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研究生:查巴可
研究生(外文):Jacob Cousineau
論文名稱:探討臺灣老師及學生對英語講課中修飾語使用的觀點
論文名稱(外文):Teachers’ and Students’ Perceptions of the Use of Modifiers in English Medium Lectures Given by Native Speakers of Mandarin Chinese
指導教授:林佳燕林佳燕引用關係
指導教授(外文):Chia-Yen Lin
口試委員:柯宜中劉國權
口試委員(外文):I-Chung KeKen Lau
口試日期:2014-08-21
學位類別:碩士
校院名稱:元智大學
系所名稱:應用外語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:103
語文別:英文
論文頁數:133
中文關鍵詞:語用含意修飾語講課感知力非英語母語學生
外文關鍵詞:Pragmatic force modifierslectureperceptionsnon-native English students
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有關學術英文 (EAP) 的大量研究聚焦於口述型態的學院課程講授。其中數量可觀的研究檢視了話語形構策略及其對課程理解力的影響。組織話語的各項特質中,常作為話語標記的語用含意修飾語 (PFMs) 已得到應有的關注。當先前研究探討了語言機制如何被運用,及其如何影響了學生的理解力時,卻未多加著墨語用含意修飾語在非母語使用者 (NNSs) 對非母語使用者的講課中所擔當的角色。其次,有關語用含意修飾語及非母語使用者的先前研究中,並未檢視非母語使用者對這類修飾語的感知力。本研究處於英語作為外國語言 (EFL) 這一脈絡,立意了解更多作為非母語使用者的學生對於語用含意修飾語的感知力,以及這些語言機制是否對課程理解力產生何種影響。研究結果顯示語用含意修飾語出現在課堂中的頻率對於非母語使用者在修飾語意識上僅有些微甚至毫無影響。所有學生似乎都察覺到相似的語用含意修飾語,然而卻忽略了個別講師之間語用含意修飾語的不同用法。本研究突顯了理解能力不一的學生之間,對於語用含意修飾語的不同感知力。

關鍵詞:語用含意修飾語, 講課, 感知力, 非英語母語學生

A great deal of studies in English for academic purposes (EAP) have been concerned with the spoken genre of academic lectures. A considerable number of these studies have examined discourse structuring strategies and their influence on lecture comprehension. Of the features that are used to organize discourse, pragmatic force modifiers (PFMs), often referred to as discourse markers, have received due attention. While previous studies have investigated how these linguistic devices are used and how they affect student comprehension, not much has been written on the role of PFMs in lectures given by non-native speakers (NNSs) to NNSs. Further, none of the previous studies into PFMs and NNSs have investigated the perceptions that NNSs have of these modifiers. The current study, situated within an EFL context, set out to learn more about the perceptions that NNS students had of PFMs and what influence, if any, these devices had on lecture comprehension. The results of the study revealed that the frequency of a PFM in a lecture had little to no influence on NNSs’ awareness of the modifiers. All students seemed to be aware of similar PFMs while unaware of others regardless of the variation between their respective lecturers’ PFM usage. The study also highlights differences in the perception of PFMs between high and low-comprehension students.

Keywords: Pragmatic force modifiers, lecture, perceptions, non-native English students

TABLE OF CONTENTS
CHINESE ABSTRACT i
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES¬ viii
LIST OF FIGURES ix
CHAPTER ONE INTRODUCTION 1
1.1 Background Research and Motivation 1
1.2 Organization of the Thesis 2
CHAPTER TWO LITERATURE REVIEW 4
2.1 Academic Lectures and NNS Students 4
2.2 Pragmatic Force Modifiers 11
2.2.1 Terms and Definitions 11
2.2.2 Functions of PFMs 13
2.2.3 Previous Studies of PFMs 15
2.3 Purpose of Current Study 18
CHAPTER THREE DATA AND METHODS OF ANALYSIS 20
3.1 Data 20
3.1.1 Lecturers and Lecture Transcripts 20
3.1.2 Students and Student Questionnaires 22
3.1.3 Lecturer Interviews 29
3.2 Analytical Procedure 30
3.2.1 Analysis of Lecture Transcripts 30
3.2.2 Analysis of Student Questionnaires 31
3.2.3 Analysis of Lecturer Interviews 33
CHAPTER FOUR STUDENTS’ PERCEPTIONS OF PFMs 35
4.1 Student Awareness of PFMs 35
4.2 Student Perception of PFM Functions 42
4.3 PFMs and Student Understanding 51
4.4 PFMs and Meaning 54
4.5 Student Replacements of PFMs 57
CHAPTER FIVE LECTURERS’ PERCEPTIONS OF PFMs 62
5.1 Lecturer Perceptions of PFMs 62
5.2 Lecturer Replacements of PFMs 63
5.3 Lecturer Perception of PFM functions 66
5.3.1 Lecturer Perception of ‘actually’ 67
5.3.2 Lecturer Perception of ‘of course’ 74
5.3.3 Lecturer Perception of ‘really’ 83
5.3.4 Lecturer Perception of ‘just’ 87
CHAPTER SIX CONCLUSION 90
6.1 Summary of Student Questionnaire Findings 90
6.2 Summary of Lecturer Interview Findings 93
6.3 Limitations, Future Research, and Pedagogical Implications 94
REFERENCES 96
APPENDIX A- M1 STUDENT QUESTIONAIRRE 100
APPENDIX B- M2 STUDENT QUESTIONAIRRE 109
APPENDIX C- FL2 STUDENT QUESTIONAIRRE 116
APPENDIX D- FL1 STUDENT QUESTIONAIRRE 123
APPENDIX E- M1 LECTURER INTERVIEW 130
APPENDIX F- M2 LECTURER INTERVIEW 131
APPENDIX G- FL2 LECTURER INTERVIEW 132
APPENDIX H- FL1 LECTURER INTERVIEW 133

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