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研究生:李陳小屏
研究生(外文):Hsiao-Ping Lee Chen
論文名稱:透過電子郵件之互動來增強英文溝通及寫作之能力
論文名稱(外文):Enhancing English Communicative and Writing Ability
指導教授:何德華何德華引用關係
指導教授(外文):Der-Hwa V. Rau
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2001
畢業學年度:89
語文別:英文
論文頁數:94
中文關鍵詞:跨文化電子筆友
外文關鍵詞:cross-culturekey-pal
相關次數:
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此項研究的目的在於探討學生互通電子郵件是否能增強英文溝通及寫作之能力。此項電子郵件研究計劃是在台中僑光技術學院進行的。兩班學生共102位參與此項研究計劃。他們和美國奧瑞岡及捷克的學生互通電子郵件。僑光學生需依老師給的主題來寫,共寫六封。在互通電子郵件的過程中,老師收集所有電子郵件做為研究資料。學期結束前並做了問卷調查。學生的回應是正面的。然而學生英文的技巧沒有顯著進步,但互通電子郵件的確提供了學生用英文通信的機會。
研究資料的分析包含了質化與量化的方法。 質化分析用來比較收到一封或沒有收到回信的學生及收到五封或六封回信的學生,他們是如何完成此項研究計劃的,發現學生寫了五封或六封的人寫的字數會增加,文法錯誤會減少。量化分析則發現收到信友回信的多少並不影響學生的學習動機。
基於上述研究發現,提議將互通電子郵件廣泛用在應英語教學上。 並鼓勵未來多進行網路媒體學習語言的研究以深入了解其效能。
The purpose of this study is to explore whether e-mail writing would enhance students’ communicative and writing ability. This e-mail project was conducted at Overseas Chinese Institute of Technology (OCIT) in Taichung, Taiwan, with two classes totaling 102 students randomly paired with students from two foreign countries: Oregon, U.S.A. and Czech Republic. OCIT students were asked to send six messages with assigned topics. E-mail entries were collected and analyzed to obtain information on the social and linguistic occurrences during the exchange process. At the end of the project, a questionnaire was distributed. Findings from survey questions demonstrated positive responses. Whereas upgrading of English language skills was insignificant, use of e-mail did provide the students opportunities to communicate with EFL/ESL speakers in English.
Data analysis involves both qualitative and quantitative approaches. The qualitative analysis compared how students continued writing when they received no response or one response to those who received five or six responses. The quantitative analysis indicated that students’ motivation is not affected by frequency of the returning letters. Thus it is suggested that the lack of responses from the key-pals would not affect students’ attitudes toward e-mail communication.
Pedagogical suggestions are based on the findings of the present study. Future research on the social/interactional aspects involved in Computer-Mediated Collaborative (CMC) EFL/ESL learning environments is also proposed.
Chapter 1 Introduction ......................................1
1.1 Using E-mail in the EFL/ESL Classrooms.................1
1.2 Bckground..............................................2
1.3 Motivation.............................................5
1.4 Overview...............................................6
Chapter 2 Literature Review..................................7
2.1 The Advantages of E-mail Writing.......................7
2.2 Writing as Communication...............................10
2.3 E-mail Writing versus Academic Writing.................11
2.4 Speech Act Theory and E-mail Discourse.................13
2.5 Effects of E-mail Writing..............................14
2.6 Brief Introduction of Five E-mail Politeness Rules.....16
2.7 The Advantages of Peer Response........................17
2.8 Chapter Remarks........................................18
Chapter 3 Methods of Research................................19
3.1 The Research Framework.................................19
3.2 Backgrounds of the Participants........................20
3.3 Materials/Apparatus of E-mail..........................21
3.4 The Pair-Up Procedure for Communication................22
3.5 Data Collection........................................24
3.6 Six Assigned Topics of E-mails.........................25
3.7 Data Analysis..........................................27
Chapter 4 Results and Discussion.............................28
4.1 Introduction...........................................28
4.2 Qualitative Analysis of E-mail Data from OCIT Students.32
4.2.1 AFL versus IT........................................32
4.2.2 Error Analysis.......................................42
4.2.3 Discourse Analysis─Students’ Communication Strategy44
4.3 Quantitative Analysis of E-mail Data...................56
4.4 Analysis of Extended Data─E-mail Communication in
Summer 2000............................................62
4.4.1 Communicating with ELI Friends.......................63
4.4.2 Communication between Chang and Ali.................66
4.5 Chapter Remarks........................................72
Chapter 5 Conclusion.........................................74
5.1 Conclusion.............................................74
5.2 Pedagogical Implications...............................76
5.3 Limitation of the Study................................78
5.4 Recommendations for Further Research...................79
References...................................................81
Appendix A Questionnaire.....................................86
Appendix B Survey Questions..................................87
Appendix C Description of the Student Group from Czech
Republic............................................88
Appendix D Web Page of Welcoming from the Key-Pal Club.......94
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