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題名 臺灣英語為外語師生語用教學動機相關經驗：一個質化個案研究
A Qualitative Case Study on Teacher’s and Students’ Motivation-related Experiences of L2 Pragmatics in Taiwan
作者 謝明宏
Hsieh, Ming Hung
貢獻者 余明忠
Yu, Ming Chung
謝明宏
Hsieh, Ming Hung
關鍵詞 第二語言語用
學習英語為外語
質化個案研究
學習動機
L2 pragmatics
EFL
qualitative case study
learning motivation
日期 2011
上傳時間 30-Oct-2012 10:53:19 (UTC+8)
摘要 語用教學研究大多專注在教學成效，並以量化研究比較跨文化語用文化規範和溝通策略之差異，然，只有少數的質化研究探討語用研究理論如何落實在外語教學師生的學習動機。準確來說，本研究檢視以英語為外語師生如何看待語用能力培養，以及學習社會語言之動機相關經驗。先前文獻已經指出，第二語言語用學習動機研究，需要投入更多的努力。

因此，本質化個案研究旨在探討臺灣以英語為外語師生學習語用動機。資料蒐集透過面訪、課室觀察和課堂筆記以及研究者的省思日誌，從學習動機的角度審視外語語用教學，洞悉多層次語言學習動機。

研究結果顯示，受訪師生均認為語用教學對第二語言發展極為重要，縱使社會政治情境因素的干擾，諸如考試領導教學、授課時數嚴重不足和偏重語法教學，然而，在學習語言禮貌和適切性方面，受訪者均偏好語言實用功能和實際生活應用，甚於傳統單一語法教學。受訪老師指出在語言四項技能統整課程，語用教學比例明顯偏低，認為語用教學在臺灣並不普及。另外，臺灣英語為外語老師普遍未能滿足學生語用學習需求。

雖然師生起初對學習外語語用似乎未注意其重要性，然而，在回顧外語學習的歷程中，受訪者提高對於文化適切表達之醒覺。本研究期許幫助臺灣學習英語為外語師生了解語用教學在溝通功能中扮演的重要角色，促進未來語用教學研究之實踐，發展語言使用者之溝通能力。
Though much of L2 pragmatics research has focused on the effectiveness of instructional pragmatics and cross-cultural variations of pragmatic norms and strategies used in the target language via cross-sectional quantitative research, little, however, has been conducted to explore teachers’ and students’ motivational experiences of implementing pragmatics instruction in real-life teaching and learning practices in EFL contexts. Specifically, little was known about what and how teachers and students perceive the role of developing pragmatic ability and their motivations to teach and learn socio-pragmatic functions since prior research has suggested that more research efforts should be done in the line of L2 pragmatics research.

Therefore, this study aims to investigate both teachers’ and students’ motivations of learning and teaching pragmatics through qualitative research. Multiple data sources were collected through face-to-face interviews, classroom observations and field notes as well as the researcher’s reflective journals, to illuminate the dynamic, multifaceted motivational experiences of L2 instructional pragmatics.

The findings suggest that both teachers and students considered the role of teaching and learning pragmatics essential to second language development pertaining to the polite and appropriate use of the target language, and its learning utility, practical functions and intrinsic interest in using language for authentic communication purposes despite the sociopolitical factors, such as exam-oriented teaching, lack of top-down institutional support and the implementation of English language policy in Taiwan.
Nevertheless, the teacher voiced her inadequacy of teaching L2 pragmatics in a four-skill integrated course and demonstrated her concerns about the prevalence of teaching students how to speak English in a culturally appropriate way, which is, however, contrary to students’ eager expectations to learn L2 pragmatics.

Albeit both the teacher and the students tended to ignore L2 pragmatics at first, after the initial reflections they raised their awareness of culturally speaking in an appropriate way. In this study, it was hoped to empower both teachers and students to understand their teaching and learning practices by sensitizing them to L2 pragmatics in EFL contexts, to facilitate the implementation of L2 pragmatics instruction in the classroom and to underscore the importance of developing learners’ communicative competence in Taiwan.
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描述 碩士
國立政治大學
英國語文學研究所
98551018
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0985510181
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 謝明宏zh_TW
dc.contributor.author (Authors) Hsieh, Ming Hungen_US
dc.creator (作者) 謝明宏zh_TW
dc.creator (作者) Hsieh, Ming Hungen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 10:53:19 (UTC+8)-
dc.date.available 30-Oct-2012 10:53:19 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 10:53:19 (UTC+8)-
dc.identifier (Other Identifiers) G0985510181en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54369-
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) 98551018zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 語用教學研究大多專注在教學成效，並以量化研究比較跨文化語用文化規範和溝通策略之差異，然，只有少數的質化研究探討語用研究理論如何落實在外語教學師生的學習動機。準確來說，本研究檢視以英語為外語師生如何看待語用能力培養，以及學習社會語言之動機相關經驗。先前文獻已經指出，第二語言語用學習動機研究，需要投入更多的努力。

