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題名:臺灣兩所大學學生網路讀書會中視訊會議與論壇討論互動模式之言談分析
作者:彭慧芳
作者(外文):Hui-fang Peng
校院名稱:高雄師範大學
系所名稱:英語學系
指導教授:張玉玲教授
學位類別:博士
出版日期:2010
主題關鍵詞:互動模式論壇討論視訊會議網路讀書會言談分析閱讀理解interactive patternforum discussionsvideoconferenceonline reading clubdiscourse analysisreading comprehension
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本研究旨在探討臺灣兩所大學學生網路讀書會(OLRC-4)(http://140.127.41.55/chang-1/olrc-4/home.htm)中視訊會議與論壇討論互動模式之言談分析,主要研究架構採用社會文化理論,並主張藉由社會互動模式來共同建構語言,研究問題旨在探討論壇討論與視訊會議之互動模式、論壇討論、對青少年小說之理解度以及對論壇與視訊會議看法。
本研究共邀請了九十位研究對象,其中四十四位來自國立高雄師範大學英語系學生,四十六位來自弘光科技大學應用英語系學生。所有研究對象分為六組,在為期六週的研究中參與論壇以及視訊會議之討論。在論壇討論過程中,所有研究對象必須針對網上提示問題或同儕意見做出回應,在視訊會議討論中,各組組員之間針對提示問題互相討論;另外,在六週視訊會議與論壇討論結束之後,本研究者蒐集學生之相關期中報告、論壇討論回應、視訊會議回應、以及線上回應,再進行質化分析。
本研究的主要發現摘述如下:
一、學生在網路讀書會中之論壇討論使用六種互動模式:詢問資訊、互享
資訊、閱讀後之反應、分析與評估、辯論以及建立社會關係之模式。
二、學生在網路讀書會中之視訊會議使用四種互動模式:互享資訊、表達
贊同、疑問釐清以及建立社會關係之模式。
三、學生在網路讀書會中之論壇討論,針對論壇提示問題以及同儕意見使
用談判性質之回應;此外,學生在回應同儕意見時有一特定之模
式,那就是學生會先表達建立社會關係之回應然後才會顯現談判性
質之回應。
四、學生對於本研究中所選讀之青少年文學讀本,不僅充分理解內容外,
還能將文學讀本與現實生活做結合、運用舊有資訊與習得之新知提
出個人見解,並比較讀本中兩位主角之異同。
五、學生對於網路讀書會中,應用論壇討論與視訊會議的滿意度高,除表
示再次使用之意願外,並對多媒體融入於教學的模式給予正面的評
價。
根據上述研究發現,本研究提供幾項英文閱讀教學上的建議。首先,在理論的應用方面,社群之實踐的理念能夠被運用於電腦輔助溝通的學習環境中,並且此理念有助於增進學生之參與率以及合作學習。此外,在教育的應用方面,使用視訊會議討論之方式,可以更加了解學生在實踐言語行為理論方面的互動模式,並依觀察之結果,教授適合之口語溝通技巧或策略;最後,在應用電腦輔助溝通工具時,例如論壇討論與視訊會議,學生在溝通時所產生之內容,可以幫助教師用來檢視或教導其用語之禮貌性與合適性。
This discourse analysis set out to investigate the interactive patterns of forums and videoconferences (VCs) in an online reading club (OLRC-4) (http://140.127.41.55/chang-1/olrc-4/home.htm) for students from two universities. This study design was influenced by the sociocultural view of language, which assumes that language competence can be achieved through social interactions and assimilation of others’ speech.
In this study, 90 subjects were recruited; 44 subjects were from National Kaohsiung Normal University, and 46 subjects were from Hung Kuang University. They were further divided into six groups to participate in forums and VCs for six weeks. The subjects were encouraged to reflect upon six assigned forums with general responses (to the prompts) and peer responses (to the peers’ postings) in the OLRC-4. In addition, all the six groups of the subjects participated in VCs on a weekly basis. Finally, every subject submitted his/her relevant midterm report at the end of the program. The collected data from forums, VCs, and midterm reports were analyzed qualitatively.
On the basis of the discourse analyses, the findings of the study were summarized as follows:
1. Six patterns of interaction were found in the forum discussions in the OLRC-4. The patterns include inquiry, information sharing, reading reflection, analytical evaluation, arguments, and rapport building.
2. Four patterns of interaction were found in the VC discussions in the OLRC-4. The patterns include information sharing, reflection of agreement, clarification of doubts, and rapport building. In addition, the participants’ interactive patterns for conversational routines were found to follow different phases for the purposes of opening, topic shift, closing, and coherence.
3. The subjects were found to engage in meaning negotiation and knowledge co-construction both in general and peer responses in the forums. In addition, the subjects were found to initiate statements of social interactive patterns before they negotiated with their peers.
4. The subjects’ achieved their understanding of the selected fiction. They made associations of the selected fiction with their mundane experiences. They also employed pre-exited schemata and newly-learned concepts to synthesize knowledge.
5. The subjects’ responses to the forums and VCs in the OLRC-4 were quite positive. 54% of the subjects regarded the forums and VCs as good CMC tools for optimal learning.
On the basis of the study findings, theoretical and pedagogical implications are provided. First, in terms of implication for theory, the concept of community of practice can be practiced in an online reading club. In the CMC setting, both senses of participations and collaborations can be reinforced among the subjects. Next, incorporating VCs into instruction can help investigate and collect the subjects’ interactive patterns. As a result of it, appropriate oral strategies can be developed to help facilitate the subjects’ communicative competence. Finally, with the implementation of CMC tools, such as forums and VCs, the aspects of etiquette and appropriateness in communication can also be explored from the subjects’ online forum discussions or VCs.
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