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題名 台灣高中階段英文課程言語行為教學之探討
Teaching speech act in high school EFL classrooms in Taiwan: a case of invitation
作者 黃宗彥
Huang, Tsung-yen
貢獻者 詹惠診
Chan, Hui-chen
黃宗彥
Huang, Tsung-yen
關鍵詞 語言功能教學
禮貌性
間接性
語言策略
邀請行為
teaching language functions
politeness
indirectness
linguistic strategy
the speech act of invitation
日期 2008
上傳時間 19-Sep-2009 13:01:58 (UTC+8)
摘要 在台灣，由於中學英語課程的設計大都是考試導向，教學過程中幾乎完全著重於語言形式的教導，而忽略語言使用功能的重要性，所以台灣的英語學習者在中學階段很少有機會接受語言功能教學。本研究主要是要調查間接性以及禮貌性這兩個語用功能對於邀請句式選擇的適當性是否有所影響，進而調查語言功能教學對於本國的中學生學習英語的可行性與成效性。
本研究先分析了20位美國人在間接性與禮貌性的考量之下，對邀請句式的選擇為何，以便建立美國文化在這方面的規範。然後，再以此規範，設計一套四個單元的語言功能教學課程。有135位來自台灣北部兩所高中的高一學生接受了這項課程。這兩所學校的基測成績高低不同；每間學校各有兩班學生分別接受以功能為主的教學和以結構為主的教學。
前測及後測的結果顯示語言功能教學有效地改善了台灣學生的語言功能表現。再者，語言形式選擇的適當性的確受制於間接性及禮貌性的宰制。此外，情態策略也被驗証比直接策略及暗示策略要來得困難及複雜許多。又，基測成績較高的學校的學生比基測成績較低的學校的學生在學習語言功能的過程中表現較好。整體而言，實驗結果顯示，對於以英語為外國語的學生而言，語言功能教學是有效的、可行的，也是必須的。
另外，雖然台灣學生較偏好結構為主的教學法，但是本研究發現功能為主的教學法比結構為主的教學法成效較佳。最後，從學生對於本課程的評量得知，雖然學生們覺得語言功能學習法不是很有趣，但是他們大多認為這樣的教學方法對學習英語是有幫助的，而且是重要的。
EFL learners in Taiwan are hardly taught language functions in high schools since most of the English courses are designed in accordance with the examination-oriented goal, which is far more focused on teaching language form than on teaching language use. The purpose of the present study is to investigate whether indirectness and politeness would influence appropriate linguistic choice for invitation, and to investigate the effectiveness of teaching language functions to high school students in EFL classrooms.
In this study, 20 American subjects’ ratings of eight linguistic forms for invitation by indirectness and politeness were analyzed to obtain the American norm, based on which a four-unit program of teaching language functions was designed. 138 senior high school students from two senior high schools in northern Taiwan took a pre-test before receiving the instruction and a post-test afterwards. Two classes from each school received function-based teaching method and structure-based teaching method respectively.
The results of the pre-test and the post-test, in comparison with the American norm, indicate that teaching language functions is effective in improving Chinese students’ competence of the functional aspect of English. Next, the test results verify that the appropriate choice of linguistic forms is indeed influenced by politeness and indirectness, although these two functional factors are not in a systematic relationship. Moreover, Modality strategy is found to be more difficult and more complex than Direct strategy and Hinting strategy. In addition, although the students from the school of high BCT scores tend to perform better than those from the school of low BCT scores, students of both schools made significant improvement in learning the concepts of indirectness and politeness. The findings given above imply that teaching language functions to high school students in EFL classrooms is feasible, necessary, and effective.
In addition, according to the results of the general evaluations to this teaching program offered by the students and the English teachers involved, although the Taiwanese students showed preference to structure-based method, function-based method is verified to be more effective. In conclusion, the students’ and the teachers’ evaluations of this program indicate that learning language functions may not be interesting, but it is helpful and important to the students.
