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研究生:李欣怡
研究生(外文):Hsin-yi Lee
論文名稱:台灣英語教學研究生論文寫作過程探討
論文名稱(外文):Challenges Throughout the Process of Writing a Master’s Thesis: The Voices of Taiwanese Graduate EFL Students and Their Advisors
指導教授:何德華何德華引用關係
指導教授(外文):Der-Hwa Victoria Rau
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系研究所
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:2009
畢業學年度:97
語文別:英文
論文頁數:90
中文關鍵詞:寫作困難指導教授和學生互動英語教學碩士論文寫作
外文關鍵詞:thesis writingadvisor-student interactionswriting difficulty
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本研究旨在探討台灣英語教學組研究生的論文寫作過程。藉由訪談指導教授和寫論文的研究生,可以更清楚的了解指導教授和學生對於論文寫作的過程的想法和所遇到的困難點。本研究共計十一位師生參與這項研究,其中包括了二位指導老師和九位已完成和正在完成論文的研究生。在資料收集的部分,為求本研究達到三角檢證 (triangulation),研究資料收集的部分, 研究者取得的資料有:訪談、觀察、田野筆記及其他可以幫助更了解參與者在寫論文中所遇的到困難和問題的資料(例如:電子郵件、論文修改稿等)。在此研究中,主要探討研究問題包括 (1) 學生和指導教授對於寫論文的認知和感受為何。(2) 在寫論文的過程中,學生所遇到的困難為何。(3) 在寫論文的過程中,學生和指導教授的互動為何,及 (4) 學生和指導教授對於寫論文的過程,有哪些意見和改進方向。
研究結果如下:
一、 大部分的學生對於寫論文的感知趨向於正面積極的回應。
二、 在論文寫作的諸多困難中,(1)面臨題目選擇時,個人因素相較於其他因
素佔了比較重要的部分。(2)寫作段落或章節的順序則沒有太大的影響。 (3)在寫作能力上,學生大部分的困難點在於不知道如何有邏輯及適當地用英文陳述自己的話大過於對於英文用字或是句型等在結構上的問題。 (4)在章節上,指導老師和學生覺得文獻回顧和結果探討是最困難也是最難陳述的章節,其次才是緒論和結果呈現。此外,所有的參與者皆認為方法論是最具體的章節,同時也是最容易陳述的章節。(5)在寫作論文的過程中,參與者認為資料收集的過程是最麻煩也是最累人的,而有些參與者表示,在收集資料過程,配合訪談者的部分,也是最麻煩的。
三、 在指導老師和學生的互動上,(1)因為不同指導老師的指導方法和學生本
身的學習策略和個性不同而有所不同。(2)在完成論文的過程中,老師扮演了很多的角色,其中包括了協助者(提供知識和幫助),訓練者(引導學生如何完成論文)及精神指標(給予學生支持和鼓勵)等。(3)在此研究中,學生和老師對整個論文寫作的過程,有很多相同的理念和看法。
四、 在對於未來研究生寫論文的建議上,指導老師和學生皆提出在未來的課
程裡,應該要有更多訓練學生學術寫作能力的相關課程。
The purpose of this study was to investigate how Taiwan graduate EFL students wrote their theses. Through interviewing advisors and graduate students, the difficulties involved and the perspectives of thesis writing from both advisors’ and students’ voices were revealed. A total of 11 TESOL discipline participants, 2 advisors, and 9 graduate students were involved in this study and all of them were from the same university in central Taiwan. In order to gain triangulation in the study, multiple data collection methods, including observations, interviews, field notes, and collection of other materials related to the process of students’ writing such as e-mails, thesis drafts, etc., were used to discover the nature of students’ progress in their thesis writing. The research questions were focused on both advisors’ and graduate EFL students’ perceptions of the process of writing a thesis, the difficulties experienced while writing a thesis, the interactions between the advisors and the graduate students while writing a thesis, and finally the suggestions and implications from the Taiwan-based advisors and students in writing a thesis were raised.
The results show that, firstly, most students reported positive feedback when writing a thesis. Secondly, among the difficulties of thesis writing, personal reasons played a more important role than other factors in topic selection; the order of writing sections or chapters did not make any difference in the process of writing a thesis. In terms of writing skills, the main difficulty in writing a thesis surrounded the hardship of how to state arguments logically and appropriately (the discourse level) instead of those at sentence and structure level (lack of vocabulary and structure patterns used in their writing). Among the sections or chapters in thesis wiring, most participants thought that chapters of Literature Review and Discussion were the hardest chapters to write and then followed by Introduction and Results. In contrast, all participants thought that Methodology was the easiest part to write since it is the most concrete among all of the chapters. However, the process of data collection was the most tiring process and obtaining participants’ cooperation was the one of the most difficult problems while doing the research.
Thirdly, the interactions between advisors and students depend on individual advisor''s way of supervising and individual student''s learning strategies. Advisors played various roles in assisting their students during thesis writing, such as a facilitator to provide specific knowledge, a coach to direct students, a spiritual guide to encourage students to write and do the research, and so on. During the process of thesis writing, advisors and students mostly shared similar perceptions with each other.
Finally, both advisors and students thought that courses related to training students’ academic writing skills were needed.
TABLE OF CONTENTS……………………………………………………….… i
ENGLISH ABSTRACT……………………………………………………….… iv
CHINESE ABSTRACT ……………………………………………………….… vi
ACKNOWLEDGEMENTS ……………………………………………………… viii
LIST OF TABLES………………………..…………………………………….… ix
LIST OF FIGURE……………………………………………...……………….… x
LIST OF GRAPHS……………………………………………………….………. xi

