本研究主要探討三個問題：第一為應用「認知架構邏輯法」增進英語為外國語言學習者準 學術表達能力的可行性；第二為連結折衷的英語教學法與認知語言學及語用學導向為基本 原理間的挑戰；和第三為突破英語為外國語言學習與英語為教學媒介間界線的困境。來自 北台灣一所私立大學六個學院、十四個學系、一百零九位計有三個非英語主修大一及大二 班級的九十七位男生及十二位女生同意主要藉由小組簡報所選專業科目寫作內容、填寫英 語學習問卷與回答準面談後問卷問題回饋等方式參與此項研究。經由量化及質化分析的結 果顯示，除暫時解決了第三個問題之外，可從所回答的第一及第二個問題當中得到令人信 服的結論。顯著的統計結果證明：採用「認知架構邏輯法」，的確可以增進英語為外國語 言學習者準學術表達能力之餘，靈活整合折衷的英語教學法與認知語言學及語用學導向為 基本原理的理念，不失為有效的跨界創意，實有助於英語為外國語言學習者提升表達能力。 然而儘管如此，另有三個難題尚待克服：第一個是英語為外國語言學習者運用認知學術語 言能力的困難，特別除了一般寫作策略以外，極度需要有關學術寫作的技巧。第二個為介 於在小組簡報之前的「寫作為經」與臨場呆板或自然地「表達為緯」之間，所發現後設認 知轉變的不易。第三則為在本研究中，同時毫無疑問持續困惑著英語為外國語言學習者與 研究者，結合英語為外國語言學習與英語為教學媒介，以達學術目的的機會與契機。

The purpose of this study aims to explore three research questions: firstly, the practicability of conducting Cognitive Framed Logic Approach (CFLA) to enhance the English as a foreign language (EFL) learners’ quasiacademic communicative competence; secondly, the challenge of bridging the gap between the eclectic methodologies of Teaching English to speakers of other languages (TESOL) and the Cognitive-linguistics(CL)-driven-and-pragmatics-based rationale; and thirdly, the opportunity of breaking the boundaries between EFL and English as a medium of instruction (EMI).  From 14 departments in 6 colleges of a private university in northern Taiwan, 109 non-English major freshmen and sophomores in three classes, comprising 97 males and 12 females, consented to partaking in this study mainly by means of presenting their discipline-based written works, completing ESLP 82 questionnaire: Self-assessment of English writing skills and use of writing strategies, and replying their quasi-interviewed feedback of post-survey questions.  The results after quantitative and qualitative analysis indicated the first two questions were persuasively resolved although the third one was tentatively done.  The statistical significance proved it was achievable to improve the EFL learners’ quasiacademic presentation performances through CFLA.  Besides, the idea of flexibly integrating the eclectic TESOL methodologies and the CL-driven-and-pragmatics-based rationale could yet be regarded as effective creativity of boundary crossing, constructive to facilitate the EFL learners’ communicative competence.  Be that as it may, three existent predicaments remain to be answered.  The first concern goes to the EFL participants’ difficulties of taking advantage of their cognitive academic language proficiency, especially they are in dire need of pertinent academic writing skills apart from general writing strategies.  The second one is the challenge found in their metacognitive shifts between what they had written ahead of their group-based presentation and what they mechanically or spontaneously expressed on the spot.  Third, what still perplexed them as well as the researcher in this study goes no doubt to the chances and challenge for bridging EFL to EMI for academic purposes.