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描述 碩士
國立政治大學
英國語文學研究所
95551020
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095551020
資料類型 thesis
dc.contributor.advisor 詹惠診zh_TW
dc.contributor.advisor Chan, Hui-chenen_US
dc.contributor.author (Authors) 黃宗彥zh_TW
dc.contributor.author (Authors) Huang, Tsung-yenen_US
dc.creator (作者) 黃宗彥zh_TW
dc.creator (作者) Huang, Tsung-yenen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:01:58 (UTC+8)-
dc.date.available 19-Sep-2009 13:01:58 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:01:58 (UTC+8)-
dc.identifier (Other Identifiers) G0095551020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37281-
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) 95551020zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 在台灣，由於中學英語課程的設計大都是考試導向，教學過程中幾乎完全著重於語言形式的教導，而忽略語言使用功能的重要性，所以台灣的英語學習者在中學階段很少有機會接受語言功能教學。本研究主要是要調查間接性以及禮貌性這兩個語用功能對於邀請句式選擇的適當性是否有所影響，進而調查語言功能教學對於本國的中學生學習英語的可行性與成效性。
本研究先分析了20位美國人在間接性與禮貌性的考量之下，對邀請句式的選擇為何，以便建立美國文化在這方面的規範。然後，再以此規範，設計一套四個單元的語言功能教學課程。有135位來自台灣北部兩所高中的高一學生接受了這項課程。這兩所學校的基測成績高低不同；每間學校各有兩班學生分別接受以功能為主的教學和以結構為主的教學。
前測及後測的結果顯示語言功能教學有效地改善了台灣學生的語言功能表現。再者，語言形式選擇的適當性的確受制於間接性及禮貌性的宰制。此外，情態策略也被驗証比直接策略及暗示策略要來得困難及複雜許多。又，基測成績較高的學校的學生比基測成績較低的學校的學生在學習語言功能的過程中表現較好。整體而言，實驗結果顯示，對於以英語為外國語的學生而言，語言功能教學是有效的、可行的，也是必須的。
另外，雖然台灣學生較偏好結構為主的教學法，但是本研究發現功能為主的教學法比結構為主的教學法成效較佳。最後，從學生對於本課程的評量得知，雖然學生們覺得語言功能學習法不是很有趣，但是他們大多認為這樣的教學方法對學習英語是有幫助的，而且是重要的。		zh_TW
dc.description.abstract (摘要) EFL learners in Taiwan are hardly taught language functions in high schools since most of the English courses are designed in accordance with the examination-oriented goal, which is far more focused on teaching language form than on teaching language use. The purpose of the present study is to investigate whether indirectness and politeness would influence appropriate linguistic choice for invitation, and to investigate the effectiveness of teaching language functions to high school students in EFL classrooms.
In this study, 20 American subjects’ ratings of eight linguistic forms for invitation by indirectness and politeness were analyzed to obtain the American norm, based on which a four-unit program of teaching language functions was designed. 138 senior high school students from two senior high schools in northern Taiwan took a pre-test before receiving the instruction and a post-test afterwards. Two classes from each school received function-based teaching method and structure-based teaching method respectively.
The results of the pre-test and the post-test, in comparison with the American norm, indicate that teaching language functions is effective in improving Chinese students’ competence of the functional aspect of English. Next, the test results verify that the appropriate choice of linguistic forms is indeed influenced by politeness and indirectness, although these two functional factors are not in a systematic relationship. Moreover, Modality strategy is found to be more difficult and more complex than Direct strategy and Hinting strategy. In addition, although the students from the school of high BCT scores tend to perform better than those from the school of low BCT scores, students of both schools made significant improvement in learning the concepts of indirectness and politeness. The findings given above imply that teaching language functions to high school students in EFL classrooms is feasible, necessary, and effective.
In addition, according to the results of the general evaluations to this teaching program offered by the students and the English teachers involved, although the Taiwanese students showed preference to structure-based method, function-based method is verified to be more effective. In conclusion, the students’ and the teachers’ evaluations of this program indicate that learning language functions may not be interesting, but it is helpful and important to the students.		en_US
dc.description.tableofcontents Chinese Abstract xii
English Abstract xiv
Chapter
1. Introduction1
Backgrounds 1
Purpose of the Study 2
2. Literature Review 3
Communicative Competence 3
Pragmatic Perspective of Language Use 5
Speech Act Theory 6
Indirect Speech Acts 7
Cooperative Principle 9
Politeness Principles 10
Politeness as Rapport 10
Politeness as Face 11
Politeness as Comity 12
The Speech Act of Invitation 14
Cultural Perspective of Language Use 16
Cultural Differences 16
Invitational Activity in Western and Chinese Cultures 17
Linguistic Aspect of Invitation 19
The Strategies of Invitation 19
Linguistic Choice by Indirectness and Politeness 21
Teaching Speech Acts to EFL Learners 23
Pragmatic Transfer 23
Pragmatic Failure 23
Procedures 26
Research Questions 27
Hypotheses 28
3. Methodology 29
Subjects 29
The Subjects for the American Norm 29
The Subjects of the Pilot Test 30
The Subjects of This Study 30
The Tools 31
The Questionnaires for the Tests 31
The questionnaires for the American norm 31
The questionnaires for the pilot test 31
The questionnaires for the pre-test and the post-test 31
T he Questionnaires for General Evaluations of the Whole Program 32
The questionnaires for students’ evaluations 32
The questionnaires for teachers’ evaluations 32
