:::

詳目顯示

回上一頁
題名:臺灣英語教學碩士論文中文獻探討章節之語步分析
作者:蕭政華
作者(外文):Hsiao, Cheng Hua
校院名稱:國立政治大學
系所名稱:英國語文學研究所
指導教授:尤雪瑛
學位類別:博士
出版日期:2010
主題關鍵詞:文獻回顧語步結構學術論文寫作學術英文Literature ReviewMove StructureThesis WritingAcademic Writing
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:27
在學術論文寫作眾多章節中,文獻回顧章節是讀寫過程中困難度較高的一章節,因此研究生普遍視為畏途。文獻回顧的語步分析在過去文獻中尚未受到重視。因此本論文旨在分析臺灣英語教學碩士論文中文獻回顧章節之語步結構。本論文提出兩個研究問題: (1)臺灣英語教學碩士論文文獻回顧章節之語步結構為何?(2)評選高分與評選低分的文獻回顧差異為何?本論文選出三十篇臺灣英語教學碩士論文中文獻回顧章節做為文本分析並將其評選高分群與評選低分群。本研究以四個主要語步來分析文獻回顧章節的語步結構。這四個主要語步分別為:(1)領域知識觀念介紹,(2)用主題方式整合過去之文獻,(3)聯結過去文獻與將進行之研究之關係,及(4)宣布將進行研究。每一主要語步都有數個次要語步。本論文討論語步出現的頻率,語步發展,語步組合結構及語步循環。
本論文顯示第一語步使用的最為廣泛佔56.96%,第二語步佔22.39%,第三語步與第四語步各為11.74%與8.91%。收集之文獻回顧分為四組,分別為(1)表現最差,(2)表現較差,(3)表現稱職,及(4)表現最好。 結果發現表現最差的一組沒有任何主題發展,表現較差的一組有主題發展但是僅限於整合,表現稱職的一組有運用到四個主要語步,而表現最好的一組發現有數個全部語步的循環。本論文呈現臺灣英語教學碩士論文文獻回顧章節的語步結構。這些結果與討論提供英語教學領域研究生更加了解學術論文文獻回顧之寫作架構。
Reviewing literature for a research study is a highly complicated reading and writing process, which has been assumed a rather formidable task for many graduate students. In the field of English for Specific Purposes, many scholars have devoted their studies into certain types of genre analysis, particularly research genres. However, the concept of “literature review” (LR) as a distinct type of genre has been constantly overlooked and the move structure of literature reviews unexplored.
The move structure of LRs in master theses written by Taiwanese TEFL program graduates was studied. This proposed study included two research questions: (1) What are the move structures of the LR chapters in the master theses of TEFL programs? (2) Do the move structures differ between the low-rated and high-rated LRs? In this study, thirty theses were randomly chosen. Thirty theses were rated and grouped into high-rated and low-rated categories. Based on Kwan’s framework (2006) and the results of pilot study, a new move structure with the four major moves was formulated for this study.
The statistical results showed that “conceptualizing themes in a field (Move 1)” takes the largest proportion among the total occurrences, followed by “integrating previous works on the themes (Move 2),” “relating previous works to the current study (Move 3)” and “advancing to one’s own study (Move 4).” It is concluded that LRs composed by these graduates fundamentally serves to present relevant field knowledge. Further, no topic expansion is found in the deficient group. Most of the LRs in the poor group halt at the synthesis though there is some topic development. The competent group has a complete occurrence of the four major moves. Multiple cycles are found per LR in the distinctive group. This study provides insights into the move structure of Taiwanese students’ literature review chapters of master theses.
Anthony, L. (1999). Writing research article introductions in software engineering: How accurate is a standard model? IEEE Transactions on Professional Communication, 42, 38-46.

Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.

Barber C. (1962). Some measurable characteristics of modern scientific prose. In Contribution to English ‘syntax and philology. Reprinted in J.M. Swales (Ed.) Episodes in ESP. 1988. Hermel Hempstead: Prentice Hall International.

Bardov-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17-34.

Bazerman,C. (1988). Shaping written knowledge: the genre and activity of the experimental article in science. Wisconsin: University of Wisconsin Press.

Belcher, D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24, 154-186.

Berkenkotter, G., & Huckin, T. (1995). Genre knowledge in disciplinary communication. Hillsdale, NJ: Lawrence Erlbaum.

Bhatia, V.K. (1993). Analyzing genre: language use in professional settings. London: Longman.

Bitchener J. & Basturkmen H. (2006).Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-19.

Bloom, B., Engelhart, M.D., Furst, F.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: cognitive domain . New York: McKay.

Bock, J. & Irwin, D. (1980). Syntactic effects of information availability in sentence production. Journal of Verbal Learning and Verbal Behavior, 19, 467-484.

