臺灣博碩士論文加值系統

本研究目的在探究將魔幻寫實主義故事引進高職英語教科書的可能性。為期六週18小時的實驗是在2003年十月岡山空軍航空技術學校進行，127位三年級飛機修護組男學生依據他們過去四個學期的英語成績分為高，中，低三組，每人給予一篇中文和三篇英文魔幻寫實故事，均取材自馬奎斯的名作<百年孤寂>裡的內容。老師僅進行有關在英文故事裡的文法教學，以避免個人觀點影響學生的解讀，讓學生透過翻譯練習、心得寫作、小組討論等方式進行對魔幻寫實故事的了解與詮釋。最後老師再將學生的心得寫作和問卷調查表做分析檢討。實驗結果顯示：
1.高職生對魔幻寫實故事除了能表達對人物和事件的個人感受外，還能從自身經驗裡整理出新的思維，也有同學對馬奎斯誇張的手法有相當體認。學生雖然無法做出有如文學批評家般精確地說明，但對構成魔幻寫實主義的因素均能一一指出。
2.魔幻寫實故事裡的英語句子結構要比教科書複雜。但由於本身具有故事性及趣味性，學生的閱讀意願及理解情況未受太大影響。調查中並顯示，目前的教科書所使用的句子結構對高分組同學太過簡單，缺乏挑戰性。中低分組同學則認為魔幻寫實故事對單字及句型的學習很有助益。
3.魔幻寫實故事裡的生字要比教科書多很多，但是同學表示其中許多是學過的只是記不起來。這凸顯出教科書的一項缺失，那就是無法提供足夠單字出現頻率讓學生自然習得所學過的生字。
4.同學們對將魔幻寫實故事引進高職教科書課本的建議：生字數量減少，篇幅縮小，以及修改較抽象的句子。如何滿足學生的要求又不影響魔幻寫實本身的風格，對教師或出版專業人員著實為一大挑戰。
實驗中亦發現到一個有趣現象，同一篇魔幻寫實故事會因為它讓人覺得寫實而受到喜愛，但也會有人覺得它過於誇張而無法接受。真實與誇張本來就是魔幻寫實的兩大特色，但其之所以為高職生喜愛不在於它的誇張詼諧面，反而決定在讀者是否能透視到隱藏在誇張外衣下的真實元素(真理)。所以，在對高職生做魔幻寫實的教學時，除了語言知識的教授外，還應導引學生往這方面去探索，才能將魔幻寫實故事的英語教學達到完美境界。

This study aimed to explore the possibility of introducing magic realist texts to the vocational high school English textbooks. 127 third-year boy students from Aeronautical Technical School in Kangshan, Kaohsiung, were divided into high-, mid- and low-achievement groups according to their English achievements for the past four semesters. One Chinese and three English magic realist episodes from Gabriel Garcia Marquez's One Hundred Years of Solitude were offered to the students. Three questionnaires and response journals were designed to elicit their responses to the texts. During the 18-hour experiment, the teacher focused her instruction only on the English language itself, avoiding imposing her personal ideas on the students. The students shaped their own responses to the texts through activities like group discussion and journal writing. The major results of the study are as follows:
1.Most of the students showed capacities for comprehending the magic realist texts by giving wide range of responses from personal involvement to elaborated analysis. They could also clearly identify the text’s essential elements, techniques, and the author’s intention.
2.Most low and middle achievers felt that the three magic realist texts succeeded in arousing their reading interest, and helped acquire vocabulary and grammatical items or structures more efficiently.
3.Magic realist texts contained a large number of new words but many of the words looked familiar to the students. It indicated that textbooks failed to offer enough vocabulary exposure for students to acquire the new words.
4.High achievers were in need of more challenging reading materials because none of them felt that the sentence structures in the textbooks were difficult; whereas, they could handle the magic realist texts with a larger number of new words and more difficult sentence structures.
5.If the magic realist texts were to be introduced to their textbooks, the students suggested cutting down the number of new words and paragraphs, and paraphrasing the abstract sentences. Hence, how to meet their requirements and also keep intact the characteristics of the text is really a challenge.
An interesting finding in this study is that the same magic realist text could be favored by some students because it was realistic to them but rejected by others because they felt it was too exaggerated. The realistic and the exaggerated are the two main features in magic realism. However, it was the realistic, not the exaggerated, in a magic realist text that attracted the vocational high school students. Therefore classroom instruction should be focused more on assisting the students in perceiving the real elements (truth) imbedded the exaggerated magic techniques.