CHAPTER ONE INTRODUCTION ………………………………………….. 1
1.1 Background of the Study…………………………………………………… 1
1.2 Purpose of the Study……………………………………………………….. 2
1.3 Research Questions………………………………………………………… 3
1.4 Significance of the Study…………………………………………………... 4

CHAPTER TWO LITERATURE REVIEW…………………………………... 6
2.1 Difficulty in Thesis Writing…………………………………....................... 6
2.1.1 Difficult at Sentence Level……………………………………………… 6
2.1.2 Difficult in Understanding the Requirements of the Thesis Genre……...8
2.2 Advisors’ Involvement and Role in Writing Thesis………………………... 10
2.2.1 Related Studies in Taiwan………………………………….....................11
2.3 Genre Analysis on Different Section of the Thesis……………………….. 12

CHAPTER THREE METHODOLOGY…………………………………...... 16
3.1 Participants…………………………………... ……………………………16
3.2 The Courses in the TESOL Program at the University…………………….. 19
3.3 Data Collection…………………………………... ……………………… 19
3.3.1 Instruments…………………………………... ………………………… 19
Interviews…….………………………………………………………. 19
Questionnaires…….………………………………………………… 20
Field Notes…….…………………………………………………….. 20
3.4 Data Analysis…….……………………………………………………….. 21

CHAPTER FOUR THE PERCEPTIONS OF THESIS WRITING ………. 23
4.1 Perceptions of the Process of Writing a Thesis….………………………… 23
4.2 Students’ Perceptions….…………………………………….…………… 24
4.3 Advisor’s Perceptions….…………………………………….…………… 27
4.4 Discussion of the Perspectives of the Process of Thesis Writing from
Both Advisors and Graduate Students ….………………………………… 29

CHAPTER FIVE TOPIC SELECTION….………...……………………… 31
5.1 The Factors Influencing Topic Selection….………………………………
Personal Reasons….…………………………………….………………… 32
Taken Courses….…………………………………….…………………… 34
Other Factors….…………………………………….…………………… 34
5.2 The Role of the Advisor….……………………………………....………… 37
5.3 Discussion on Thesis Topic Selection….………………………………….. 41

