口說中「公式化字串」之發展－ 以英文為第二外語學習者之個案研究

The Development of Formulaic Sequences in Oral Production: A Case Study of Advanced EFL Learners

劉懿慧(Valerie I-hui Liu)

指導教授 ： 黃虹慈

國立清華大學/人文社會學院/外國語文學系/碩士(2014年)

https://doi.org/10.6843/NTHU.2014.00035

摘要

摘要
經研究指出，「公式化字串」(Formulaic sequences) 有助於增加口說流俐度、提升溝通效率，在第二語言習得研究領域頗受重視。許多橫斷性研究(cross-sectional study)已證實教授公式化字串對語言學習者有助益，但是鮮少研究者從不同面向分析第二外語學習者如何在口說中使用「公式化字串」。
本研究旨在探討三位以英文為第二外語學習者在十五週內，如何在英文口說中使用「公式化字串」，以及其「公式化字串」在使用的頻率、多樣性、和正確度三面向之間有何關聯。受試者為三位台灣的某國立大學英文主修研究生，其英文能力皆為高階程度。受試者在十五週內分別進行三次口說項目，每次相隔六週。口說項目進行方式為¬¬：受試者先與研究者進行大約二十分鐘的對話(conversations)，再作五分鐘即席演說(impromptu speeches)。口說錄音檔(約225分鐘)打成逐字稿後，用來擷取受試者使用的「公式化字串」，以及統計其「公式化字串」在頻率、多樣性、正確度三面向之數據，並進一步作質性分析。研究結果顯示，在十五週內，三位受試者的「公式化字串」在頻率和多樣性有較多的波動，而其正確度大致維持在比較穩定的狀態。大致上而言，三位受試者的「公式化字串」在十五週內並無明顯的發展。研究推測可能因為三位受試者使用「公式化字串」的能力已達到母語人士的水準。因此，在頻率、多樣性、正確度之間並沒有觀察到互動。此研究提供教師在面對英文高階程度的學生，可使用的口說項目之教學建議。並指出未來研究可採用質性研究方法(例如:面對面訪談)，進一步探討進階程度學生的「公式化字串」之使用。

關鍵字

公式化字串

並列摘要

Abstract
The aim of the present study is to explore three advanced EFL learners’ FSs uses in oral production over time by analyzing how three dimensions of FS: frequency, variation, and accuracy change and interact within fifteen weeks. Participants were three advanced English learners who were studying in a MA program in a public university in northern Taiwan. The learners’ FSs uses were tracked through the collection of oral production three times at six-week intervals. Each participant gave three impromptu speeches and engaged in three conversations respectively. The transcripts of the impromptu speeches and the conversations were analyzed by quantitatively calculating the FS frequency, variation, and accuracy values, and qualitatively annotating the functions of FS in context. The results reveal that the learners’ FS frequency and variation values fluctuated in their oral production in a small degree, while the FS accuracy values remained in a more stable state. Overall, the participants showed excellent performance in FS uses in the three dimensions, reaching the level of native-speaker use. No salient interaction was observed among the three dimensions of FSs. These findings have pedagogical implications for designing speaking tasks at advanced levels. It is suggested that future research on advanced EFL learners’ FS development can be examined with qualitative data such as interviews.

並列關鍵字

Formulaic sequences ； L2 speaking ； Oral production

參考文獻

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