Boote, D.N. & Beile, P. (2005) Scholars before researchers: on the centrality of the dissertation literature review in research preparation. Educational Researcher, 34 (6), 3-15.

Borg, W.R., & Gall, M.D. (1989). Educational research: an introduction (5th ed.). New York: Longman.

Brett.P. (1994). A genre analysis of the results section of sociology articles. English for Specific Purposes, 13 (1), 47-59.

Brown G. & Yule G. (1983). Discourse analysis. UK: Cambridge University Press.

Bunton, D. (1999) The use of higher level metatext in Ph.D. theses. English for Specific Purposes, 18, 41-56.

Bunton, D. (2005). The structure of PhD conclusion chapters. Journal of English for Academic Purpose. 4, 207- 224.

Chafe, W. (1979). The flow of thought and the flow of langauge. In T. Givon (Ed.), Syntax and Semantics: Vol. 12. Discourse and syntax (p. 159-181). New York: Academic Press.

Cheng A. (2007). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes, 25, 76-89.

Chiu, R. (1972). Measuring register characteristics: a prerequisite for preparing advanced level TESOL programs. TESOL Quarterly, 6(2), 129-141.

Christie F. (1999). Genre theory and ESL teaching: a systemic functional perspective. TESOL Quarterly, 33(4), 759-763.

Cooley, L., & Lewkowicz, J. (1995). The writing needs of graduate students’ at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121-123.

Crookes, G.. (1986) Towards a validated analysis of scientific text structure. Applied Linguistics, 7, 57-70.

Crystal D., & Davy D. (1969). Investigating English style. IN: Indiana: University Press.

Daiker, D., Kerek, A.,& Morenberg, M. (1986). The writer’s options: combining to composing. New York: Harper & Row.

Dong Y. (1998). Non-native graduate students’ thesis/dissertation writing in science: self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17(4), 369-390.

Dudley-Evans, T. (1986). Genre analysis: An investigation of the introduction and discussion sections of MSc dissertations. In M. Coulthard (Ed.), Talking about text (pp. 128-145). Birmingham: English Language Research, University of Birmingham.

Ellis J., & Ure J. (1969). Language varieties: register. In R. Meacham. (Ed.), Encyclopedia of linguistics: information and control, 251-250. London: Pergamon.

Feng, H.P. (2005). A process-product approach of teaching academic writing: ssing the teaching of writing a literature review as an example. Paper presented in the 22nd international conference on English Teaching and Learning in the Republic of China. June 4-5. Taipei: National Taiwan Normal University.

Flowerdew. J. (2002). Academic discourse. London: Pearson.

Froese, A.D, Gantz, B.S., and Henry, A.L. (1998). Teaching students to write literature reviews: a meta-analytic model. Teaching of Psychology, 25 (2), 102-105.

Givon, T. (1983). Topic continuation in discourse: The functional domain of switch reference. In J. Haiman & P. Munro (Eds.), Switch-reference and universal grammar (p. 51-82). Amsterdam: John Benjamins.

Givon, T. (1987). Beyond foreground and background. In R.S. Tomlin (Ed.), Coherence and grounding in discourse (p. 175-188). Amsterdam: John Benjamins.

Gledhill, C. (2000). The discourse function of collocation in research article introduction. English for Specific Purposes, 19, 115-135.

Gosden H. (1995). Success in research article writing and revision: a social-constructionist perspective. English for Specific Purposes, 14(1), 37-57.

Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using bloom’s taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40 (4), 292-307.

Graney, J. (1992). A framework for text graphing. System. 20 (2). 161-167.

Gregory, M., & Carroll. S. (1978).Language and situation: language varieties and their social contexts. London: Routledge and Kegan Paul.

Gustafsson, M. (1975). Some syntactic properties of English law language. Publications of the Department of English. University of Turku.

Halliday, M., & Hasan R. (1976). Cohesion in English. London: Longman.

Halliday, M., & Hasan. R. (1989). Language, context and text: aspects of language in a social semiotic perspective. Oxford: Oxford University Press.

Halliday, M. (1976). Theme and information in the English Clause. In G.R. Kress (Ed.), System and function in language (p. 174-188). Oxford: Oxford University Press.

Halliday, M. (1994). An introduction to functional grammar. London: Edward Arnold.

Halliday, M., McIntosh, A., & Strevens, P. (1964). The linguistic sciences and language teaching. London: Longman.

Hart, C. (1998). Doing a literature review. London: Sage publications Ltd.

Hewings M, 1993. The end! How to conclude a dissertation. In G M Blue (Ed.) Language, Learning and Success: studying through English, Developments in TEFL. Hemel Hempstead: Phoenix TEFL.

Hill, T. (1958). Institutional linguistics. Orbis, 7, 441-445.

Hill. S., Soppelsa B., & West G. (1982). Teaching ESL students to read and write experimental-research papers. TESOL Quarterly, 16(3), 333-347.

