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題名:提升國中英語學習者的電子郵件語用覺識:以寫給老師的英語道歉電子郵件為例
作者:林明芳
作者(外文):LIN, MING-FANG
校院名稱:國立高雄師範大學
系所名稱:英語學系
指導教授:王萸芳
學位類別:博士
出版日期:2017
主題關鍵詞:電子郵件言語行為道歉語教學成效語用覺識emailspeech actsapologyinstructional effectpragmatic awareness
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隨著電腦媒介溝通的普及,電子郵件的言語行為已在中介語用學裡成為一個新興且重要的議題。為了提升第二語言學習者的電子郵件言語行為之語用能力,語用教學顯得格外重要。然而,目前現有文獻中,探討電子郵件言語行為的教學成效之研究仍顯不足。有鑑於此,本研究旨在探討道歉電子郵件教學對於台灣英語學習者的電子郵件寫作之影響,並同時檢視學生對於道歉電子郵件寫作教學的看法。
本研究以南台灣一所偏鄉國中的一個國二班30位學生為研究對象。研究工具包含選擇試題、言談情境填充問卷(Written Discourse Completion Task)、後設語用評斷問卷(Metapragmatic Judgment Task)、回顧式口語報告(Retrospective Verbal Report)、道歉電子郵件教學講義、學生學習日誌及英語道歉電子郵件教學回饋問卷。研究歷程根據文體教學法(a genre-based approach)將研究區分為三個階段:建立情境與前測、道歉電子郵件教學、獨立寫作與後測。所蒐集之資料根據五大主題進行分析:電子郵件理解、後設語用判斷、電子郵件寫作、寫作認知過程及道歉電子郵件教學看法。
研究結果摘要如下:
(一)學生於後測選擇試題中所得之分數顯著高於前測,顯示出教學有助於學生的道歉電子郵件之理解。此外,中分組進步的幅度遠超過高分組與低分組。
(二)教學對於後設語用判斷中的威脅程度看法(perception of severity of offense)及寫作困難程度看法有不同的影響。威脅程度方面,學生於前後測的看法並無顯著差異。然而,在寫作困難程度方面,學生於後測中所呈現的寫作困難程度明顯地低於前測,意味著在某種程度上,教學能夠降低學生的寫作困難程度,尤其對於高分組與中分組學生更有顯著的影響。
(三)電子郵件寫作方面,學生於後測中的寫作分數明顯高於前測。此外,經過教學,學生的電子郵件篇幅比較長,並能使用比較精確且具體的電子郵件標題、更正式的開場白策略、多樣化的結尾策略及更複雜的道歉策略。這些教學成效在高分組與中分組的學生寫作方面更為明顯。然而,為期十週的教學並無法增進學生的寫作複雜程度。
(四)語用教學能夠增進學生的認知過程。經過教學,學生更著重使用道歉的藉口並更注意語用語言成分(pragmalinguistic features)。此外,學生也更能從電子郵件的架構來規劃寫作,且能從道歉藉口的說服力及電子郵件的成分之有無來評量自己的寫作。最後,學生更能明確地指出自己在語用語言成分的寫作困難處。簡言之,教學有助提升學生的語用語言覺識(pragmalinguistic awareness)。這些教學成效對於中分組學生的認知歷程更有顯著的影響。
(五)大部分學生對於道歉電子郵件教學抱持著肯定的態度。學生認為道歉電子郵件能夠增進自己各方面的學習,包含文法、單字、寫作、口說與跨文化差異之學習,並深信此教學對未來求學有助益。然而,少部分低分組學生因受限於英語能力的不足,對於本案教學表達負面的看法。
根據研究結果,本論文於文末提出相關的學術研究與教學之啟示。雖然本研究仍存在一些研究限制有待後續研究之改善,但本研究已使得電腦媒介溝通及中介語用學領域往前邁進一大步,更對電子郵件言語行為之教學議題有所啟發。
With the widespread computer-mediated-communication (CMC), speech acts in emails have become an important issue in interlanguage pragmatics (ILP). To develop L2 learners’ pragmatic competence in email speech acts, explicit instruction is often considered necessary. However, there are few studies explicitly exploring the effects of teaching email speech acts on L2 learners’ performance. Hence the present study was to investigate the instructional effects of teaching apologetic emails on Taiwanese EFL eighth graders’ email writing and also to examine the learners’ perception towards the teaching and learning of apologetic emails.
This study was conducted in a remote junior high school in southern Taiwan. Participants were 30 EFL eighth graders from an intact class. Research instruments employed were a multiple-choice test (MCT), a written discourse completion task (WDCT), a metapragmatic judgment task (MJT), retrospective verbal reports (RVRs), a set of teaching materials, students’ learning journals, and a questionnaire of learning reflection towards apologetic emails. The instruction was based on a genre-based approach, which divided the study into three phases: setting the context and pretests, explicit teaching of apologetic emails, and independent construction and posttests. The collected data were analyzed in terms of five aspects: the learners’ email understanding, metapragmatic judgment, email production, cognitive processes in email writing, and perception towards the instruction.
Research findings of the present study can be summarized as follows. First, the participants’ mean scores of MCTs in the posttest outnumbered those in the pretest, illustrating the positive role of instruction in enhancing the learners’ email understanding. In addition, the mid-level learners made greater improvement in the MCTs than did the high and low learners.
The second finding concerns the instructional effects on the learners’ metapragmatic judgment in the perception of severity of offense and writing difficulty. The results indicated that the instruction did not influence the participants’ severity rating, but did downgrade their perception of writing difficulty. Furthermore, the instruction exerted a greater effect on downgrading the high and mid-level learners’ perception of writing difficulty.
Third, as for the learners’ email production, the results revealed that after the treatment, the learners’ obtained higher scores and produced longer emails with more specific subject lines, formal opening strategies, various closing strategies, and more apology strategies and complex patterns. In addition, the instructional effects were greater on the mid- and high level learners than on the low level learners. However, the treatment did not enhance the learners’ writing complexity.
Fourth, the instruction facilitated the learners’ pragmalinguistic awareness in their intention to use more excuses to justify their offense, paying more attention to pragmalinguistic features, planning the email scripts according to the email structures, evaluating their email performance by the persuasiveness of excuses and the existence of email moves, and expressing more writing difficulties in pragmalinguistic features. These instructional effects were observed to be greater on the mid-level learners than on the high and low learners.
Fifth, the instruction was highly appreciated by most of the learners due to its various benefits in facilitating their learning of grammar, vocabulary, writing, speaking, cross-cultural differences, and future academic studies. However, a few low learners expressed their negative evaluation towards the teaching due to their limited L2 proficiency.
Based on the findings, methodological and pedagogical implications were provided in the end for future studies. Despite the existing limitations, the present study has enriched the fields of CMC and ILP, and has provided illuminating insights into the issue of teaching email speech acts.
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