Teaching Materials and Instruments 32
Linguistic Variables 33
Functional Variables 34
The Test for the American Norm 34
The Pilot Test 37
The Procedures 38
Procedure One—Function-based method 38
Procedure Two—Structure-based method 39
Methods of Data Analysis 41
4. Data analyses and Discussion on the Results of the Pre-test and the Post-test 42
Data Analysis of Linguistic Choice by Indirectness 42
Holistic Test Results of Indirectness 42
The Test Results of Indirectness by Function-based Method and Structure-based Method 48
Function-based method 48
Structure-based method 50
Cross-method comparison 52
The Test Results of Indirectness by School One and School Two 55
School One. 56
School Two 58
Cross-school comparison 61
A Summary of the Test Results on Teaching Indirectness 65
Data Analysis of Linguistic Choice by Politeness 66
Holistic Test Results of Politeness 66
The Test Results of Function-based Method and Structure-based Method 73
Function-based method 73
Structure-based method 76
Cross-method comparison 78
The Test Results of School One and School Two 81
School One. 81
School Two. 84
Cross-school comparison 86
A Summary of the Test Results on Teaching Politeness 90
5. General Evaluations of the Program 92
Students’ Evaluations of the Program 92
Students’ Evaluations of the Whole Program 92
Students’ Evaluations by Function-based Method and Structure-based Method 94
Students’ Evaluations of the Program by Schools and Teaching Methods 100
Teachers’ Evaluations of the Program 101
6. Conclusion 105
A Summary of the Major Findings in This Study 105
Pedagogical Implications 107
Limitations of This Study and Suggestions 109
References 111
Appendices 117
Appendix A: Questionnaire for the Test of the American Norm 118
Appendix B: Questionnaire for the Pilot Test: Pre-test and Post-test 119
Appendix C-1: Function-based Lesson Plan (for Class A and Class C): Lesson-1 123
Appendix C-2:
Handout A: Handout Used in Function-based Class Instruction for Introducing Sentence Patterns for Invitation 124
Handout B: Handout Used in Function-based Class Instruction for Indirectness Strengths of Invitation 125
Handout C: Handout Used in Function-based Class Instruction for Politeness Strength of Invitation 126
Handout D: Handout Used in Function-based Class Instruction for the Interaction of Indirectness and Politeness of Invitation 127
Appendix D-1: Function-based Lesson Plan (for Class A and Class C): Lesson-2 128
Appendix D-2:
Worksheet A: Worksheet Used in Function-based Class Instruction for Practice (Lesson-2) 130
Worksheet B: Worksheet for Function-based Assignment (Lesson-2) 132
Appendix E-1: Function-based Lesson Plan (for Class A and Class C): Lesson-3 134
Appendix E-2:
Worksheet C: Worksheet Used in Function-based Class Instruction for Practice (Lesson-3) 135
Worksheet D: Worksheet for Function-based Assignment (Lesson-3) 137
Appendix F-1: Function-based Lesson Plan (for Class A and Class C): Lesson-4 139
Appendix F-2:
Worksheet E: Worksheet Used in Function-based Class Instruction for Practice (Lesson-4) 140
Appendix G-1: Structure-based Lesson Plan (for Class B and Class D): Lesson-1 143
Appendix G-2:
Handout E: Handout Used in Structure-based Class Instruction for Introducing Sentence Patterns for Invitation 144
Handout F: Handout Used in Structure-based Class Instruction for Indirectness Strengths of Invitation 145
Handout G: Handout Used in Structure-based Class Instruction for Politeness Strengths of Invitation 146
Handout H: Handout Used in Structure-based Class Instruction for the Interaction of Indirectness and Politeness of Invitation 147
Appendix H-1: Structure-based Lesson Plan (for Class B and Class D): Lesson-2 148
Appendix H-2:
Worksheet F: Worksheet Used in Structure-based Class Instruction for Practice (Lesson-2) 149
Worksheet G: Worksheet for Structure-based Assignment (Lesson-2) 150
Appendix I-1: Structure-based Lesson Plan (for Class B and Class D): Lesson-3 151
Appendix I-2:
Worksheet H: Worksheet Used in Structure-based Class Instruction for Practice (Lesson-3) 153
Worksheet I: Worksheet for Structure-based Assignment (Lesson-3) 155
Appendix J-1: Structure-based Lesson Plan (for Class B and Class D): Lesson-4 157
Appendix J-2 158
Worksheet J: Worksheet Used in Structure-based Class Instruction for Practice (Lesson-4) 159
Appendix K: Questionnaire for Evaluations of Function-based Teaching Method (Students) 161
Appendix L: Questionnaire for Evaluation of Structure-based Teaching Method (Students) 164
Appendix M: Questionnaire for Evaluations of the Program (Teachers) 167		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095551020en_US
dc.subject (關鍵詞) 語言功能教學zh_TW
dc.subject (關鍵詞) 禮貌性zh_TW
dc.subject (關鍵詞) 間接性zh_TW
dc.subject (關鍵詞) 語言策略zh_TW
dc.subject (關鍵詞) 邀請行為zh_TW
dc.subject (關鍵詞) teaching language functionsen_US
dc.subject (關鍵詞) politenessen_US
dc.subject (關鍵詞) indirectnessen_US
dc.subject (關鍵詞) linguistic strategyen_US
dc.subject (關鍵詞) the speech act of invitationen_US
dc.title (題名) 台灣高中階段英文課程言語行為教學之探討zh_TW
dc.title (題名) Teaching speech act in high school EFL classrooms in Taiwan: a case of invitationen_US
dc.type (資料類型) thesisen
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