- 學位論文
探究教師如何運用文本互涉言談於英語教學
A Study of Teacher’s Intertextual Talk in an EFL Class
摘要
文本互涉意指文本、作者和讀者間的關聯。讀者和文本之間的連結能夠幫助其更了解文本涵義。文本互涉連結必須來自讀者自身經驗相關的背景知識，包含文本及非文本。若言談內容提及文本互涉連結則稱之為文本互涉言談。文本互涉言談有利於英語學習者將自身經驗和文本連結，透過連結使其瞭解文本內容。這些經驗通常來自學習者的背景及課堂學習所學內容。 本研究旨在探討英語教師如何透過文本互涉言談提供學生可理解的輸入和學生互動，以及教師在建立文本互涉言談連結時所扮演的角色。參與者為一位國中英文老師以及她授課的32位國一生，並接受為期三個月的課室觀察。根據學校英文測驗的結果，學生英文程度為中上，因此此班以全英文授課。資料收集包含的教師所回答之問卷、課堂記錄，以及教師言談。所有言談資料均由錄影轉為逐字稿作為分析依據。Boyd和 Maloof (2000)的文本互涉連結及教師角色分類為本研究之語料分析基礎。 研究結果指出:不同的文本類型會影響文本互涉連結的選擇、運用，以及教師角色的扮演。其中，即使是不同的文本類型，教室關聯連結 (classroom community links) 皆能有效提升學生參與相關議題討論。然而，雖然個人連結 (personal links) 提供較少的課室互動，但個人連結能夠衍生教室關聯連結進而帶動師生及同儕更多互動。另外，澄清者(clarifier)和反思者(reflector)亦能夠幫助學生更透徹的了解文本意涵。
並列摘要
Intertextuality refers to the relations among the texts, authors, and readers. It is suggested that readers work to build up intertextual links with texts to comprehend them more deeply. The links constructed by readers can be related to their personal experiences and other related texts, including non-print sources. Once the links are built, the discourse produced by the focal individuals is termed intertextual talk. Intertextual talk benefits EFL learners by establishing links among their learning experiences. It develops connections between learners and the text, which enables them to negotiate the meaning of the text through their background knowledge and what they have learned in class. This study aimed to examine when and how a middle school EFL teacher used intertextual talk to provide comprehensible input and interacted with learners, and the roles the teacher played in the focal class. A middle school teacher with 32 first graders participated in this study. The learners have an intermediate level of English proficiency based on the test results from school, and were required to speak English in the English class. The class was observed and video-taped for three months, and data were collected from the participants’ discourse, oral interviews, and field notes taken during classroom observations. These data were examined according to Boyd and Maloof’s (2000) five categories of intertextual links. The preliminary findings indicated that the contents influenced the usage of intertextual links, applied different types of intertextual links and played diverse teacher roles to scaffold learners’ learning according to her pedagogical goals for each teaching material. Nevertheless, no matter in what context, classroom community links served as a positive force for enhancing the students’ engagement in classroom discussions. In contrast, personal links provoke little classroom interaction, but can be beneficial in prompting the classroom community links which enable the teacher and students to generate longer discussions. In addition, a clarifier and reflector were effective in aiding the teacher to help the students better understand the text.