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題名 跨語實踐理念於EFL寫作諮詢之個案探究
Exploring Translingual Practices in EFL Teacher-student Writing Conferences: A Case Study
作者 陳建智
Chen, Chien-Chih
貢獻者 劉怡君<br>Suresh Canagarajah
Liu, Yi-Chun<br>Suresh Canagarajah
陳建智
Chen, Chien-Chih
關鍵詞 跨語理論
師生諮詢
跨語言實踐
寫作諮詢
Translingual writing
Teacher-student conferences
Agency
L2 writing
日期 2021
上傳時間 4-Aug-2021 14:22:31 (UTC+8)
摘要 師生諮詢在寫作教學已廣為使用，諮詢提供師生互動的機會且能立刻討論寫作過程遇到的問題。雖然已有許多寫作諮詢的研究，但是情境大多是在大學教育，且諮詢者大多是寫作中心的助教，而非學生的教師 (Nash, Dawson & Gulozer, 2018)。高中教育的師生寫作諮詢研究尚不足，且極少研究探索跨語實踐理論於寫作諮詢的運用。本研究目的是探究跨語實踐理論在台灣高中寫作諮詢的運用。本研究以跨語主義理論框架探究以下三個研究問題: (一) 在跨語諮詢過程，學生使用哪些策略來提升寫作? (二) 跨語諮詢如何影響學生的寫作發展? (三) 跨語諮詢如何有效地幫助學生發展寫作能力?
本質化個案研究蒐集多重語料，長達一學期，參與者為一台灣高三學生。研究工具包含錄音設備、攝影機、學習背景調查表、寫作引導及訪問問題。語料為學習背景資料、教師教學筆記與講義、參與者的作文、諮詢錄影檔、訪談資料及參與者的省思紀錄。
本研究發現學生的身分由學習者改變為寫作者，寫作練習的目的也逐漸從文法與字彙移轉為寫作想法及修辭結構。除此之外，學生能善用Canagarajah (2013)提出的跨語溝通策略，並有明顯的跨語轉變及多模態的學習改變。本研究證實，跨語諮詢亦可促進學生寫作技巧的進步。針對教學實務而言，本研究結果認為師生跨語溝通及學生自主的賦予感有助於學生寫作學習，並能讓學生充分表達想法，成為寫作者。
Teacher-student conferences have been used with prevalence in teaching writing. The conferences offer students a chance to interact with the instructor and instantly discuss their problems in the writing process. Although considerable studies of teacher-student conferences for writing have been conducted, most of them are conducted in tertiary education, and focus on “consultant-student” tutorials in a writing center where conference feedback may be given by a consultant who is not the instructor of the student (Nash, Dawson & Gulozer, 2018), and standard English is regarded as the learning goal. Scant studies explore teacher-student writing conferences in high school EFL contexts, nor is the EFL translingual conference explored. This study investigates teacher-student writing conferences incorporating translingual practices in a high school in Taiwan. Specifically, this study was designed to answer three research questions from the lens of translingualism: 1) What are the strategies employed by an EFL student in a translingual conference? 2) How do translingual conferences affect the EFL student’s literacy development? 3) How effective are translingual conferences in helping the EFL writers develop knowledge of academic writing?
A qualitative case study was conducted, and multiple data were collected over one semester. The participant, Mark, was a 12th grader in Taiwan. The data collected in this study included survey data, teacher’s instructional notes and materials, the participant’s writing assignments, conference video data, interview data, as well as the participant’s reflections. The findings revealed that through one-semester practices of translingual conferences, the student’s identity was shaped from a learner to a writer, focusing more on idea generation and organization than on grammar in writing; the student’s writing was shifted from form-focused writing to rhetorical-focused writing, and the student made full use of the negotiation strategies suggested by Canagarajah (2013). Finally, the results showed that the student’s written drafts and revisions over ten translingual conferences were improved according to the rubrics of the General Scholastic Ability Test (GSAT). It is suggested that the translingual practices of teacher-student conferences are effective in not only empowering EFL writers’ agency but also in improving their academic writing knowledge.
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Burbules, N., & Rice, S. (1991). Dialogue across Differences: Continuing the Conversation. Harvard Educational Review, 61(4), 393–417.
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描述 博士
國立政治大學
英國語文學系
100551506
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100551506
資料類型 thesis
dc.contributor.advisor 劉怡君<br>Suresh Canagarajahzh_TW
dc.contributor.advisor Liu, Yi-Chun<br>Suresh Canagarajahen_US
dc.contributor.author (Authors) 陳建智zh_TW
dc.contributor.author (Authors) Chen, Chien-Chihen_US
dc.creator (作者) 陳建智zh_TW
dc.creator (作者) Chen, Chien-Chihen_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 14:22:31 (UTC+8)-
dc.date.available 4-Aug-2021 14:22:31 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 14:22:31 (UTC+8)-
dc.identifier (Other Identifiers) G0100551506en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136260-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 100551506zh_TW
dc.description.abstract (摘要) 師生諮詢在寫作教學已廣為使用，諮詢提供師生互動的機會且能立刻討論寫作過程遇到的問題。雖然已有許多寫作諮詢的研究，但是情境大多是在大學教育，且諮詢者大多是寫作中心的助教，而非學生的教師 (Nash, Dawson & Gulozer, 2018)。高中教育的師生寫作諮詢研究尚不足，且極少研究探索跨語實踐理論於寫作諮詢的運用。本研究目的是探究跨語實踐理論在台灣高中寫作諮詢的運用。本研究以跨語主義理論框架探究以下三個研究問題: (一) 在跨語諮詢過程，學生使用哪些策略來提升寫作? (二) 跨語諮詢如何影響學生的寫作發展? (三) 跨語諮詢如何有效地幫助學生發展寫作能力?
