- 期刊
Crucial Dynamics: The Practice of Constructive Controversy vs. That of Concurrence Seeking in EFL Contexts
重要的機制：在英語教學情境中運用「建設性論辯模式」對上「尋求共識模式」
摘要
鑑於作者前兩項研究已證實了「建設性論辯模式」（建式）無論在態度改變上或在論說文寫作本身方面的成效都優於「尋求共識模式」（尋式），此項研究意在探尋影響這兩個模式在英語教學成效上的主要變數以及相同變數在這兩個不同教學模式中的相關或相異性，以期作者研發的「建設性論辯模式」不僅能更有效地運用在英語教學上更能導引進一步的相關研究。如前兩項研究，五班共121位非英語系的大學生在兩種教學情境中，就兩個議題四篇文章，依設計好的教學步驟，對論題進行瞭解、分享、交換及探討。為了減少在課室裡非同步測試兩種教學模式所可能帶來的影響，不僅五班學生都給予兩種教學且部分以〔建式〕開始，部分以〔尋式〕開始。此外，為了測試四篇文章在難度與爭議性上的差異，在正式實驗前尚對141位大學生做了前測。正式實驗為期六個星期，以三星期為一教學單元，分別在每一單元末給予問卷調查。問卷主要改編自Dooley & Fryxell（1999）；Johnson and Johnson（1985）；Tjosvold et al.（1981）；Tjosvold（1998）等的研究。在兩個模式中所給的問卷相同，但由於有兩個不同的論題，因此有兩種僅在第一題不同的問卷；該題意在探詢作答者對所涉論題之興趣。每份問卷有30題；題目分五大類：求知慾、學習模式、〔尋式〕特質、〔建式〕能力以及學習成效。從兩個教學模式收集來的兩組問卷資料，透過the rotated component matrix，the Pearson correlation，the Factor Analysis以及Wilcoxon Signed Ranks Test的統計方法來分析。分析結果與多數專家學者之論述或研究發現吻合，不過使某些論述更精緻化，尤其是牽涉到中國學生的部分。
並列摘要
With the present author's two previous studies having verified the positive effect of constructive controversy (CC) over concurrence seeking (CS) on both the attitude change (2004) and persuasive writing itself (to be published) in EFL contexts, this study mainly tended to identify and distinguish the crucial mechanism that might have operated differently during the practice of the two models so that the interaction effects on learning, and the correlation between the interaction effects and potential dynamics might be better understood for further research on as well as a more successful application of the EFL Constructive Controversy Procedure this author revised and proposed.As in the two preceding studies, 5 classes of 121 non-English college majors were treated with the 2 measures: CC and CS, on 2 different topics by being given 2 pairs of texts alternatively to minimize the effect likely to result from a non-synchronic practice of the two measures in natural settings. In addition, a pilot study was conducted with 141 other college students to examine the distinction between and within the 4 texts in difficulty and controversy. The whole experiment lasted for 6 weeks, with 3 weeks as a unit.On the basis of the implications made or questionnaires designed by many researchers (Dooley & Fryxell 1999; Johnson and Johnson 1985; Tjosvold et al. 1981; Tjosvold 1998; and among others), two post-instruction surveys composed of 30 questions each were created across 5 major categories: epistemic curiosity, learning modes, CS attributes, CC strategic competence, and outcomes, with the end for free comments. The two surveys were identical except for the first question regarding the intensity of interest in the addressed topic, which were administered on the 2nd and 4th weeks.The two corpuses of survey data collected from the 2 pedagogical models were computed through the rotated component matrix, the Pearson correlation, the Factor Analysis and Wilcoxon Signed Ranks Test. The findings corroborate many previous ones on one hand, but further elaborate some, particularly those concerning Chinese learners.