- 學位論文
探討英語非母語研究生於線上討論之互動策略
Non-native English Speaking Graduate Students’ Interactional Resources in Online Discussions with English as a Lingua Franca
摘要
本研究目的為探討在以英語為共通語言的線上學術討論中，非英語母語研究生之話語實踐與互動策略的應用。本研究實施於某兩所台灣與波蘭研究所之跨界遠距合作，在遠距合作中，十位台灣研究生與分別來自國內與海外的同儕與教授參與為期九週的線上學術討論。線上學術討論之討論平台分別為三種不同模式：（一）線上論壇、（二）即時通訊、（三）視訊會議。線上討論過程中之文字與口說紀錄，以及學生於學習記錄上的心得都作為研究分析的資料。本研究以會話分析為研究方法分析學生的互動策略並輔以學生之心得做為研究結果的論證。根據本研究結果指出，當非英語母語的研究生在適應不同線上討論模式時，他們建立屬於每個不同討論平台中特定的討論模式。而每個特定的討論模式是依據台灣與波蘭研究生在線上討論過程中之互動所產生，而這些討論模式於線上討論中重複出現，顯示出台灣與波蘭研究生共同建立了特定的討論模式。而本研究結果也發現台灣研究生在與其他同儕的討論過程中運用了多樣的互動策略。為達到不同的互動與溝通目的，台灣研究生運用特定的互動策略與同儕作互動交流，並於討論過程中隨著討論模式的不同，而使用適合的互動策略。在以非英語母語學生為主的線上討論中，台灣研究生與同儕之互動顯示出非英語母語者之間的互動特性，並且發展出屬於非英語母語學生之間特定的討論模式。因此此研究結果發現線上討論平台模式的差異與非英語母語者之間的互動特性，皆影響台灣研究生於線上討論中建立討論模式與互動策略的運用。
並列摘要
The present study aimed to explore the emergence of discursive practices and examine non-native English speakers’ (NNES) interactional resources in online discussions with English as a Lingua Franca (ELF). The study was conducted in a cross-border telecollaboration project between two institutes, respectively from Taiwan and Poland. Ten Taiwanese graduate students engaged in nine-week academic discussions with local and overseas peers, and two instructors in three online modes: (1) online forums, (2) instant messengers and (3) video conferencing. Data were collected from textual and/or oral discussion records as well as students’ reflections on weekly worklogs. The study adopted Conversation Analysis (CA) as the analytical framework to analyze discursive practices and the students’ interactional resources. Besides, the students’ reflections allowed the verification of the researcher’s interpretations. The findings revealed that NNES participants established particular discussion sequences when they adapted themselves to different online modes for academic discussions. The discussion sequences were based on how the participants interacted with each other in particular online modes. The findings showed that the participants employed a variety of interactional resources in non-native/non-native (NNES/NNES) interaction. The participants performed various speech acts which represented the specific interactional functions in interaction. It was found that the features in NNES/NNES interaction and the discussion modes considerably affected the participants’ use of interactional resources. Finally, pedagogical implications were provided and further suggested to promote the importance of discursive practices and interactional resources in NNES/NNES interaction in second/foreign (L2) language learning and teaching.
參考文獻
延伸閱讀
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