因此，本質化個案研究旨在探討臺灣以英語為外語師生學習語用動機。資料蒐集透過面訪、課室觀察和課堂筆記以及研究者的省思日誌，從學習動機的角度審視外語語用教學，洞悉多層次語言學習動機。

研究結果顯示，受訪師生均認為語用教學對第二語言發展極為重要，縱使社會政治情境因素的干擾，諸如考試領導教學、授課時數嚴重不足和偏重語法教學，然而，在學習語言禮貌和適切性方面，受訪者均偏好語言實用功能和實際生活應用，甚於傳統單一語法教學。受訪老師指出在語言四項技能統整課程，語用教學比例明顯偏低，認為語用教學在臺灣並不普及。另外，臺灣英語為外語老師普遍未能滿足學生語用學習需求。

雖然師生起初對學習外語語用似乎未注意其重要性，然而，在回顧外語學習的歷程中，受訪者提高對於文化適切表達之醒覺。本研究期許幫助臺灣學習英語為外語師生了解語用教學在溝通功能中扮演的重要角色，促進未來語用教學研究之實踐，發展語言使用者之溝通能力。		zh_TW
dc.description.abstract (摘要) Though much of L2 pragmatics research has focused on the effectiveness of instructional pragmatics and cross-cultural variations of pragmatic norms and strategies used in the target language via cross-sectional quantitative research, little, however, has been conducted to explore teachers’ and students’ motivational experiences of implementing pragmatics instruction in real-life teaching and learning practices in EFL contexts. Specifically, little was known about what and how teachers and students perceive the role of developing pragmatic ability and their motivations to teach and learn socio-pragmatic functions since prior research has suggested that more research efforts should be done in the line of L2 pragmatics research.

Therefore, this study aims to investigate both teachers’ and students’ motivations of learning and teaching pragmatics through qualitative research. Multiple data sources were collected through face-to-face interviews, classroom observations and field notes as well as the researcher’s reflective journals, to illuminate the dynamic, multifaceted motivational experiences of L2 instructional pragmatics.

The findings suggest that both teachers and students considered the role of teaching and learning pragmatics essential to second language development pertaining to the polite and appropriate use of the target language, and its learning utility, practical functions and intrinsic interest in using language for authentic communication purposes despite the sociopolitical factors, such as exam-oriented teaching, lack of top-down institutional support and the implementation of English language policy in Taiwan.
Nevertheless, the teacher voiced her inadequacy of teaching L2 pragmatics in a four-skill integrated course and demonstrated her concerns about the prevalence of teaching students how to speak English in a culturally appropriate way, which is, however, contrary to students’ eager expectations to learn L2 pragmatics.

Albeit both the teacher and the students tended to ignore L2 pragmatics at first, after the initial reflections they raised their awareness of culturally speaking in an appropriate way. In this study, it was hoped to empower both teachers and students to understand their teaching and learning practices by sensitizing them to L2 pragmatics in EFL contexts, to facilitate the implementation of L2 pragmatics instruction in the classroom and to underscore the importance of developing learners’ communicative competence in Taiwan.		en_US
dc.description.tableofcontents Acknowledgements.........................................iii
Table of Contents...................................................v
Chinese Abstract..................................................xi
English Abstract........................................xiii

Chapter 1 Introduction.....................................1
1.0 Introduction...............................................1
1.1 English as a Global Language...........................1
1.2 The Role of English in Intercultural Communication..............................................2
1.3 Sociolinguistic Competence (SC) .......................3
1.4 The Constraints and Opportunities of Implementing L2 Pragmatics in Asia.........................................5
1.5 The Instructional Effect on Sociolinguistic Competence.................................................6
1.6 Underexplored Areas in L2 Pragmatics Research...................................................7
1.7 Motivations of the Study...............................8
1.8 Significance of the Study..............................8

