淡江大學覺生紀念圖書館 (TKU Library)

系統識別號 U0002-2408202016073000
中文論文名稱 台灣學生在跨文化同步遠距交流中使用的溝通策略及參與度
英文論文名稱 Taiwanese Students' Communication Strategy Use and Conversational Engagement in Synchronous Cross-Cultural Communication
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 108
學期 2
出版年 109
研究生中文姓名 簡健軒
研究生英文姓名 Chien-Hsuan Chien
學號 605110047
學位類別 碩士
語文別 英文
口試日期 2020-06-30
論文頁數 109頁
口試委員 指導教授-林怡弟
中文關鍵字 溝通策略  溝通參與度  同步電腦中介傳播  跨文化溝通  靜態學習 
英文關鍵字 communication strategies  conversational engagement  synchronous computer-mediated communication  cross-cultural communication  silent learning 
學科別分類 學科別人文學語言文學
中文摘要 在現今社會中,英語被世界公民廣泛的應用,為了順利了解文化差異及有效地交流意見,學習使用英文變得重要。在溝通時,學生會應用不同的溝通策略去保持對話順暢。
英文摘要 Nowadays, English is widely used as a medium among people from different countries. It is necessary to learn and use English to successfully understand cultural diversity and effectively exchange ideas with others around the world. To communicate successfully in a foreign language, learners may use a different set of communication strategies (CSs) to maintain conversations.
This study investigates the use of CSs and conversational engagement in synchronous computer-mediated communications (SCMC) of Taiwanese university students with Japanese and Korean students. In an eight-week Interactional Interaction for Global Leadership (IIGL) project, 33 Taiwanese university students engaged in synchronous online chat sections with students from Japanese and Korean universities in English. All the Taiwanese students completed a pre- and post-perception questionnaire. To make the present study more complete, their chat sessions in cross-cultural SCMC were videotaped. Also, 6 students volunteered to share their thoughts via in-depth interviews after the IIGL project.
Results showed that Taiwanese students are more reluctant in providing verbal contribution in the cross-cultural SCMC. Lacking experiences of spontaneously using the target language, preparing insufficiently before the discussions, fearing of losing face or being unfamiliar with their interactional partners might be the reasons why Taiwanese learners were regarded as passive learners. However, Taiwanese students would still attempt to engage in the cross-cultural SCMC. They would listen to others’ opinions first and prepare their responses in the non-verbal time. When sharing ideas in the classrooms, different communication strategies were utilized to cope with their speaking or listening problems during the cross-cultural SCMC. Pedagogical implications for the use of communication strategies and integration of SCMC and language learning courses are suggested. Future studies like examining Taiwanese students’ actual participation and self-perceived reflection toward English conversations in SCMC collaborative works are also suggested.

1.1 Background of the Study 1
1.2 Purpose of the Study 5
1.3 Research Questions 5
1.4 Significance of the Study 6
2.1 Constructivism 7
2.2 Communication Strategies 8
2.3 The CS Use in Synchronous Computer-Mediated Communication 10
2.4 Conversational Engagement in Collaborative Interaction 11
2.4.1 Equality 13
2.4.2 Mutuality 15
2.5 Silent Learning in Collaborative Interaction 18
3.1 Research Design 21
3.2 Context 21
3.3 Participants 21
3.4 Setting 22
3.4.1. Platform 23
3.4.2. Apowersoft 24
3.5 Data Collection 24
3.5.1. Pre- and post- Perception Questionnaire (see Appendix A) 24
3.5.2. Videotaped Web-Meeting Interaction 30
3.5.3. Semi-Structured Interview 30
3.6 Procedures 31
3.7 Date analysis 33
4.1 Reasons of Unsuccessful Communication in SCMC 35
4.2 Results of Strategies for Coping with Speaking Problems 37
4.3 Results of Strategies for Coping with Listening Problems 53
4.4 Conversational Engagement in SCMC 67
4.4.1 Equality in SCMC 69
4.4.2 Mutuality in SCMC 74
4.5 Silent Learning in SCMC 79
5.1 Summary of the Findings 86
5.2 Limitations of the Study 88
5.3 Suggestions for Future Research 89
5.4 Pedagogical Implication 90


Table 3.1 Reliability Analysis Results of Cronbach’s Alpha Problems> 29
Table 3.2 Reliability Analysis Results of Cronbach’s Alpha Problems> 29
Table 3.3 The Research Schedule 32
Table 4.1 The Reasons of Unsuccessful SCMC 36
Table 4.2 Strategies for Coping with Speaking Problems before the Experiment 38
Table 4.3 The Items in Accuracy-Oriented Strategies 39
Table 4.4 The Items in Message Abandonment Strategies 39
Table 4.5 Strategies for Coping with Speaking Problems during IIGL Project 40
Table 4.6 The Items in Message Abandonment Strategies 43
Table 4.7 Descriptive Statistical Results in Pretest and Posttest 44
Table 4.8 Comparison of Eight Factors for Coping Speaking Problems 46
Table 4.9 Descrptive Satistical Results in Social Affective Strategies 47
Table 4.10 Comparison of the Items in Social Affective Strategies 47
Table 4.11 Students’ Reflection of Maintaining the Disrupted Communication 52
Table 4.12 Strategies for Coping with Listening Problems Before the Experiment 54
Table 4.13 The Items in Less Active Strategies 55
Table 4.14 Strategies for Coping with Listening Problems During IIGL Project 56
Table 4.15 The Items in Less Active Strategies 59
Table 4.16 Descriptive Statistical Results in Pretest and Posttest 60
Table 4.17 Comparison of Seven Factors for Coping Listening Problems 60
Table 4.18 Descriptive Statistical Results of the Items in Nonverbal Strategies While
...Listening 61
Table 4.19 Comparison of The Items in Nonverbal Strategies While Listening 62
Table 4.20 Descriptive Statistical Results of the Items in Scanning Strategies 63
Table 4.21 Students’ Reflection of Maintaining the Disrupted Communication 65
Table 4.22 Are there any students who speak more in the SCMC communication? 68
Table 4.23 Who speak more in the SCMC communication? 68
Table 4.24 Students’ Level of Equality in SCMC 69
Table 4.25 Frequency of Turn-taking in SCMC 75
Table 4.26 Would you still want to engage in the conversations if someone frequently speak
in the SCMC? 80
Table 4.27 Do you think the contents you discussed with international partners are related to
the topics? 85
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