臺灣博碩士論文加值系統

在人與人的溝通之間，提出問題被認為是最有效的方式之一。特別是當師長於教學過程中，無論是對於課堂對話之控管，或是促進、活化、激發學生的學習興趣與進展，皆是使用問問題的方式來達到上述目的。過往所做過之研究中，其所探討之重點在於不同因素下對於不同文本中所問問題所造成之影響。然而對於論文答辯中，針對學術文章如碩士論文所提出之問題，至今仍少有研究涉獵並進行探討。故此，本次研究將以論文答辯中口試委員所提出之問題為主題，以應用外語學系六位碩士生之論文答辯內容為語料，探討所問問題之形式與功能。研究方法為檢視針對六位碩士生之論文答辯內容之中所做出之提問，對其進行掃描、分析，並以其形式以及功能分門別類。本次研究目的為對論文答辯問題之分類做出貢獻，以彌補過往研究中對論文答辯問題形式與功能分類之不足，並對特殊性質文本如論文答辯中關於「提問」之使用情形提供系統性地說明與理解。此外，本次研究亦對英語教學中如何引導學生進行口說技巧方面之訓練具有幫助與貢獻。

Question is considered one of the most useful tools in human communication. Especially in education, questioning is a fundamental method for teachers to control the classroom discourse and also facilitate, activate and motivate students and their learning progress. Previous studies have investigated the use of questions under the influence of different factors and in various contexts. However, questions in dissertation defense which is a very unique genre of language in academic context, so far have only attracted the limited attention from researchers. Therefore, the current study aims to investigate the forms and functions of questions used within dissertation defenses. The corpus used in this study consists of transcriptions and recordings of questions and answer sessions from six dissertation defenses from the Department of Foreign Languages and Applied Linguistics. To examine the use of questions in this specific context, questions were screened, analyzed and categorized base on their forms and functions. The results of this study contribute to establish taxonomies of question forms and function used dissertation defenses as a response to the gap in research and to provide a better systematically understanding about the use of questions in a unique context i.e. dissertation defenses. This also would contribute to the language pedagogy as a basic guideline for English language oral skill training.

ABSTRACT IN CHINESE i
ABSTRACT IN ENGLISH ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Purpose of the study 2
1.3 Significance of the study 2
1.4 Summary and organization of the study 3
CHAPTER TWO LITERATURE REVIEW 5
2.1 Questions 5
2.1.1 Research on questions 5
2.1.2 Taxonomy of question forms 12
2.1.3 Taxonomy of question functions 16
2.2 Dissertation defense 21
2.3 The current study 24
CHAPTER THREE METHODOLOGY 26
3.1 The corpus studied and participants 26
3.2 Data analysis procedure 27
3.3 Coding scheme 29
3.3.1 Question recognition 29
3.3.2 Question form categorization 32
3.3.3 Question function categorization 37
3.3.4 Speaker label 42
3.4 Conclusion 42
CHAPTER FOUR RESULTS AND DISCUSSION 43
4.1 Overall distribution of questions 43
4.1.1 Overall distribution of question forms 44
4.1.2 Overall distribution of question functions 46
4.2 The use of questions in the corpus 48
4.2.1 Yes/no questions 49
4.2.2 Declaratives/phrases + word tag questions 54
4.2.3 Wh-questions 57
4.2.4 Incomplete questions 61
4.2.5 Declarative questions 63
4.2.6 Indirect questions 66
4.2.7 Alternative questions 68
4.2.8 Tag questions 70
CHAPTER FIVE CONCLUSION 72
5.1 Summary 72
5.2 Contributions 73
5.3 Limitations and further studies 74
REFERENCES 76

