Small-Group Text Talk: Examples from Taiwanese EFL Students

小組文本談話：以台灣學習英語為外國語者為例

紀鳳鳴(Feng-Ming Chi)

《語文與國際研究》 4期 (2007/12) Pp. 33-47

https://doi.org/10.7084/LIS.200712.0033

摘要

本論文旨在探究台灣以英語爲外國語之大學生如何運用文本談話於小組討論及這些大學生對小組文本談話之評估。參與者爲42位就讀中部某國立大學之大二學生。學生自行組成三人一小組，其中七組爲外文系學生，另外七組爲來自各系之大二學生。每位參與者個別閱讀兩篇短文，讀後再與其他兩位組員進行小組討論。小組討論形式共分爲兩種：導引式與開放式。每一小組在完成兩篇短文討論後再接受訪談。訪談焦點爲參與者對小組文本討論之評估：所有的文本討論資料均依事件法，再將其相同之事件組織整合成爲一個項目，共有三個項目：事件談話，焦點談話及文本互涉談話。接著，再依這三個項目對文本小組談話的三個面向項目分析與討論。這三個面向爲：小組文本談話模式（引導式v.s.開放式），小組個別差異性及學習經驗因素。最後再依據此研究結果提出一些教學建議。

關鍵字

文本談話 ； 事件談話，焦點談話 ； 文本互涉談話

並列摘要

The purpose of this paper was to investigate how Taiwanese EFL university students engaged in small-group discussion over two literary texts and how they responded to small-group text talk as a social act of reading. Forty-two Taiwanese university students, forming 14 small groups, were voluntary to participate in this study. Each participant was required to read two texts individually and then discuss them with his/her peers. After discussion, a semi-structured oral interview was used to evaluate how each group responded to small-group text talk as a social act of reading. Both types of data collection procedures were audio-taped recording and transcribed verbatim. Discussion data were used to investigate how Taiwanese EFL students engaged in small group text talk; data drawn from semi-structured oral interview were used to probe how participants perceived small-group text talk as a social act of reading. The idea unit was first applied to categorize all of the discussion and oral interview data. The relevant idea units were then grouped and organized together as a discussion pattern. As a result, three patterns-task, focused, and intertextual talks-were generated. Three dimensions, discussion formats, group differences, different opportunities for, and experiences of language use, were then used to interpret the result of the three discussion patterns. Some pedagogical implications are suggested for classroom practice.

並列關鍵字

text talk ； task talk ； focused talk ； intertextual talk

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