Chapter 2 Literature Review................................9
2.0 Introduction...............................................9
2.1 The Introduction and Implementation of CLT and TBLT in Asia.......................................................9
2.1.1 The Premise of CLT..................................10
2.1.2 TBLT as an Adaptation of CLT........................10
2.1.3 Difficulties of Implementing CLT....................11
2.1.4 Three Constraints of Implementing CLT...............12
2.1.5 Example of Implementing CLT in Taiwan...............13
2.2 L2 Motivation Theory and Pragmatics...................17
2.3 Experimental/Intervention Studies of L2 Sociolinguistic Skills....................................................21
2.4 The Intrinsic Need to Learn Functional, Interactive and Social Use of English.....................................24
2.5 Research Gaps on Prior L2 Pragmatics Studies..........26
2.6 Rationale of the Current Study........................28
2.7 Research Questions....................................29

Chapter 3 Methodology...............................................31
3.0 Introduction..........................................31
3.1 Design of the Study...................................31
3.2 Selection of the Participants.........................32
3.3 Profile of the Participants..............................................35
3.3.1 Courses Taken in the MA-TESOL Program...............35
3.3.2 Motivations of Pursuing a Ph.D. degree in Taiwan....36
3.3.3 Perception of the Training..........................37
3.3.4 Teaching Experience.................................38
3.3.5 Philosophy of Teaching English......................38
3.3.6 Teacher Role as a Facilitator.......................39
3.4 Student Profile.......................................40
3.4.1 Students’ English Learning Experience...............40
3.4.2 Students’ Preferred English Learning Styles in English Classes...................................................41
3.5 Classroom Vignette & Course Materials.................41
3.6 Data Collection.......................................44
3.6.1 Instruments.........................................45
3.6.2 Classroom Observations..............................46
3.6.3 Role of the Researcher..............................47
3.6.4 Teacher Interviews..................................48
3.6.5 Student Interviews..................................49
3.7 Data Analysis.........................................50
3.8 Validation of Data Analysis...........................52

Chapter 4 Results.........................................55
4.0 Introduction..........................................55
4.1 The Effect of L2 Pragmatics Instruction on EFL Learners’ Pragmatic Ability.........................................56
4.1.1 Teacher’s Insufficient L2 Pragmatics Instruction....57
4.1.2 Students’ Limited English Proficiency to Learn L2 Pragmatics................................................59
4.1.3 Exam-Oriented Teaching that Constrained L2 Pragmatics................................................61
4.2 Motivation of Learning and Teaching L2 Pragmatics in Taiwan....................................................64
4.2.1 Extrinsic Motivation Factors........................64
4.2.2 Intrinsic Motivation Factors........................70

Chapter 5 Discussion......................................77
5.0 Introduction..............................................77
5.1 The Instructional Effects on L2 Pragmatics Learning...77
5.2 The Neglected Aspect of Sociolinguistic Instruction in Language Curricula........................................87
5.3 Extrinsic Motivation on Learners’ English Learning Experiences...............................................89
5.4 The Relationship between Intrinsic Motivation and Sociolinguistic Instruction...............................92
5.5. Teacher’s and Students’ Attitudes toward Sociolinguistic Instruction...............................94

Chapter 6 Conclusions.....................................97
6.1 Summary of the Research Findings......................97
6.2 Pedagogical Implications for EFL Teachers and Students..................................................98
6.3 Limitations of the Study..............................99
6.4 Suggestions for Future Research......................100
References...............................................101
Appendixes...............................................111
A. Informed Consent Statement (Teachers).................111
B. Informed Consent Statement (Students).................112
C. Background Survey (Teachers)..........................113
D. Background Survey (Students)..........................114
E. Interview Guide (Teachers)............................115
F. Interview Guide (Students)............................120
Curriculum Vitae.........................................124		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0985510181en_US
dc.subject (關鍵詞) 第二語言語用zh_TW
dc.subject (關鍵詞) 學習英語為外語zh_TW
dc.subject (關鍵詞) 質化個案研究zh_TW
dc.subject (關鍵詞) 學習動機zh_TW
dc.subject (關鍵詞) L2 pragmaticsen_US
dc.subject (關鍵詞) EFLen_US
dc.subject (關鍵詞) qualitative case studyen_US
dc.subject (關鍵詞) learning motivationen_US
dc.title (題名) 臺灣英語為外語師生語用教學動機相關經驗：一個質化個案研究zh_TW
dc.title (題名) A Qualitative Case Study on Teacher’s and Students’ Motivation-related Experiences of L2 Pragmatics in Taiwanen_US
dc.type (資料類型) thesisen
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