本質化個案研究蒐集多重語料，長達一學期，參與者為一台灣高三學生。研究工具包含錄音設備、攝影機、學習背景調查表、寫作引導及訪問問題。語料為學習背景資料、教師教學筆記與講義、參與者的作文、諮詢錄影檔、訪談資料及參與者的省思紀錄。
本研究發現學生的身分由學習者改變為寫作者，寫作練習的目的也逐漸從文法與字彙移轉為寫作想法及修辭結構。除此之外，學生能善用Canagarajah (2013)提出的跨語溝通策略，並有明顯的跨語轉變及多模態的學習改變。本研究證實，跨語諮詢亦可促進學生寫作技巧的進步。針對教學實務而言，本研究結果認為師生跨語溝通及學生自主的賦予感有助於學生寫作學習，並能讓學生充分表達想法，成為寫作者。		zh_TW
dc.description.abstract (摘要) Teacher-student conferences have been used with prevalence in teaching writing. The conferences offer students a chance to interact with the instructor and instantly discuss their problems in the writing process. Although considerable studies of teacher-student conferences for writing have been conducted, most of them are conducted in tertiary education, and focus on “consultant-student” tutorials in a writing center where conference feedback may be given by a consultant who is not the instructor of the student (Nash, Dawson & Gulozer, 2018), and standard English is regarded as the learning goal. Scant studies explore teacher-student writing conferences in high school EFL contexts, nor is the EFL translingual conference explored. This study investigates teacher-student writing conferences incorporating translingual practices in a high school in Taiwan. Specifically, this study was designed to answer three research questions from the lens of translingualism: 1) What are the strategies employed by an EFL student in a translingual conference? 2) How do translingual conferences affect the EFL student’s literacy development? 3) How effective are translingual conferences in helping the EFL writers develop knowledge of academic writing?
A qualitative case study was conducted, and multiple data were collected over one semester. The participant, Mark, was a 12th grader in Taiwan. The data collected in this study included survey data, teacher’s instructional notes and materials, the participant’s writing assignments, conference video data, interview data, as well as the participant’s reflections. The findings revealed that through one-semester practices of translingual conferences, the student’s identity was shaped from a learner to a writer, focusing more on idea generation and organization than on grammar in writing; the student’s writing was shifted from form-focused writing to rhetorical-focused writing, and the student made full use of the negotiation strategies suggested by Canagarajah (2013). Finally, the results showed that the student’s written drafts and revisions over ten translingual conferences were improved according to the rubrics of the General Scholastic Ability Test (GSAT). It is suggested that the translingual practices of teacher-student conferences are effective in not only empowering EFL writers’ agency but also in improving their academic writing knowledge.		en_US
dc.description.tableofcontents Chinese Abstract vii
Abstract ix
Chapter One Introduction 1
Research Questions 2
Research Gap 3
Significance of the Study 3
Chapter Two Literature Review 5
Translingual Literacy 5
Translingual Practice 6
Studies on Writing Conferences 9
Translingual Approach and Resistance 13
Activity Theory 16
Chapter Three Methodology 21
Method Design 21
Setting 21
Data Collection 22
Participants 22
Instruments 23
Design of the Translingual Conferences 24
Theoretical Base 25
Procedures of the Writing Conferences 29
Instructional Design 30
Assessment 31
Data Collection Procedures 32
Data Analysis 33
Research Question 1 33
Research Question 2 40
Research Question 3 41
Considerations for Enhancing Trustworthiness 44
Chapter Four Results 45
Research Question 1 45
Interaction strategies 46
Envoicing strategies 53
Recontextualization strategies 57
Entextualization strategies 61
Translanguaging for Entextualiztion 67
AT Analysis of Mark’s Strategies Used in the Translingual Conferences 72
Research Question 2 77
Code-Hierarchy Analysis--Form-focused Writing to Rhetoric-focused Writing 77
Rhetorical Analysis—From Form-focused to Rhetoric-focused Writing 82
Research Question 3 92
Overall Essay Score Trends 92
The Effectiveness of the Translingual Conference 96
Chapter Five Discussion and Conclusion 97
Translingual Conference as a Comfort Zone Where the Writer is Endowed with Agency 97
Translingual Conference as a Zone of Collaboration 99
Translingual Conference as a Zone for Personalized Learning 100
Conclusion 102
Pedagogical implications 104
Limitations 105
Suggestions for future research 106
References 107
Appendices 116
Appendix A 116
Appendix B 117
Appendix C 118
Appendix D 120
Appendix E 122
Appendix F 123
Appendix G 126		zh_TW
dc.format.extent 3198314 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100551506en_US
dc.subject (關鍵詞) 跨語理論zh_TW
dc.subject (關鍵詞) 師生諮詢zh_TW
dc.subject (關鍵詞) 跨語言實踐zh_TW
dc.subject (關鍵詞) 寫作諮詢zh_TW
dc.subject (關鍵詞) Translingual writingen_US
dc.subject (關鍵詞) Teacher-student conferencesen_US
dc.subject (關鍵詞) Agencyen_US
dc.subject (關鍵詞) L2 writingen_US
dc.title (題名) 跨語實踐理念於EFL寫作諮詢之個案探究zh_TW
dc.title (題名) Exploring Translingual Practices in EFL Teacher-student Writing Conferences: A Case Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) References
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1), 5–31.
Boston, C. (2002). The concept of formative assessment. ERIC Clearinghouse on Assessment and Evaluation College Park MD.
Burbules, N., & Rice, S. (1991). Dialogue across Differences: Continuing the Conversation. Harvard Educational Review, 61(4), 393–417.
Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589-604.
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dc.identifier.doi (DOI) 10.6814/NCCU202100845en_US