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題名 第二語言課室中對話者之熟悉度對溝通互動的影響
INTERLOCUTORS` FAMILIARITY ON TASK-BASED INTERACTION IN A L2 CLASSROOM
作者 劉淨云
Liu,Ching-yun
貢獻者 余明忠
Yu,Ming-chung
劉淨云
Liu,Ching-yun
關鍵詞 對話者之間的熟悉度
作業
溝通互動
社會層面
面子
外語學習者
Interlocutors` familiarity
task
interaction
social dimension
face
EFL students
日期 2007
上傳時間 17-Sep-2009 16:18:11 (UTC+8)
摘要 本研究旨在於觀察對話者之間的熟悉度對於外語學習者的語言影響。溝通互動性質的作業能提供語言學習者機會來對話；然而，很少有學者研究對話者之間的社會層面對於溝通互動的影響。在此研究中，實驗對象是一群台灣的高一生，程度介於全民英檢初級和中級之間，他們依彼此間熟悉程度的調查而分成19個熟悉組和不熟悉組，並進行三種不同性質的溝通作業，再分別計算negotiation for meaning，language-related episodes，和recasts的使用次數。量化分析的結果顯示對話者之間的熟悉度並沒有造成以上三種溝通特性的顯著性差異，唯有在作業類型中有顯著性差異。但質性研究發現由於權力關係帶來的張力，對話者間的熟悉度會因著面子的考量而造成互動模式的些微差異，對於學習者的情意層面、投入程度和溝通策略的使用產生一定的影響。此結果將對於語言課室中配對練習有重要的教學啟示。
The purpose of this paper is to observe how the interlocutors` familiarity influences the language produced by EFL (English as a foreign language) students. It is widely argued that communicative language tasks may provide learners with opportunities to manipulate and modify their language productions, which in turn helps learners develop their target language. However, few studies concern the social dimension of interlocutors in task-based interactions. In this study, some senior high school English learners in Taiwan were divided into 19 familiar and 19 unfamiliar pairs. Every dyad was engaged in the picture differences task, the describe-and-draw task, and the discussion task. Negotiation for meaning, language-related episodes, and recasts viewed as crucial to second language acquisition (SLA) were interactional features used for quantitative analysis. The results showed that interlocutor’s familiarity had no significant effect; only in task types did the researcher find discernable differences. Opposed to such negative results, the qualitative analyses showed a divergence of interactional patterns due to the face issue resulting from social dynamics. Learners’ interloctutors’ familiarity, which may impact learners’ affective domain and conversational strategy use, may bring some pedagogical implications for pair work in second language classroom teaching.
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Gass, S. and Varonis, E. (1986). Sex differences in NNS/NNS interactions. In Day, R. (Ed.), Talking to learn: Conversation in second language acquisition (pp. 327-351). Newbury House Publishers, Inc.
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General English Proficiency Test. (2005). Formal test (Intermediate-3) (全民英語能力分級檢定測驗：正式測驗考題 (中級-3)). Taipei: LTTC.
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描述 碩士
國立政治大學
英國語文學研究所
93551020
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093551020
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu,Ming-chungen_US
dc.contributor.author (Authors) 劉淨云zh_TW
dc.contributor.author (Authors) Liu,Ching-yunen_US
dc.creator (作者) 劉淨云zh_TW
dc.creator (作者) Liu,Ching-yunen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:18:11 (UTC+8)-
dc.date.available 17-Sep-2009 16:18:11 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:18:11 (UTC+8)-
dc.identifier (Other Identifiers) G0093551020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33334-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 93551020zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本研究旨在於觀察對話者之間的熟悉度對於外語學習者的語言影響。溝通互動性質的作業能提供語言學習者機會來對話；然而，很少有學者研究對話者之間的社會層面對於溝通互動的影響。在此研究中，實驗對象是一群台灣的高一生，程度介於全民英檢初級和中級之間，他們依彼此間熟悉程度的調查而分成19個熟悉組和不熟悉組，並進行三種不同性質的溝通作業，再分別計算negotiation for meaning，language-related episodes，和recasts的使用次數。量化分析的結果顯示對話者之間的熟悉度並沒有造成以上三種溝通特性的顯著性差異，唯有在作業類型中有顯著性差異。但質性研究發現由於權力關係帶來的張力，對話者間的熟悉度會因著面子的考量而造成互動模式的些微差異，對於學習者的情意層面、投入程度和溝通策略的使用產生一定的影響。此結果將對於語言課室中配對練習有重要的教學啟示。zh_TW
dc.description.abstract (摘要) The purpose of this paper is to observe how the interlocutors` familiarity influences the language produced by EFL (English as a foreign language) students. It is widely argued that communicative language tasks may provide learners with opportunities to manipulate and modify their language productions, which in turn helps learners develop their target language. However, few studies concern the social dimension of interlocutors in task-based interactions. In this study, some senior high school English learners in Taiwan were divided into 19 familiar and 19 unfamiliar pairs. Every dyad was engaged in the picture differences task, the describe-and-draw task, and the discussion task. Negotiation for meaning, language-related episodes, and recasts viewed as crucial to second language acquisition (SLA) were interactional features used for quantitative analysis. The results showed that interlocutor’s familiarity had no significant effect; only in task types did the researcher find discernable differences. Opposed to such negative results, the qualitative analyses showed a divergence of interactional patterns due to the face issue resulting from social dynamics. Learners’ interloctutors’ familiarity, which may impact learners’ affective domain and conversational strategy use, may bring some pedagogical implications for pair work in second language classroom teaching.en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract vii