Athanasiadou, A. (1991). The discourse function of questions. Pragmatics. Quarterly Publication of the International Pragmatics Association, 1(1), 107-122.
Baek, H. A. (2012). Perception of English Focus in Yes-No Questions by Korean EFL Learners. 언어연구, 28(2), 263-283.
Chang, Y.-Y. (2012). The use of questions by professors in lectures given in English: Influences of disciplinary cultures. English for Specific Purposes, 31(2), 103-116. doi:10.1016/j.esp.2011.08.002
Clayman, S. (1993). Reformulating the question: A device for answering/not answering questions in news interviews and press conferences. Journal for the Study of Discourse, 13(2), 159-188.
Crawford Camiciottoli, B. (2008). Interaction in academic lectures vs. written text materials: The case of questions. Journal of Pragmatics, 40(7), 1216-1231. doi:10.1016/j.pragma.2007.08.007
Don, Z. M., & Izadi, A. (2011). Relational connection and separation in Iranian dissertation defences. Journal of Pragmatics, 43(15), 3782-3792. doi:10.1016/j.pragma.2011.09.010
Dubois, B. L., & Crouch, I. (1975). The question of tag questions in women's speech: They don't really use more of them, do they?↓. Language in society, 4(3), 289-294.
Enfield, N. J. (2010). Questions and responses in Lao. Journal of Pragmatics, 42(10), 2649-2665. doi:10.1016/j.pragma.2010.04.004
Enfield, N. J., Stivers, T., & Levinson, S. C. (2010). Question–response sequences in conversation across ten languages: An introduction. Journal of Pragmatics, 42(10), 2615-2619. doi:10.1016/j.pragma.2010.04.001
Englert, C. (2010). Questions and responses in Dutch conversations. Journal of Pragmatics, 42(10), 2666-2684. doi:10.1016/j.pragma.2010.04.005
Eriksson, G. (2011). Follow-up questions in political press conferences. Journal of Pragmatics, 43(14), 3331-3344. doi:10.1016/j.pragma.2011.07.004
Freed, A. (1994). The form and function of questions in informal dyadic conversation. Journal of Pragmatics, 21(6), 621-644.
Geluykens, R. (1987). Intonation and speech act type: An experimental approach to rising intonation in queclaratives. Journal of Pragmatics, 11(4), 483-494.
Goody, J. (1987). The Interface between the Written and the Oral: Cambridge University Press.
Grimshaw, A., Feld, S., & Jenness. (1994). The multiple analysis project: Background, history, problems, data. Advances in Discouse process, 43, 3-3.
Hayashi, M. (2010). An overview of the question–response system in Japanese. Journal of Pragmatics, 42(10), 2685-2702. doi:10.1016/j.pragma.2010.04.006
Heinemann, T. (2010). The question–response system of Danish. Journal of Pragmatics, 42(10), 2703-2725. doi:10.1016/j.pragma.2010.04.007
Hyland, K. (2002). What do they mean? Questions in academic writing. Text - the Hague then Amterdam then Berlin, 22(4), 529-558.
Ibrahim, Y. (2001). Doctor and patient questions as a measure of doctor-centredness in UAE hospitals. English for Specific Purposes, 20(4), 331-344.
Lin, C.-Y. (2017). “ I see absolutely nothing wrong with that in fact I think …”: Functions of modifiers in shaping dynamic relationships in dissertation defenses. Journal of English for Academic Purposes, 28, 14-24. doi:10.1016/j.jeap.2017.05.001
Long, M. H., & Sato, C. (1983). Classroom foreigner talk discourse: Forms and functions of teachers’ questions. Classroom oriented research in second language acquisition, 268-285.
Nunan, D. (1990). The questions teachers ask. Jalt Journal, 12(2), 187-202.
Quirk, R. (2010). A comprehensive grammar of the English language: Pearson Education India.
Recski, L. (2005). Interpersonal engagement in academic spoken discourse: a functional account of dissertation defenses. English for Specific Purposes, 24(1), 5-23. doi:10.1016/j.esp.2003.07.001
Rossano, F. (2010). Questioning and responding in Italian. Journal of Pragmatics, 42(10), 2756-2771. doi:10.1016/j.pragma.2010.04.010
Shen, P., & Yodkhumlue, B. (2012). A Case Study of Teacher’s Questioning and Students’ Critical Thinking in College EFL Reading Classroom. International Journal of English Linguistics, 2(1). doi:10.5539/ijel.v2n1p199
Shu, L.-Z. (2014). An Empirical Study on Questioning Style in Higher Vocational College English Classroom in China. English Language and Literature Studies, 4(2). doi:10.5539/ells.v4n2p6
Stivers, T. (2010). An overview of the question–response system in American English conversation. Journal of Pragmatics, 42(10), 2772-2781.
Stivers, T., & Enfield, N. J. (2010). A coding scheme for question–response sequences in conversation. Journal of Pragmatics, 42(10), 2620-2626. doi:10.1016/j.pragma.2010.04.002
Swales, J. (2004). Research genres: Explorations and applications: Ernst Klett Sprachen.
Swan, M. (2005). Practical English Usage 3rd edition: Oxford University Press.
Thompson, G. (1997). Training teachers to ask questions. ELT journal, 51(2), 99-105.
Thornborrow, J. (2001). Questions, control and the organization of talk in calls to a radio phone-in. Discourse Studies, 3(1), 119-143.
Tottie, G., & Hoffmann, S. (2006). Tag questions in British and American English. Journal of English Linguistics, 34(4), 283-311.
Wangru, C. (2016). The Research on Strategies of College English Teachers Classroom Questioning. International Education Studies, 9(8). doi:10.5539/ies.v9n8p144
Wu, Y. (2016). Classroom Interaction and Teacher Questions Revisited. RELC Journal, 24(2), 49-68. doi:10.1177/003368829302400203
Wu, Y., & Chang, Y. (2007). Questioning in elementary English classes co-taught by a native and a non-native English-speaking teachers. Paper presented at the Second Hsinchu City’s elementary school English collaborative teaching conference. Hsunchu, Taiwan: English Education Council, Hsinchu City Government.
Yoon, K.-E. (2010). Questions and responses in Korean conversation. Journal of Pragmatics, 42(10), 2782-2798. doi:10.1016/j.pragma.2010.04.012
Yu, W. (2010). An Analysis of College English Classroom Questioning. Journal of Language Teaching and Research, 1(2). doi:10.4304/jltr.1.2.136-144
Zhu, & Wu. (2011). A study of yes/no questions in English and Chinese: With special reference to Chinese EFL learners’ understanding of their forms and functions. Journal of Pragmatics, 43(2), 632-647.