關於 tense relationship ，我們在網路上蒐集到這些相關的討論、資訊與評價

這種時勢，就要睇CNN把焦點放在哪——首個因國安法被捕的美國公民（沒持有香港護照）：

//Among those detained are many prominent former lawmakers, activists and district councilors. An American lawyer, John Clancey, who had assisted in the primary polls, was also arrested, his colleague Jonathan Man told CNN.

A US citizen, Clancey could potentially be the first foreign citizen who does not also hold a Hong Kong passport to be arrested under the national security law. Some of those previously arrested may hold dual-citizenship, which is permitted in certain circumstances in Hong Kong depending on whether someone was a foreign citizen prior to the city's handover to Chinese rule in 1997.

The US Consulate in Hong Kong would not comment on the arrests. Clancey's detention could pose a major diplomatic issue for Washington, amid an already tense relationship with China.//

有兩個可能性：

一、港共故意炮製一個「港版康明凱」

二、沒料到不小心炮製了一個「港版康明凱」

CNN的撰稿人寫得很清楚：「拘控Clancey會對華盛頓構成重大外交問題。」

作者

#完全是在對英語系教授們喊話喔
【台灣未來的英語教育要更好，新興英文老師們要一起做的事】

我常常被外文系或英語系的學生問，如果想要當一個優秀的英文老師，要做什麼準備。當然，屏除掉同理心、愛、耐心這種老師基本要素，我常常跟他們分享的是：不只要學習「教」，更要學習「學習科學」，尤其是第二語言習得科學。

例如，我常常問他們，你們覺得要給學生 feedback 嗎？他們常常點頭說要。但再問下去時，通常就回答不出來了。

• feedback 要怎樣給比較有效呢？

• 你確定你給 feedback 時，學生都有接受到你給的 feedback 嗎？

• 為什麼有些 feedback 比較有效，有些沒效呢？哪些 feedback 比較有效？

• 在口說中，給 feedback 好像會打斷學生，那這樣還要給嗎？

這些問題，如果沒有遇到第二語言習得相關專業的教授的細心引導，大多的台灣外文系 / 英語系出來想要教英文的準老師們，都難以回答（甚至是修完教程）。

用科學、實證研究來回答問題，而非用偏見甚多的「個人經驗」、「個人想法」來回答問題和執行教學，是每個頂尖教師應該對自己的要求 - 至少我在哥倫比亞大學求學時遇到的教授是這樣要求的。

所以不管是英語語用力、英語恆毅力計畫、英語搭配詞、學術寫作、還是全方位口說課，全部都有一個 "theoretical framework"，依照著科學已知的內容，再去做教學，學生才不會變成「白老鼠」。

因此我期待未來新興的台灣英文老師們，大家能一起培養科學素養，在期刊論文裡面尋找教學上的答案。

「中文腦有可能剷除嗎？feedback 應該怎麼給好？input 和 output 誰比較重要？口說的自動化如何養成？」

這些問題的答案都在期刊論文裡面呀呀！（在 How languages are learned / Teaching by principles 這種教程生用了20年以上的教科書裡找不到喔）。

✔︎ 以 corrective feedback 要怎麼給為例，頂尖的學者在期刊論文中做了十足的討論。

(以下23篇重要的論文，來自 Studies in Second Language Acquisition, Language Learning, TESOL Quarterly, The Modern Language Journal, Language Teaching Research, Applied Linguistics 等重要期刊以及專書。本文純為臉書發文，恕無使用 APA style 呈現。若想知道作者，直接 google 應可查到)

