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系統識別號 U0002-2301201412153500
中文論文名稱 從淡江大學國際辦公室的聊天角落對話中學習:多方訓練達成
英文論文名稱 Learning from conversations at the Chat Corner of Tamkang University’s International Office: A multi-disciplinary approach
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 102
學期 1
出版年 103
研究生中文姓名 方思華
研究生英文姓名 Francois Waldeck Rousseau
學號 699110960
學位類別 碩士
語文別 英文
口試日期 2014-01-08
論文頁數 162頁
口試委員 指導教授-黃月貴
委員-陳純音
委員-郭怡君
中文關鍵字 聊天角落  社會文化學習  對話分析 
英文關鍵字 Chat Corner  socio-cultural learning  conversation analysis 
學科別分類 學科別人文學語言文學
中文摘要 對身處在英語為外國語言(EFL)環境中的學生而言,類似聊天角落的機制,已然成為與外籍人士有社交對談的唯一機會。 這是一個不同於實際生活,可更安心對話的環境,相較於課堂中也更具社交真實感,EFL學習者可在此複合的環境中藉由L2建立社會性定位,開始接觸異文化。本研究目的在於經檢視語言、文化、實務的學習機會以及情感面的因素,發掘以這種制度學習之可能性。此研究係建立於在淡江大學聊天角落七小時的對話錄音與分析。 此外,理論結果亦得於在學期末與四位參與者舉行了長達兩小時的群組訪問中。 結果顯示L2學習者在對話中,大多有機會能夠認識新的詞彙,並可能使用於自己往後的對話裡;然文法方面的涉取卻極少。由此紀錄也可得知,因溝通需求,迫使學生以多樣的策略來跳脫現有的語言知識。大量文化交流與異文化學習的跡象,顯示學生在與外籍人士交談時逐漸得到自信和克服焦慮緊張感。可見,學生也能大量接觸並使用更符合語言習慣及口語化的方式來談話;此理論發展是經由受訪者們而非以往陳舊制度。論文推斷結果涉及尋找談話領導,以建議和準則的形式,使談話課程對那些參加者來說更有效益及意義, 並成為對往後研究的參考。
英文摘要 For learners in an EFL environment, institutions like the Chat Corner often constitutes the only opportunity to interact socially with native speakers. Being more sheltered than real-life situations, yet more socially authentic than the classroom, it is a hybrid environment where EFL learners can begin to cross-culturally interact using L2 in a social setting. The purpose of this study is to explore the learning potential of this type of institution, by examining linguistic, cultural and pragmatic learning opportunities, as well as affective factors. The study was conducted by recording and analyzing 7 hours of conversation at the Chat Corner of Tamkang University. In addition, a two-hour long group interview was conducted with four participants after conclusion of the chat sessions at the end of the semester. Results showed that opportunities abounded where new vocabulary was introduced and in some cases employed by the L2 learners in ensuing conversation, yet few instances were found where grammar acquisition was demonstrated. It was also found that the need to communicate meaning compelled learners to overcome limitations of their linguistic know-how through various strategies. There was a substantial amount of cultural exchange and evidence of cross-cultural learning, as well as evidence that learners gradually gained confidence and overcame anxiety when speaking to native speakers. It was seen that learners were also exposed to more idiomatic and colloquial use of language, yet to what extent this was acquired by participants was not established. The study concludes with the implications of the findings for chat leaders, in the form of suggestions and guidelines towards making the chat sessions more beneficial and meaningful to those who participate, as well as to the EFL learning field in general, and some suggestions for future research.
論文目次 Chapter 1 6
Introduction 6
1.1. Background of the study 6
1.2. Focus of the study 8
1.3. Purpose of the study 8
1.4. Significance of the study 9
1.5. Research questions 11
Chapter 2 12
Review of the literature 12
2.1. The Interaction Hypothesis 12
2.1.1. Background and development 12
2.1.2. Interaction and Vocabulary Acquisition 15
2.1.3. Modified input and language acquisition 18
2.1.4. Modified output and language acquisition 19
2.2. Social Interaction and Conversation Analysis 21
2.2.1. Background and agenda 21
2.2.2. Participation 24
2.2.3. Identity and Pragmatic Development 26
2.2.4. Affective factors 28
Chapter 3 32
Method 32
3.1. Participants 32
3.2. Procedure and Instruments 36
3.3. Data analysis 39
Chapter 4 40
Results 40
4.1. Linguistic factors 40
4.1.1. Vocabulary acquisition 40
4.1.2. Grammar acquisition 59
4.2. Communicative skills 69
4.3. Sociocultural, Pragmatic and Affective Factors 75
4.3.1. Cultural exchange 76
4.3.2. Confidence and Affective Factors 85
4.3.3. Idiomatic Use of Language 101
Chapter 5 107
Conclusion 107
5.1. Vocabulary acquisition 107
5.1.1. Summary 107
5.1.2. Implications for chat leaders 108
5.2. Grammar acquisition 110
5.2.1. Summary 110
5.2.2. Implications for chat leaders 111
5.3. Communicative skills and sociocultural, pragmatic and affective factors 112
5.3.1. Summary 112
5.3.2. Implications for chat leaders 116
5.4. General implications for EFL learning 118
5.5. Limitations of the study 119
5.6. Suggestions for future research 121
References 123
Appendix 135
Transcript I 135
Transcript II 145
Transcript III 150
Transcript IV 157
Transcript V 163

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