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題名:培養國中英語學習者的電子郵件語用覺識:以英語讚美電子郵件為例
作者:李郁欣
作者(外文):LEE, YU-HSIN
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
石素錦
學位類別:博士
出版日期:2021
主題關鍵詞:電子郵件言語行為讚美語讚美回覆教學成效語用覺識素養導向教學多文化能力emailsspeech actcomplimentcompliment responseinstructional effectpragmatic awarenesscompetency-based teachingmulti-cultural competence
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摘要
 在全球化世代,以英語為通用語的溝通日益頻繁,對於英語為外國語的學習者來說,要達到有效且合宜的溝通,學習多文化語用能力更顯得必要。在全球化溝通中,跨越時空限制的電子郵件已成為有效行使言語行為的電腦媒介,因而增加了電子郵件的言語行為在中介語用學的重要性,且讚美行為又被當成替不同文化的對話者建立並維持連結性的社會潤滑劑,於是本研究目的在探討讚美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讚美電子郵件寫作教學的看法。
    本研究以南台灣三十位國二學生為研究對象,使用前測、後測與延後後測的實驗設計,採納多種研究工具,如∶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)、讚美電子郵件教學講義、學生學習日誌、英語讚美電子郵件教學回饋問卷以及延後的實境電子郵件撰寫任務。根據文體教學法(genre-based approach),這次研究歷程區分為四個階段:建立情境與前測、讚美電子郵件教學、獨立寫作與後測、與延後實境電子郵件寫作。所蒐集之資料依以下五大層面進行分析:電子郵件理解、後設語用判斷、電子郵件寫作、寫作認知過程及讚美電子郵件教學看法。
      以下為研究結果摘要∶
(一)學生於後測選擇試題中所得之平均分數高於前測,可見教學顯然有助於學生對讚美電子郵件的理解,特別是使用具體的郵件主旨、合宜的開場語與結尾語以及適合的讚美回覆。此外,中分組有較佳的電子郵件理解。
(二) 後設語用評斷問卷的結果顯示,教學對於學生後設語用判斷中,值得讚美(perception of compliment-worthy)與接受讚美(perception of compliment acceptance)的程度,並無顯著的影響。然而,教學卻能夠降低學生的寫作困難程度,事實上,因給予讚美時富有簡單的制式化說法,學生普遍認為比回覆讚美較不困難。整體教學在後設語用判斷的合宜性上,對於高分組較有助益。
(三)電子郵件寫作方面,言談情境填充問卷的結果指出,學生的寫作分數明顯有進步,電子郵件篇幅也明顯增長。具體來說,後測中的電子郵件內容,學生使用了比較精確且具體的電子郵件標題、更合宜的開場白與結尾語策略、大量的正面形容詞與副詞、更多以自身觀點為主的固定句型、多樣化的讚美策略及更複雜的策略組合。再者,這些教學成效在中分組的學生寫作方面更為明顯。
 (四)對於學生認知過程的調查,其結果顯示語用教學有助提升學生的語用語言覺識(pragmalinguistic awareness),於是學生更著重使用多種新學的讚美策略,以提供豐富足夠的資訊,更注意語用語言成分(pragmalinguistic features)與社會語用成分(sociopragmaticfeatures),更能從電子郵件的架構來規劃寫作,也更能從讚美策略之合宜性與電子郵件的成分之有無來評量自己的寫作。此外,在認知歷程的有效掌控上,高分組學生獲益最多。
(五) 英語讚美電子郵件教學回饋問卷中,大部分學生對於讚美電子郵件教學抱持著肯定的態度,理由是電子郵件能夠提升自己的英語能力、增進多文化的理解、建立與外國師生的良好關係以及裨益未來的求學。再者,本次教學引發學生的學習興趣,也因此紓解其焦慮與增加其電子郵件的寫作意願。
(六) 從學生在延後的實境電子郵件寫作表現中,可觀察出後測時的教學成效大致能持續至延後後測,唯有程度上的不同。具體而言,於電子郵件評分上有幾乎相同的成效,於電子郵件長度與開場白使用上甚至有更好的效果,但是在信件主旨、結尾語以及多樣化的讚美策略運用上,成效就明顯遞減了。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,冀以提供未來研究方向。
     總而言之,本研究已然證明對於英語為外國語的初學者而言,明確的語用教學之於其撰寫讚美電子郵件上,顯然有教學之成效,其成效亦可持續至兩個月之後。儘管仍存在一些研究限制,但本研究已使得電腦媒介溝通、中介語用學與英語為通用語的領域有所進展,更在電子郵件言語行為之教學議題以至於融入電子郵件於素養導向教學方面上,有所啟發。
ABSTRACT
In the era ofglobalization, it is essential for EFL learners to acquire multicultural pragmaticcompetence to communicate effectively and appropriately during ELFcommunication. Across time and space, emails have been employed as an efficientmeans of computer-mediated-communication(CMC) to perform speech acts during global communication, thus increasing theimportance of email speech acts ininterlanguage pragmatics (ILP). As the speech act of compliment serves as animportant social lubricant to establish and maintain solidarity with the interculturalinterlocutors, thepresent study was to investigate the instructional effects of compliment emailson Taiwanese EFL eighth graders and their perception towards the teaching andlearning of compliment emails.
