Reading-Writing Connections: Experiencing Intertextuality Through Reading-to-Write Tasks

學術英語閱讀寫作整合研究：探究文本互涉在閱讀寫作整合任務中的運用

李佳家(Chia-chia Lee)

《英語教學期刊》 41卷2期 (2017/06) Pp. 21-54

https://doi.org/10.6330/ETL.2017.41.2.02

摘要

The study aims to investigate the contribution of intertextuality in reading-to-write tasks performed by English as a foreign language (EFL) university learners. Nineteen participants with English proficiency at level B1-B2 of the Common European Framework of Reference for Languages (CEFR) were asked to complete a series of tasks from reading and making outlines for the assigned texts to writing an essay. Analysis of the written data based on Fairclough's (1992a, 1992b) framework of intertextuality revealed that both manifest intertextuality and interdiscursivity were shown in the study. The former signifies the use of wording from other authors. The latter presents a combination of discursive features such as genre or structure. The data from the outlines indicates frequent use of direct quotations and compositional structure from the assigned texts. In the essays, the participants integrated wording in the assigned texts and previous readings into their writing. In addition, the participants tended to follow the genre, activity type, and style in the assigned texts. Although the participants may have developed the awareness of paraphrasing, the paraphrases indicate instances of plagiarism. Intertextuality provides a positive basis for the teaching and learning of reading and writing for English for General Academic Purposes.

關鍵字

reading-writing connections ； intertextuality ； English for General Academic Purposes (EGAP)

並列摘要

本研究探討文本互涉在學術英語讀寫整合任務中的運用。研究對象為19名大學學習者，英文程度為歐規B1-B2級。本研究以Fairclough (1992a, 1992b)的文本互涉架構為本，分析學習者閱讀筆記與短文寫作中的文本互涉現象。研究結果顯示明顯互文性與結構互文性並存。在閱讀筆記中，學習者多引述並採用指定文本結構。在短文寫作中，多使用文本及閱讀筆記之詞彙，文體風格和指定文本近似，但缺乏改寫技能以規避抄襲。文本互涉的運用有助於學術英語讀寫之教學。

並列關鍵字

閱讀寫作整合學習 ； 文本互涉 ； 基礎學術英語(English for General Academic Purposes)

參考文獻

Fairclough, N. (1992b). Intertextuality in critical discourse analysis. Linguistics and Education, 4, 269-293.

Ferris, D. (2009). Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press.

Bakhtin, M. M. (1986). The problem of speech genres. In M. M. Bakhtin, M. Holquist, & C. Emerson (Eds.), Speech genres and other late essays (pp. 60-102). Austin, TX: University of Texas Press.

Bazerman, C. (2004). Intertextuality: How texts rely on other texts. In C. Bazerman & P. A. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp. 83-96). Mahwah, NJ: Lawrence Erlbaum Associates.

Blass, L., Vargo, M., & Folse, K. S. (2014). Pathways 4: Reading, writing, and critical thinking. Boston, MA: National Geographic Learning.