in English.

The experience gained in teaching this course can also be used in workshops for annual new faculty orientation programs(新進教師研習), jointly held by the four universities of CUST in preparation for the increasing need of teaching in English, expected from all future university faculty.