Hopkins, A., & Dudley –Evans, T.(1988). A genre-based investigation of the discussion section in articles and dissertations. English for Specific Purposes, 7, 113-122.

Hopper, P. (1979). Aspect and foregrounding in discourse. In T. Givon (Ed.), Discourse and syntax (p. 213-241). New York: Academic Press.

Hugh, A. (2003). Teaching for language teachers. UK: Cambridge University Press.

Hyland, K. (2004). Graduates’ gratitude: the generic structure of dissertation acknowledgements. English for Specific Purposes, 23, 303-324.

Hymes, D. (1974). Foundations in sociolinguistics: an ethnographic approach. Philadelphia: University of Pennsylvania Press.

Hyon, S. (1996). Genre in three traditions: implications for ESL. TESOL Quarterly, 30(4), 693-722.

Jenkins. S., Jordan, M., & Weiland, P. (1993). The role of writing in graduate engineering education: a survey of faculty beliefs and practices. English for Specific Purposes, 12, 51¬-67.

Johns A., & J. Swales (2002). Literacy and disciplinary practices: opening and closing perspectives. Journal of English for Academic Purposes, 1, 13-28.

Johns A. (1991). English for specific purposes (ESP): its history and contributions. In Celce-Murcia. (Ed.) Teaching English as a second or foreign language. Boston, Heinle & Heinle Publishers.

Johns, A. (2003). Genre and ESL/EFL composition instruction. In B. Kroll, (Ed.), Exploring the dynamics of second language writing. (p. 195-217). New York: Cambridge University Press.

Kuno, S. (1980). Functional syntax. In E.A. Moravcski & J.R. Wirth (Eds.), Syntax and semantics: Vol. 13. Current approaches to syntax (p. 117-135). New York: Academic Press)

Kuo, C. (1999). The use of personal pronouns: role relationships in scientific journal articles. English for Specific Purposes, 18, 121-138.

Kuo, C. (2001). Academic Competence: Designing an EAP Course for Ph.D. Students. Proceedings of the Eighteenth Conference on English Teaching and Learning in the Republic of China.

Kuo, C. (2002). Phraseology in Scientific Research Articles. Selected Papers from the Eleventh International Symposium on English Teaching/ Fourth Pan-Asian Conference.

Lau, H. (2003b). The structure of academic journal abstracts written by Taiwanese PhD students. Taiwan Journal of TESOL. Taipei: National Chengchi University.

Kwan, B. (2006). The Schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25 (1), 30-55.

Lackstrom J., Selinker L., & Trimble. L. (1973). Technical rhetorical principles and grammatical choice. TESOL Quarterly, 7(2), 127-136.

Lather, P. (1999). To be of use: the work of reviewing. Review of Educational Research, 69(1), 2-7.

Lau, H. (2000). Interaction markers used by Taiwanese PhD students of physics. Selected Papers from the 13th International Symposium on English Teaching and Learning. 158-165.

Lim, J. (2006). Method sections of management research articles: a pedagogically motivated qualitative study. English for Specific Purposes, 25 (3), 282-309.

Liu, P. C. (2007). Learning how to write a good MA thesis literature review: a case study of one Taiwanese graduate student. Yuan Chih University, Unpubished master thesis.

Lores R. (2004). On RA abstracts: from rhetorical structure to thematic organization. TESOL Quarterly, 23, 280-302.

Mackey, A., & Gass, S. M. (2005). Second language research: methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.

Martin, J. (1985). Process and text: two aspects of human semiosis. In J. Benson and W. Greaves (Eds.): Systemic perspective on discourse. (pp. 248-274). Norwood NJ: Ablex.

Martin, J. (1992). English text. Amsterdam: John Benjamins.

McCarthy M. (1991). Discourse analysis for language teachers. UK: Cambridge University Press.

McNabb R. (2001). Making the gesture: graduate student submissions and the expectation of journal referees. Composition Studies, 29(1), 9-26.

Miller C.R.(1994). Genre as social action. Quarterly Journal of Speech, 70, 151-167.

Moravcsik M., & Murugesan P. (1975). Some results on the function and quality of Citation. Social Studies of Science, 5, 86-92.

Nwogu, K.(1997). The medical research paper: structure and functions. English for Specific Purposes, 16(2), 119-138.

Paltridge B. (1994). Genre analysis and the identification of textual boundaries, Applied Linguistics, 15, 288-299.

Paltridge, B. (2004). Academic writing. Language Teaching, 37, 87-105.

Peacock, M. ( 2002). Communicative moves in the discussion section of research articles. System, 30, 479-497.

Petric B. (2007). Rhetorical functions of citations in high- and low-rated master’s theses. English for Specific Purposes, 6(3), 238-256.