This study, involving 30 EFL eighth graders insouthern Taiwan as the participants, followed a pre-post-delayed-post designwith the employment of various research instruments: a multiple-choice test(MCT), a written discourse completion task (WDCT), a metapragmatic judgmenttask (MJT), retrospective verbal reports (RVRs), a set of teaching materials,students’ learning journals, a questionnaire of learning reflection towards complementemails, and a delayed task of authentic email writing. Based on a genre-basedapproach, the study was divided into four stages: setting the context andpretests, explicit teaching of compliment emails, independent construction andposttests, and delayed post-tests. The collected data were analyzed in terms ofthe learners’ email recognition, metapragmatic judgment, email production,cognitive processes in email writing, and perception towards the instruction.
The findings ofthe present research are summarized as follows. First, the participants’ meanscores of MCTs in the posttest outnumbered those in the pretest. It indicated anoticeable positive instructional effect on their general understanding ofcompliment email writing, especially in their knowledge of using concretesubject lines, and appropriate greetings and closings, and suitable complimentresponses. In addition, the mid-level learners had a better email understanding.
Secondly, the results of the MJTs revealed that theinstruction did not significantly influence the participants’ metapragmaticjudgment of degree of compliment-worthy and compliment acceptance. However, it diddowngrade their perception of writing difficulty. In fact, after theinstruction, they perceived compliment paying much less difficult thancompliment responses because of easier formulaic expressions in  compliment giving. Moreover, the treatmentbenefited the high-level group most on the appropriateness of metapragmaticjudgment.
          Third, concerning the learners’ emailproduction, the results of WDCTs indicated that the learners made significant improvementby getting higher scores and producing longer scripts. Specifically, theiremail scripts in the post-tests were observed  with more specific subject lines, moreappropriate opening and closing strategies, more extensive use of semanticallypositive adjectives/adverbs, more common, fixed, first-person based syntactic patterns,and more compliment strategies and complex patterns. In addition, theinstructional effects were greatest on the mid-level learners.
Fourth, the investigation of the participants’cognitive process in email writing suggested that the instruction facilitatedthe learners’ pragmalinguistic awareness in their intention to employmore newly-learned compliment strategies for rich, sufficient information, paying more attention to pragmalinguistic andsociopragmatic features, basing the plan of the emails on the email structures,evaluating their email performance through the criteria of complimentingstrategies and email moves. In addition, the high-level learners benefited moston their effective manipulation of cognitive process.
Fifth, the instruction was highly appreciated bymost of the learners in the questionnaire of learningreflection due to itsvarious benefits in facilitating their English learning, bettering theirunderstanding of cultures, building a good relationship with foreign teachersand friends, and benefiting their future studies. Also, the teaching arousedtheir interest, thus releasing their anxiety and enhancing their desire in futureemail writing.
Sixth, the observation of the email performance inthe delayed authentic task indicated that the effectiveness of the instructionon the post-test seemed to be retained in the delayed post-test, though todifferent degrees. To bespecific, almost the same positive effects were observed on the email scores;more on the email length and the use of greetings; fewer on the uses of subjectlines, strategies, and closings. Based on the findings, methodological andpedagogical implications were provided in the end for future studies.
In conclusion, thisstudy has demonstrated the significant positive instructional effects on theEFL less proficient learner’s email writing of compliments, which have evenbeen sustained two months later. Despitethe existing limitations, the present study has enriched the fields of ILP, CMC,and ELF, and has provided illuminating insights into the issue of teachingemail speech acts, as well as the directions of integrating emailspeech acts into competency-based education of English.
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