English Abstract viii
Chapter
1. Introduction 1
2. Literature Review 4
2.1 Review of Language Acquisition Theories 5
2.1.1 Input Hypothesis 5
2.1.2 Output Hypothesis 5
2.1.3 Interaction Hypothesis 6
2.2 Contexts and Interaction 9
2.2.1 Conversation Structure in Natural L2 Classes 9
2.3 Other Related Issues of Interaction 10
2.3.1 The Role of Tasks 11
2.3.1.1 Task Features 12
2.3.1.2 Task Implementation 13
2.3.2 The Role of Interlocutors 13
2.3.2.1 The Nativeness of Interlocutors 15
2.3.2.2 The Familiarity of Interlocutors 16
2.4 Research Questions 20
2.5 Hypotheses 21
3. Method 22
3.1 Participants 22
3.2 Instruments 23
3.3 Procedures 25
3.4 Data Analyses 28
3.4.1 Transcription and Coding 29
3.4.2 Statistic Analyses 33
4. Results 34
4.1 Quantitative Results 34
4.1.1 Negotiation for Meaning 34
4.1.1.1 Confirmation Checks 37
4.1.1.2 Clarification Requests 39
4.1.1.3 Comprehension Checks 41
4.1.2 Language-Related Episodes 44
4.1.3 Recasts 47
4.2 Qualitative Analysis 50
4.2.1 Power Relationships 50
4.2.2 Repair Strategies 51
4.2.3 Agreement versus Disagreement 54
5. Discussion 58
5.1 Interlocutor Familiarity and Task Performance 58
5.2 The Task Types and Task Performance 60
5.3 The Influence of Culture 62
5.3.1 The Notion of Face 62
5.4 Differences of Interactive Communication 64
5.4.1 Discourse Rules 64
5.4.2 Strategic Competence 65
5.5 Individual Differences 68
6. Conclusion 70
6.1 Summary 70
6.2 Pedagogical Implications 71
6.3 Limitations of the Present Study 73
6.4 Suggestions for Further Research 74
References 75
Appendixes 83
A-1. The Picture Differences Task 83
A-2. The Describe-and-Draw Task 84
A-3. The Discussion Task 85
B. Participants` Raw Data 86
C. Scatter Plots 90
D-1. Samples of Transcriptions (familiar pairs) 99
D-2. Samples of Transcriptions (unfamiliar pairs) 115		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093551020en_US
dc.subject (關鍵詞) 對話者之間的熟悉度zh_TW
dc.subject (關鍵詞) 作業zh_TW
dc.subject (關鍵詞) 溝通互動zh_TW
dc.subject (關鍵詞) 社會層面zh_TW
dc.subject (關鍵詞) 面子zh_TW
dc.subject (關鍵詞) 外語學習者zh_TW
dc.subject (關鍵詞) Interlocutors` familiarityen_US
dc.subject (關鍵詞) tasken_US
dc.subject (關鍵詞) interactionen_US
dc.subject (關鍵詞) social dimensionen_US
dc.subject (關鍵詞) faceen_US
dc.subject (關鍵詞) EFL studentsen_US
dc.title (題名) 第二語言課室中對話者之熟悉度對溝通互動的影響zh_TW
dc.title (題名) INTERLOCUTORS` FAMILIARITY ON TASK-BASED INTERACTION IN A L2 CLASSROOMen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bell, A. (1984). Language style as audience design. Language in Society, 13, 145-204.zh_TW
dc.relation.reference (參考文獻) Blum-Kulka, S., House, J., and Kasper, G. (1989). Investigating cross-cultural pragmatics: An introductory overview. In S. Blum-Kulka, J. House, and G. Gasper (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 1-34). Ablex Publishing Corporation.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2000). Principles of language learning and teaching (fourth edition). Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (second edition). Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Brown, P. and Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.zh_TW
dc.relation.reference (參考文獻) Doughty, C. and Pica, T. (1986). “Information Gap” tasks: Do they facilitate secondzh_TW
dc.relation.reference (參考文獻) language acquisition? TESOL Quarterly, 20 (2), 305-325.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1994). The study of second language acquisition. Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1997). Second language acquisition. Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Foster, P. (1998). A classroom perspective on the negotiation of meaning. Appliedzh_TW
dc.relation.reference (參考文獻) Linguistics, 9 (1), 1-23.zh_TW
dc.relation.reference (參考文獻) Gass, S. M. (2003). Input and interaction. In C. Doughty and M. H. Long (Eds.), Thezh_TW
dc.relation.reference (參考文獻) handbook of second language acquisition (pp. 224-255). Oxford: Blackwell.zh_TW
dc.relation.reference (參考文獻) Gass, S., Mackey, A. and Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55 (4), 575-611.zh_TW
dc.relation.reference (參考文獻) Gass, S. and Varonis, E. (1985). Task variation and nonnative/ nonnative negotiation of meaning. In S. M. Gass and C. G. Madden (Eds.), Input in second language acquisition (pp. 149-161). Newbury House Publishers, Inc.zh_TW
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