Chapter
1. INTRODUCTION
Background and Motivation………………………………………… 1
Statement of the Problem…………………………………………. 3.
On the Textbook…………………………………………………… 4
On the Magic Realist Episodes in OHYS…………………………5
On the Students……………………………………………………. 7
On the Notion of Magical Realism……………………………….8
Purpose of the Study………………………………………………… 9
Research Questions…………………………………………………...9
Significance of the Study………………………………………… 10
Definition of the Terms…………………………………………… 10
Limitations of the Study……………………………………………11
2. LITERATURE REVIEW
Introduction…………………………………………………………..12
Magic Realism………………………………………………………...13
The Real…………………………………………………………… 14
The Magic Realists’ Real…………………………………… 15
Marquez's Real………………………………………………….17
The Magic Realist Techniques……………………………………18
Making Fictions Real……………………………………………19
Treating Reality As Though It Were A Fiction……………20
Functions of Magic Realist Techniques…………………… 21
Response to Literature………………………………………………23
The Literary Text………………………………………………….24
The Reader………………………………………………………… 25
The Context………………………………………………………...28
Categories of Literary Response………………………………… 30
3. METHODOLOGY
Subjects………………………………………………………………. 33
Instruments…………………………………………………………… 33
The Mysterious Death of Jose Arcadio…………………………34
The Three English Magic Realist Episodes……………………34
Pre- and Post-test Questionnaires on the Subjects’
Response to Magic Realism (Pre & Post-QSRMR)…………… 35
Questionnaire on the Subjects’ Response to Magic Realism
Instruction (QSRMRI)……………………………………………..35
The Subjects’ Response Journals………………………………36
Procedures……………………………………………………………. 36
Data Analysis………………………………………………………….40
4. RESULTS AND DISCUSSION
Investigation of the Students’ Capacities for Comprehending
Magic Realist Texts………………………………………………… 41
Students’ Responses to Magic Realist Texts………………… 48
Students Notions About Magic Realism……………………………53
Students’ Response to the Linguistic Contents of Magic
Realist Texts and Their Textbooks……………………………… 58
Students’ Responses and Suggestions If the Magic Realist
Texts Are to Be Introduced to Their Textbooks……………… 65
5. CONCLUSIONS
Conclusions…………………………………………………………...71
Pedagogical Implications……………………………………………74
Suggestions for Future Research………………………………… 75
REFERENCES…………………………………………………………… 78
APPENDIXES
Appendix A: The Literary Text in High School English
Textbooks.......................................88
Appendix B: The Lesson Topics in Far East English Reader for
Vocational High School, Book I-IV………………… 90
Appendix C: The Survey and Result of the Subjects’ Outside
Reading Habits and Interests……………………… 91
Appendix D: The Mysterious Death of José Arcadio…………… 92
Appendix E: Rebeca……….……………………………………...……94
Appendix F: The Insomnia Plague…………………………………… 96
Appendix G: Remedios the Beauty…………………………………… 98
Appendix H: Pre-QSRMR………………………………………………..101
Appendix I: Post-QSRMR……………………………………………….102
Appendix J: QSRMRI…………………………………………………….103
Appendix K: The Reading Response Journal……………………… 105
Appendix L: Student 11’s Responses to Rebeca…………………106
Appendix M: Student 14’s Response to Remedios the Beauty…107
Appendix N: Student 15’s Response to Remedios the Beauty…108
Appendix O: Student 16’s Response to Remedios the Beauty…109
Appendix P: Group Discussion Report on Remedios the Beauty.110
Appendix Q: Student 17’s Response to The Insomnia Plague…111
Appendix R: Students’ Original Chinese Statements on the
Notion of Magic Realism………………………………112

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