1. How do learners perceive interactional feedback?
2. The effectiveness of corrective feedback in SLA: A meta-analysis
3. Corrective feedback and learner uptake: Negotiation of form in communicative classroom
4. Learner uptake in communicative eel classroom
5. Patterns of corrective feedback and uptake in an adult ESL classroom
6. Reexamining the role of recasts in second language acquisition
7. Rethinking the role of corrective feedback in communicative language teaching
8. Uptake in incidental focus on form in meaning-focused ESL lessons
9. Recasts, language anxiety, modified output, and L2 learning
10. Implicit and explicit corrective feedback and the acquisition of L2 grammar
11. A study of the impact of recasts on tense consistency in L2 output
12. Recasts and second language development
13. Corrective feedback and learner uptake in communicate classroom across instructional settings
14. Exploring the relationship between characteristics of recasts and learner uptake
15. Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness
16. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition
17. Feedback on corrective feedback — A cast study
18. Corrective feedback in second language acquisition
19. Interactional context and feedback in child ESL classroom
20. Feedback, noticing, and instructed second language learning
21. Negative feedback in child NS-NNS conversation
22. Fine-turning corrective feedback
23. The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles

#完全是在對英語系教授們喊話喔
【台灣未來的英語教育要更好，新興英文老師們要一起做的事】

我常常被外文系或英語系的學生問，如果想要當一個優秀的英文老師，要做什麼準備。當然，屏除掉同理心、愛、耐心這種老師基本要素，我常常跟他們分享的是：不只要學習「教」，更要學習「學習科學」，尤其是第二語言習得科學。

例如，我常常問他們，你們覺得要給學生 feedback 嗎？他們常常點頭說要。但再問下去時，通常就回答不出來了。

• feedback 要怎樣給比較有效呢？

• 你確定你給 feedback 時，學生都有接受到你給的 feedback 嗎？

• 為什麼有些 feedback 比較有效，有些沒效呢？哪些 feedback 比較有效？

• 在口說中，給 feedback 好像會打斷學生，那這樣還要給嗎？

這些問題，如果沒有遇到第二語言習得相關專業的教授的細心引導，大多的台灣外文系 / 英語系出來想要教英文的準老師們，都難以回答（甚至是修完教程）。

用科學、實證研究來回答問題，而非用偏見甚多的「個人經驗」、「個人想法」來回答問題和執行教學，是每個頂尖教師應該對自己的要求 - 至少我在哥倫比亞大學求學時遇到的教授是這樣要求的。

所以不管是英語語用力、英語恆毅力計畫、英語搭配詞、學術寫作、還是全方位口說課，全部都有一個 "theoretical framework"，依照著科學已知的內容，再去做教學，學生才不會變成「白老鼠」。

因此我期待未來新興的台灣英文老師們，大家能一起培養科學素養，在期刊論文裡面尋找教學上的答案。

「中文腦有可能剷除嗎？feedback 應該怎麼給好？input 和 output 誰比較重要？口說的自動化如何養成？」

這些問題的答案都在期刊論文裡面呀呀！（在 How languages are learned / Teaching by principles 這種教程生用了20年以上的教科書裡找不到喔）。

✔︎ 以 corrective feedback 要怎麼給為例，頂尖的學者在期刊論文中做了十足的討論。

(以下23篇重要的論文，來自 Studies in Second Language Acquisition, Language Learning, TESOL Quarterly, The Modern Language Journal, Language Teaching Research, Applied Linguistics 等重要期刊以及專書。本文純為臉書發文，恕無使用 APA style 呈現。若想知道作者，直接 google 應可查到)

1. How do learners perceive interactional feedback?
2. The effectiveness of corrective feedback in SLA: A meta-analysis
3. Corrective feedback and learner uptake: Negotiation of form in communicative classroom
4. Learner uptake in communicative eel classroom
5. Patterns of corrective feedback and uptake in an adult ESL classroom
6. Reexamining the role of recasts in second language acquisition
7. Rethinking the role of corrective feedback in communicative language teaching
8. Uptake in incidental focus on form in meaning-focused ESL lessons
9. Recasts, language anxiety, modified output, and L2 learning
10. Implicit and explicit corrective feedback and the acquisition of L2 grammar
11. A study of the impact of recasts on tense consistency in L2 output
12. Recasts and second language development
13. Corrective feedback and learner uptake in communicate classroom across instructional settings
14. Exploring the relationship between characteristics of recasts and learner uptake
15. Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness
16. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition
17. Feedback on corrective feedback — A cast study
18. Corrective feedback in second language acquisition
19. Interactional context and feedback in child ESL classroom
20. Feedback, noticing, and instructed second language learning
21. Negative feedback in child NS-NNS conversation
22. Fine-turning corrective feedback
23. The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles

Good morning families, supporters, and fellow seniors. Let's stop for a moment and pretend we're all in English class, but without the 400 page novel. The standard for today is going to be the past, present, and future tense.

