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研究生:蔡依蓉
研究生(外文):Yi-RungTsai
論文名稱:英語授課教師之溝通補償策略於英語為通用語之課堂應用
論文名稱(外文):Accommodation Strategies Used by English-Mediated Instructors in English as Lingua Franca Classrooms
指導教授:鄒文莉鄒文莉引用關係
指導教授(外文):Wen-Li Tsou
學位類別:碩士
校院名稱:國立成功大學
系所名稱:外國語文學系碩博士班
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:2013
畢業學年度:101
語文別:英文
論文頁數:122
中文關鍵詞:英語授課教學英語為國際通用語教師之溝通補償策略字串
外文關鍵詞:English-mediated instructionEnglish as Lingua Francateachers’ accommodation strategiescluster
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本文主要研究英語授課(EMI)教師使用溝通補償策略於英語為通用語(ELF)課堂上應用。在台灣高等教育的環境下,本研究分析教師在課堂中與國際學生互動而使用的英語補償策略,藉由課室觀察錄音,紀錄課堂言談並檢視教師最常運用的補償策略。本研究採量化與質性分析,研究地點位於南台灣之國立成功大學,語料來自國際經營管理研究所(IMBA)五門課五位教師之課室錄音,共計627分鐘。錄音檔收錄於語料庫,分析使用溝通補償策略之頻率、用字及句法的運用及字串作為量化之結果;再透過與教師之深度訪談內容進行交叉比對分析,研究所使用溝通補償策略之情形為質化之結果。本研究主要研究結果歸納如下:
一、六種最常用之溝通補償策略為:介紹策略、定義策略、列舉策略、引導策略、舉例策略以及強調策略。
二、不同於英語為第二語及外國語之語言老師的課堂溝通策略,教師使用溝通補償策略在英語為共通語環境下,會改變英語表達的方式(例如:使用簡化或錯誤之文法),以適應國際學生進而達成有效溝通。
三、影響教師選擇使用不同的溝通補償策略之情況為:課程難易度、學生國籍、字彙與句型之應用、學生之英語程度、學生反應時以及教師之英語能力。
四、授課中,老師使用最頻繁的十種字串裡,傾向於提問與定義某個概念為主。
最後,本文也針對可能造成不同溝通補償策略使用之因素及對未來教師英語授課之教學應用提供建議。
The goal of this study was to explore English instructors’ application of accommodation strategies under English-Mediated Instruction (EMI) in an English as a lingua franca (ELF) context of higher education in Taiwan. English instructors’ verbal discourses with regard to various types of strategies during instruction are documented and examined. Mixed methodology was employed in this study. The presented result was triangulated in terms of quantitative and qualitative analyses. Data were gathered from a university in southern Taiwan, which included approximately 627 minutes of audio-recordings of five courses by five teachers in its IMBA program. The collected data were analyzed through the use of frequency, pragmatic functions, display of lexicon and syntax, mean length of utterances, and the most common clusters. Corpora and interviews were chosen to be the primary analytic tools in the current study. The main findings are as follows.
1. Six types of accommodation strategy were found via quantitative analysis. They are: introducing, defining, listing, eliciting, giving-examples and emphasizing strategy.
2. For effective communication, EMI instructors tend to adjust their English expressions, such as simplified or ungrammatical linguistic features, to international students in an ELF academic setting. On the contrary, English lexicons and syntax conforming to Standard English are produced by language teachers in ESL/EFL classrooms.
3. The selection of accommodation strategies was influenced by the following situations: (1) level of content difficulty (2) students’ nationality (3) lexicon/sentence selected (4) students’ language proficiency (5) student feedback and (6) teachers’ language proficiency.
4. The top-ten language clusters frequently produced by the EMI instructors are eliciting and defining concepts.
Finally, possible pedagogical implications are also discussed at the end.
中文摘要 i
ABSTRACT ii
誌謝 iv
CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii

CHAPTER ONE INTRODUCTION 1
1.1 Motivation and background 1
1.2 Purposes of the study 3
1.3 Research questions 4
1.4 Significance of the study 5
1.5 Definition of terms 6

CHAPTER TWO LITERATURE REVIEW 8
2.1 Perspectives of English as a Lingua Franca 8
2.2 EMI in higher education 15
2.3 Signaling cues in classrooms 24
2.4 Accommodation strategies in ELF 27
2.5 Signaling cues vs. accommodation strategies 33
2.6 Strategies in ESL/EFL language instruction 34
2.7 Clusters analysis in corpus linguistics 39

CHAPTER THREE METHODOLOGY 42
3.1 Research sites 42
3.2 Participants 44
3.2.1 Teachers 44
3.2.2 Students 45
3.3 Instruments 46
3.3.1 Classroom observations 46
3.3.2 Interviews 49
3.4 Analytical framework 52
3.4.1 Corpus analysis 53
3.5 Data Analysis 60


CHAPTER FOUR RESULT AND DISCUSSION 63
4.1 Accommodation strategies used in EMI/ELF classrooms 63
4.1.1 Types of accommodation strategies 63
4.1.2 Linguistic features of the eliciting and the emphasizing strategy 68
4.1.3 Comparisons between strategies in ELF and ESL/EFL environments 74
4.2 Interview results for different circumstances of applying accommodation strategies by EMI teachers 77
4.2.1 Content difficulty 79
4.2.2 Students’ nationality 81
4.2.3 Lexicon/sentence selected 83
4.2.4 Students’ language proficiency 84
4.2.5 When no feedback from students 85
4.2.6 When teachers are not able to clearly explain in English 89
4.2.7 Individual differences 90
4.3 Common language clusters used by Taiwanese teachers 96

CHAPTER FIVE DISCUSSION 99
5.1 Summary of major findings 99
5.2 Pedagogical implications 101
5.3 Limitation 103
5.4 Contribution 103
5.5 Suggestion for further researches 105

REFERENCES 107
APPENDICES 118
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