Posteguillo, S. (1999). The semantic structure of computer science research articles. English for Specific Purposes, 18(2), 139-160.

Prince, E. (1978). A comparison of wh-clefts and it-clefts in discourse. Language, 54, 83-96.

Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.

Reid. T. (1956). Linguistics, structuralism and philology. Archivum Linguisticicum, 8 (1), 21-37.

Richards, R. (2001). Curriculum development in language teaching. UK: Cambridge University Press.

Ruiying, Y., & Allison, D. (2003). Research articles in applied linguistics: structures from a functional perspective. English for Specific Purposes, 23, 264-279.

Samraj, B. (2002). Introduction in research articles: variations across disciplines. English for Specific Purposes, 21(1), 1-17.

Santos, M. (1996) The textual organization of research paper abstract in applied linguistics. Text, 16, 481-499.

Saville-Troike, M. (1982). The ethnography of communication. Oxford: Basil Blackwell.

Scott, W. (1955). Reliability of content analysis: the case of nominal scale coding. Public Opinion Quarterly, 17, 321-325.

Selinker L., Trimble M., & Trimble L. (1978). Rhetorical function- shift in EST discourse. TESOL Quarterly, 12(3), 311-320.

Selinker L., Trimble R.,& Trimble L. (1976). presuppositional rhetorical information in EST discourse. TESOL Quarterly, 10(3), 281-290.

Shaw J. (1995). A schema approach to the formal literature review in engineering theses. System, 23(3), 325-335.

Sim, J., & Wright, C. (2005). The Kappa statistic in reliability studies: use, interpretation and sample size requirements. Physical Therapy, 85, 257-268.

Strike, K., & Posner, G. (1983). Types of synthesis and their criteria. In S. Ward and L. Reed (Eds.), knowledge structure and use: implications for synthesis and interpretation (pp. 343-362). Philadelphia: Temple University Press.

Swales, J. (1971). Writing scientific English. London: Nelson.

Swales, J. (1981). Aspects of article introductions. Birmingham, UK: LSU, University of Aston.

Swales, J.M.(1990). Genre Analysis: English in academic and research settings. New York: Cambridge University Press.

Swales, J.M., & Feak C.B. (2000). English in today’s research world: A writing guide. Ann Arbor, MI: University of Michigan Press.

Swales J.M., & Lindemann, S. (2002). Teaching the literature review to international graduate students. In A. Johns (Ed.), Genres and the classroom- multiple perspectives (pp. 105-119). Mahwah, NJ: Lawrence Erlbaum.

Swales, J., & Najjar, H. (1987). The writing of research article introductions. Written Communication, 4(2), 175-191.

Tarone, E., Dwyer S., Gillette S., & Icke V. (1981). On the use of the passive in two astrophysics journal papers. ESP Journal, 1(2), 123-140.

Thompson (2005). Points of focus and position: Intertextual reference in PhD theses. Journal of English for Academic Purpose, 4, 307-323.

Thompson, P., & Tribble C. (2001) Looing at citations: using corpora in English for academic purposes. Language, Learning and Technology, 5(3) 91-105.

Trimble L. (1985). English for science and technology: a discourse approach. UK: Cambridge Press.

Tsai, Y. C. (2006). Effects of online academic English materials on graduate students’ writing: introductions in research articles of the applied linguistic disciplines. Unpublished Master Thesis. National Ching Hua University.

Ward, G., & Birner, B. (2001). Discourse and information structure. In D. Schiffrin, D. Tannen, & H.E. Hamilton (Eds.), The handbook of discourse analysis (pp. 119-137). Malden, MA: Blackwell.

Weissberg, R. & Buker, S. (1990). Writing up research: Experimental research report writing for students of English. NJ: Prentice Hall Regents.

Wilhelm, W.J., & Kaunelis, D. (2005). Literature reviews: analysis, planning, and query techniques. The DTEFLa Pi Epsilon Journal, 47(2), 91-106.

Williams, P. (1999). Result sections of medical research articles; analysis of rhetorical categories for pedagogical purposes. English for Specific Purposes, 18, 347-366.

Yang, R. & Allison, D. (2003). Research articles in applied linguistics: moving from results to conclusions. English for Specific Purposes, 22, 365-385.

劉賢軒. (1999). <英文學術期刊論文中的解釋過程>。《第十六屆中華民國英語文教學國際研討會論文集》,頁375-384,台北市: 文鶴出版有限公司。

劉賢軒. (2001). <學術期刊論文中的情態表達: 台灣博士生的「謹言慎行」>。《第十八屆中華民國英語文教學國際研討會論文集》,頁375-384,台北市: 文鶴出版有限公司。

劉賢軒. (2003a). <章類分析與學術英文教學: 台灣博士生的摘要改進問題>,《英語教學》,第二十七卷第四期,頁65-77,國立台灣師範大學。new window


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top