First up, past tense. I want you all to flashback to life before high school. Things were easy, were they not? We couldn't show off our breakfast, lunch, and dinner on Instagram like we can today. Things were simple. First world problems here and there, but we survived. Let's go back a bit further. See this piece of paper. This is what we are like when we are born. A blank, smooth, and clean slate. Now, fast forward a few years. We enter high school.

Suddenly, assignments pile and continue to pile. Friendships, if we're lucky, continue as acquaintances; if we're unlucky, become broken. Some days, we compare ourselves to what you see now. Our lives start to feel all crumpled up. But to make it through another day, what do we do? We smooth out the edges, and we carry on.

We argue with our parents. We think we're right. We're never right. We meet a boy, or a girl. We think we understand that four letter word, "love." We don't understand. Unless you've successfully found your high school sweetheart, then good for you!

But for the rest of us, we cry. We post depressing statuses on Facebook about being "hash tag forever alone." Some days, we want to rip our hearts out. Like this. But to make it through another day, what do we do? We hold the pieces together, and we carry on.

Fast forward to right now. Welcome to the present. We are here together. After four years. Goodness knows what we can do in one night. Especially the night before finals, the night before that five-page essay is due, the night the word "sleep" becomes non-existent. Or the night you just can't log off League of Legends. So think about it. If that's what we can do in one night, what have we accomplished over this span of four years? Let me answer my own question in two words. A lot.

High school has not only taught us how to solve for "x" or what went on in Shakespeare's mind, but it has also taught us how to do the impossible. We have learned how to procrastinate effectively. We have pulled all-nighters and lived to tell of it. We have asked a crush to prom even though fear of rejection made our knees quiver and the actuality of rejection meant social suicide. Oh, and we survived the end of the world in 2012.

And now we're coming towards the end of this chapter in our lives. Every wrinkle, every edge, every wear and tear on this sheet of paper. They are stories. Lessons. Mistakes. But we have a choice. A choice to continue to look like this, or a choice to do something about it. To put all the pieces back together, into something like this. This is what we can grow to be. This is what we have grown to be. This is what matters.

We are reaching into a new world. Let's refer to this new world as the "future." To make it through another day, what must we do? We must fight. Let me share a quick story. I watched my grandpa fight cancer for a year. Just last month, he lost that fight. I began to question the purpose of fighting my fears, fighting through my struggles, and fighting for what I want.

Have you ever had days where you felt like flying? Perhaps you aced a test. Your crush said yes to your prom proposal. Your parents bought you a new car. But have you ever had days where you felt like falling? You failed a test. You ended a relationship. You disappointed your parents. Sometimes, all the above in one day. Welcome to the life of this paper airplane. It can fly in some moments. But what do we do when it falls? We pick it up, throw it out there, and put it back in the air. That's what we are going to do with our lives.

When we fall, we are going to pick ourselves up. Push ourselves. And carry on. In doing this, we will become better students. Better friends. Better sons and daughters. Better people. And Grandpa, wherever you are, I will become that better person for you.

We have changed, and we will continue to change. But we are not the only ones changing. The world around us is changing. We can talk to our smartphones. Cars are running on electricity. We have laptops that are thinner than my English notebook. We are all moving forward, and life after high school, is just the next big step.

So that wraps up today's lesson on past, present, and future tense. Don't worry, there will be no test tomorrow, or ever again. Just kidding, we'll see tests again in college and in life, but that's another problem for another day. So, to accomplish the goal of today's lesson, remember the words of Albus Dumbledore: "It matters not what someone is born, but what they grow to be." Class is dismissed.