CHAPTER SIX THE DIFFICULTIES DURING WRITING A THESIS….. 43
6.1 The Order of Writing a Thesis ….…………………………………….…… 43
6.2 The Difficulties of Writing a Thesis….…………………………………….. 47
6.2.1 Chapters….…………………………………….. ….………………… 47
Introduction….…………………………………….. ….………………… 47
Literature Review….…………………………………….. ….………… 48
Methodology….………….……………………………………..………… 52
Result….………….……………………………………..…………….… 56
Discussion….………….……………………………………..…………… 58
Conclusion….………….……………………………………..………….. 60
6.2.2 Writing Skill….………….……………………………………..……… 60
6.2.2.1 At the Discourse Level….………….……………………………… 61
6.2.2.2 At the Sentence-structure Level….………….……………………… 63
6.3 The Role of the Advisor….………….…………………………………….. 66
6.3.1 The Interactions between the Advisor and Students….………….…… 66
6.3.2 The Role of the Advisors….………….………………………………… 67
6.4 The Suggestions and Implications from Both Advisors and Students……... 69
6.5 Discussion of the Difficulties during Thesis Writing……………………… 70
6.5.1 The Order of Writing a Thesis ….………….………………………… 70
6.5.2 The Difficulties of Writing a Thesis….………….…………………… 70
6.5.3 Writing Skill….………….……………………………………..……… 75
6.5.4 The Interaction between Advisors and Students while Writing a Thesis.. 75
6.5.4.1 The Role of the Advisor….………….……………………………… 76
6.5.5 The Suggestions and Implications from Advisors and Students in
Writing a Thesis….………….……………………………………..…… 77

CHAPTER SEVEN CONCLUSION….………….…………………………. 79
7.1 The Perceptions of Thesis Writing from Advisors’ and Students’
Perceptions….………….……………………………………..……………. 79
7.2 The Difficulties in Thesis Writing….………….…………………………… 80
7.2.1 Advisors’ Perception on Chapter Difficulty….………….……………… 80
7.2.2 Students’ Perceptions on Chapter Difficulty….………….……………... 80
7.2.3 Advisors’ and Students’ Perceptions on Writing Skill….………….…… 81
7.3 The Role of Advisor from Advisors’ and Students’ Perceptions…………… 81
7.4 The Suggestion of Thesis Writing from Advisors’ and Students’
Perceptions….………….……………………………………..……………. 81
7.5 Limitations of the Study and Suggestions for Further Study….…………… 82

REFERENCES….………….……………………………...84
APPENDIS A: Interview Prompts for Supervisors ….………….…………… 87
APPENDIX B: Interview Prompts for Students….………….………………... 89






LIST OF TABLES

Table 2.1 Swales’ (1990) CARS Model……………..…………………………… 12
Table 2.2 Bunton’s (2002) Modified CARS Model for Ph.D. Theses Introductions………………………………………………13
Table 3.1 Demographic Data of the Graduate Students……………...…………... 16
Table 4.1 The Perceptions of the Process of Thesis Writing…………….……… 23
Table 6.1 The Steps of Writing the Thesis…………………………...…...……… 43
Table 6.2 Advisors’ Perception of the Chapters in Thesis Writing…….………… 44
Table 6.3 The Roles of Advisor in the Process of Thesis Writing…………...…... 67
Table 6.4 Students’ Perceptions of Advisors’ Perceived Assistance in Thesis Writing………………………………………………………………….
69
Table 6.5 Advisors’ Perceptions of Their Assistance in Thesis Writing…………. 69


LIST OF FIGURE

Figure 3.1 The flowchart of data collection and analysis…………………...…….. 22


LIST OF GRAPHS

Graph 4.1 The perception of students’ feeling of writing a thesis…………...…… 30
Graph 5.1 The relationship among the factors in topic selection………...……….. 41
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