Name Juliet Yeh-Zu Tzou
Job Title Associate Professor
Academic Expertise English Teaching,Translation & Interpretation
Laboratory Room J624
Ext 923
  • Ph.D. in Curriculum and Instruction (Emphasis in ESL Education), Texas A&M University;MA in Translation and Interpretation, Monterey Institute of International Studies
Research Consecutive Interpretation, Sight Translation, Journalistic English Translation and Editing, Advanced Translation, English Report Writing, English Listening and Speaking, Teaching Listening and Speaking, Freshman English

Tzou, Y. Z., Vaid, J., & Chen, H. C. (2016). Does formal training in translation/interpreting affect translation strategy? Evidence from idiom translation. Bilingualism: Language and Cognition. DOI: 10.1017/S1366728915000929. Published online: February 9, 2016 (SSCI)

Tzou, Y. Z. (2015). Improving EFL college students' academic writing and accurate usage of verb-noun collocations through self-directed inductive learning aided by online concordancers and corpora. Studies in English Language and Literature, 35, 275-292.

Tzou, Y. Z. (2014). Modifying language use and teaching strategy in all-English language classes: Perceptions of students from two mixed-major Freshman English classes in Taiwan. Curriculum and Instruction Quarterly, 17(3), 177-206. (TSSCI)

Tzou, Y. Z., Eslami, Z., Chen, H. C., & Vaid, J. (2012). Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin–English speakers. International  Journal of Bilingualism,16(2), 213-227. DOI:10.1177/1367006911403197 (SSCI)

Tzou, Y. Z. (2015, May).Willingness to communicate in the English language classroom: A study comparing English vs. non-English Majors at a university in Taiwan. Paper presented at the 32nd International Conference on English Teaching and Learning in the ROC (ROCTEFL). Taipei, Taiwan.

Tzou, Y. Z. (2014, April). Improving EFL college students’ academic writing and accurate usage of verb-noun collocations through self-directed inductive learning. Paper presented at the 2014 International Conference on Applied Linguistics & Language Teaching (ALLT). Taipei, Taiwan

Tzou, Y. Z. (2013, March). Making reading, memory, and text marking strategies meaningful in a sight translation class. Paper presented at the 17th International Symposium on Translation and Interpreting Teaching. Kaohsiung, Taiwan.

Tzou, J. Y. Z.(2010, May). Reflecting on the process of translation: Using reflective writing to aid learning in an English-Chinese translation class. Paper presented at the 2010 Second Symposium on English Language and Literature Teaching, Feng Chia University. Taichung, Taiwan.

Eslami, Z., Haifa, A., & Tzou, J. (2009, March). Language learning strategy use by Arabic  speaking students learning English through content areas. In M. Al-Hamly, C.  Coombe, P. Davidson, A. Shehadeh, & S. Troudi (Eds.), Proceedings of the 14th TESOL Arabia Conference (pp. 81-93). Dubai: TESOL Arabia Publications.

Tzou, J. Y. Z., Chen, H. C., & Vaid, J.(2008, May). Verifying literal versus figurative translation: Does formal training in translation matter? Presented at the Association for Psychological Science 20th Annual Convention. Illinois, Chicago.

Tzou, J. Y. Z., Vaid, J., Chen, H. C., & Eslami, Z.  (2007, May). Effects of working memory, language proficiency, and training on simultaneous interpretation performance: Evidence from Chinese-English bilinguals. Presented at the International Symposium on Bilingualism. Hamburg, Germany.

Tzou, J. Y. Z. & Carpenter, II, B. S. (2006, October). Translating meaning through words and images: Using arts-based activities to motivate English language learnersPaper presented at the Curriculum and Pedagogy Conference. Marble Falls, Texas .   

Chen, H. S., Tzou, Y. Z., Wu, C. W., & Larke, P. J. (2005, April). Indigenous people and their education in Taiwan. Paper presented at the Texas NAME Annual  Conference. Houston, Texas.

Tzou, J. Y. Z. (2011). Reflecting on the theory and practice of translation: Using reflective writing to facilitate learning in an English-Chinese translation class. In W. C. Ho (Ed.), Teaching English language and literature: Linking theory to practice (pp. 213-233). Feng Chia University.

Tzou, J. (2006).English language learners: The Sheltered Instruction Model. In D. L. Smith & L. J. Smith (Eds.), Restructuring high schools: Searching for solutions (pp. 15-18). Mid America Training and Development.

校園英(華)語產學合作案 Campus English (Feb-Mar, 2010). 由智學館科技有限公司委託編寫校園英語及華語學習平台之內容。


財務顧問 贏的策略(2002)