- 學位論文
應用批判式讀寫理論於大學英文課程之研究
Exploring the Implementation of Critical Literacy in an EFL University Class in Taiwan
摘要
摘 要 多位應用語言學學者(Barton, 2007; Fairclough, 1992; Ivanič, 1998; Street, 1984, 1995)指出，讀寫能力不僅僅只是使用書面文字的能力，而是一種複雜多重面向的社會性活動。透過讀與寫的過程，人們不只是單純地解讀文字表面的抽象意義，而是更進一步地在特定場域中，與不同的文本和其他人員產生互動，建構其思想價值與自己定位。因體認讀寫能力具有多重社會性意涵，語言教育學者提倡將批判性反思納入讀寫教育課程當中。 在英語系國家，已有為數不少年的學者，將批判式讀寫(Critical Literacy)理論落實於語言教育中並進行相關研究。然而，在英語為外語的國家如台灣，英語教育的主軸以個別教授聽、說、讀、寫四個技能為中心，單純解讀文字表面意義為其學習目標，往往忽略了讀寫能力具有多重社會性意涵的特質。 因此，本研究旨在探討將批判式讀寫(Critical Literacy)理論應用於台灣英語讀寫課程，著重如何引導學生重新檢視閱讀文本，且針對特殊議題提出批判性的反思，而後釐清個人對特殊議題之觀點，並透過寫作活動呈現個人批判性反思。本研究採質性研究方法，於北台灣某大學中的寫作課程中進行批判式讀寫課程(Critical Literacy Program)；參與研究對象為修讀此課程、以英語為主修之大二學生。研究者以個案研究的方式蒐集三位學生對於三篇閱讀文章的讀後報告(reflective writings)、學習過程記錄(learning logs)，並分別與三位學生進行二次個別深入訪談（semi-structured in-depth interviews）以及一次團體訪談 (focus group interview)。研究結果顯示批判式讀寫計畫課程有益於學生讀寫課程的學習，能有效激發學生批判性思考的能力。此外，本研究結果亦指出學生雖然感受到批判性思考能力提升，但仍顯示出英語語言能力不足而造成寫作過程中表達能力的困難。授課教師亦提議批判式讀寫課程中應結合針對寫作表達能力上的教學協助。最後，根據研究結果與發現，對於如何將批判式讀寫理論實踐於教學中，提出相關建議與結論，供相關英語讀寫教學與研究者參考。
並列摘要
ABSTRACT It is believed that literacy (ways of using written language) is not merely the ability to read and write but rather is a social practice (Barton, 2007; Fairclough, 1992, Ivanič, 1998; Street, 1984 &1995), shapes and being shaped by different social contexts. Literacy is not about texts but also about practices around texts (Ivanič, 1998). Language users do not only decode the text but also engage in interactions with the text and other social actors. Guided by this perspective of literacy, researchers and educators argue that an effective literacy practice involves critical evaluation of the text and social actions embedded in the literacy event. However, EFL teaching of literacy mainly focuses on teaching four skills, i.e. speaking, listening, reading, and writing at the discrete level. This study is thus aimed to fill the gap in the existing literature by exploring the use of critical literacy (CL) program in an EFL university class in Taiwan. Drawing upon a case study approach, participants of the study are three Taiwanese EFL learners, sophomores majored in English in a research-oriented university in Northern Taiwan, and their English proficiency is between the intermediate level and the upper-intermediate level. CL program is implemented in one academic writing course for one semester. The main data sources include critical literacy worksheets, students’ learning logs, students’ writing, and transcripts of the interviews with students and the instructor. I draw upon Fairclough’s (1992) three-dimensional model of text as the analytical framework, integrating both the linguistic analysis and contextual analysis. Data analysis reveals two research findings. First, the implementation of CL is proven to promote EFL students’ English literacy learning and to stimulate their critical thinking. Second, although EFL students’ awareness of English language-in-use is strengthened, the instructor is suggested to provide more pedagogical facilitation in the process of re-constructing ideas through written texts.