3. It has been proven a myth that L2 learning basically involves the overcoming of the differences between the native and target languages. Please explain.(25%)

4. Compensatory strategies are a common set of communication devices. Because L1 learners will usually acquire how to employ these strategies in speech, some people may thus suggest that it be not necessary to teach L2 learners these strategies. Illustrate what compensatory strategies are by providing 3 examples, and discuss in some detail whether foreign language teachers should teach L2 learners these strategies. (25%)

(1) How do you define the concept of free speech on the Internet? (20%)

(2) Do you believe content regulations pave the way to a functional reaction to these matters? (15%)

(3) How do you think legislative measures on social media will be able to defend democracy against illiberal challenges?(15%) Please craft persuasive arguments and provide examples to elaborate your discussions.

2.Influencer marketing has surged during the COVID-19 pandemic as individuals have turned to online channels and platforms to fulfll their needs and spent more time on social media. According to the Interactive Advertising Bureau (2018), social media influencers are those who "have the potential to create engagement, drive conversation, and/or sell products/services with the intended target audience; these individuals can range from celebrities to more micro-targeted professional or nonprofessional peers." Social media influencers may engage in activities that serve as a part of persuasive communication and they are assumed to have a strong effect on their followers' decision- making. With regard to the growing phenomenon, please use relevant theories to explain how factors related to the source, message, and audience may impact the efticacy of influencer marketing. (35%). Given the covert nature of influencer marketing, what are the ethical aspects of the tactic that should be addressed? (15%)

1. Writers in different periods have responded diversely to advances in sciences, be they evidence of God's universal plan or a threat to religion and the humanities, be they a contributor to human progress or an indicator of a meaningless and bleak wasteland. Discuss with reference to two writers from two different periods. (30%)

2. The Ancient Mariner seems to be an archetypal figure forced to wander the earth in order to expiate a curse. Why does the Mariner's action have such enormous consequences not only for himself but also for the crew? Has he expiated the curse or does it continue? Why does the wedding guest rise "a sadder and a wiser man"? What has he learned? Does the poem convey a sense of justice? Why or why not? (30%)

1. The concept of the American dream is regarded as one of many characteristics closely connected to America; however, the definition of the American dream may vary from person to person. Choose one American literary work written in the nineteenth century and the other one written in the twentieth century to discuss how writers of different periods conceive the American dream. 20%)

2. The twentieth century witnesses many big events in human history: wars, the Depression, the moon landing, the American Civil Rights Movement, the invention of the personal computer and the internet, the ecological crisis, global warming, etc. Choose two works by two American writers (novelist, playwrights, or poets) to discuss how these two writers 'tell" or "show" the big events in their times, how they comment on the events, and whether they envision hope in man's confrontation with such challenges in history. (20%)

1. Below is John Donne's "A hymn to God the Father."Examine the images, rhyme, and thythm in the poem to explain what the narrator thinks to be the relation between sin and fear and between death and life, and comment on how these poetic expressions help convey the narrator's tone and arouse various emotions among readers (30%). Wilt thou forgive that sin where I begun, Which was my sin, though it were done before? Wilt thou forgive that sin, through which I run, And do run still, though still I do deplore? When thou hast done, thou hast not done, For I have more. Wilt thou forgive that sin which I have won Others to sin, and made my sin their door? Wilt thou forgive that sin which I did sbun A year or two, but wallow'd in, a score? When thou hast done, thou hast not done, For I have more. I have a sin of fear, that when I have spun My last thread, I shall perish on the shore；But swear by thyself, that at my death thy Son Shall shine as he shines now, and heretofore; And, having done that, thou hast done, I fear no more.

113年 - 113 國立政治大學_碩士班暨碩士在職專班招生考試試題_英國語文學系：英語教學理論與實務#122230

113年 - 113 國立臺灣師範大學_碩士班招生考試試題_英語學系：英語教學#122125

112年 - 112 國立臺灣師範大學_碩士班招生考試試題_英語學系：英語教學#122816

112年 - 112 國立政治大學_碩士班招生考試試題_英國語文學系：英語教學理論與實務#122231

111年 - 111 國立臺灣師範大學_碩士班招生考試試題_英語學系：英語教學#122817

111年 - 111 國立政治大學_碩士暨碩士在職專班招生考試試題_英國語文學系/英語教學組：英語教學理論與實務#122391

110年 - 110 國立政治大學_碩士班招生考試_英國語文學系:英語教學理論與實務#102912