Acknowledgements ………………………………………………………………....... i
Chinese Abstract ……………………………………………………………………. iii
Abstract ……………………………………………………………………………... iv
Table of Contents …………………………………………………………………...... v
List of Figures …………………………………………..…………………….…..... vii
List of Tables …………………………………………………………………..…... viii
List of Appendices ……………………………………………………………..…….. x
Abbreviations ……………………………………………………………………….. xi
Chapter 1 Introduction …………………………………....………..……………....... 1
1.1	Research Background and Motivation ………………………………………....... 4
1.2	Statement of the Problem …….…..……………………...……………………...... 6
1.3	Statement of the Purpose …………….……...………………………………….... 8
1.4	Research Framework ……….……………...………………………………….... 10
1.5	Research Questions ……………………………..………………………………. 17
1.6	Significance of the Study ……………..……..………………………………….. 17
1.7	Definitions of Terms ……..……………..………….………….………………... 19
1.7.1	Quasiacademic ...………….….…..…………….…………………... 19
1.7.2	Cognitive grammar …..……………....……………………………..... 20
1.7.3	Cognitive framed logic approach .……..…….……….……………..... 22
1.7.4	Coherence and cohesion .…..……………………………………......... 23
1.7.5	Accuracy and fluency .………………..….……...………………......... 28
1.8	Scope of the Study …..…..………………….…………………….……..……… 30
1.9	Organization of the Dissertation ………………………………………………... 31
Chapter 2 Literature Review …………..…….………..…………………………… 33
2.1	Applying Cognitive Linguistics to Second Language Acquisition in Bettering
English as a Foreign Language Learner’s Linguistic Proficiency ……….…..…. 33
2.2	Necessity of Enhancing English as a Foreign Language Learners’ Verbal and
Written Communication …………...….……………….…………………..…… 42
2.2.1	Optimizing interlocutors’ satisfaction by quality of verbal 
communication .…………………………....…………………………. 43
2.2.2	Visualizing informative thoughts by well-organized written works .… 51
2.3	General Training for Improving English as a Foreign Language Learners’ 
Linguistic Productivity ……............………………………………………......... 57
2.3.1	Utilizing the topical-supportive-concluding layout to organize an 
article writing ..…………..…...……...…........................................... 58
2.3.2	Shadowing as a constructive means to boost articulation .…….… 63
2.3.3	Promoting Cognitive framed logic approach as a major breakthrough
in oral speaking .……………………...……………………………..... 67
Chapter 3 Methodology .…………………...…...……………………....................... 70
3.1	Participants ………………………..…..………………………........................... 70
3.2	Materials ……………………………..….….…………….………….................. 73
3.3	Settings …………………..………….…….………………………..................... 77
3.4	Instructional Procedures ………….………………..…………………………... 78
3.5	Research Design …………………………..…….….…………………………... 81
3.6	Data Collection and Analysis ………..…....……….…………………................ 83
3.6.1	Quantitative measures .………………..…………………………….... 84
3.6.2	Qualitative measures .………….………..…….……………………… 86
Chapter 4 Findings and Discussion …..…...……..………..…………………........... 88
4.1	Threats and Opportunities from Reflective Writing Training ………….............. 89
4.1.1	Quantitative analysis on self-assessment of English writing skills ...… 92
4.1.2	Quantitative analysis on use of writing strategies .…….….……..…… 96
4.2	Borders among Mastering Receptive and Productive Skills ……..…….....…... 127
4.3	Challenge Found in Cognitive Shifts between Writing and Quasiacademic
Oral Presentation ………...…..…………..…………………………..……....... 132
4.4	Prospects and Challenge for English Functioned as a Link to Discipline-
based Learning ……………………...………...……………………………….. 151
Chapter 5 Conclusion ...………..…..……………………….……………………... 153
5.1	Contribution of Cognitive Framed Logic Approach as a Bridge to 
Sharpening English as a Foreign Language Learners’ Productive Skills ……... 155
5.2	Pedagogical Implications .……………..………...…………………………...... 157
5.2.1	English teacher’s reflections on teaching English to speakers of 
other languages pedagogy and methodology …...………….…….... 158
5.2.2	Motivating English learners to improve competitive linguistic 
competence ……….…………………..………….………………..… 162
5.2.3	Cognitive framed logic approach as a striking means in foreign 
language learning ………...…...…………………...………………... 164
5.3	Limitations of the Study ………………...…..…………………….................... 166
5.4	Recommendations for Further Research ..…………….………………………. 169
References ……………..………………………………………………………..... 174
Appendices ………..………………………………………………………………. 199

List of Figures
Figure 1.1. Taxonomy of the Category ‘animal’ …………………………………… 23
Figure 2.1. Grouped Constructions Equivalent in Form and (or) Function ………... 34
Figure 2.2. Various Logarithms between Rank of String and Frequency of String ... 38
Figure 2.3. Sample of Mind Mapping for Speaking through Writing ……………… 56
Figure 2.4. Steps of Speech Shadowing ……………………………………………. 67
Figure 2.5. The Logic Concepts of Logical Framework Approach ………………… 68
Figure 3.1. Common-Source Circuit with Source Bypass Capacitor ………...…….. 75

List of Tables
Table 1.1. The CFLA Categorization of Writing Strategies ……....………………... 12
Table 1.2. The CFLA Categorization of Speaking Strategies .................................... 14
Table 1.3. Distinct Features of Syntactic Language and Morphological Language ... 20
Table 1.4. Dissimilarities between Syntactic Grammar and Cognitive Grammar .… 21
Table 1.5. Exampled Use of Cohesive Devices …………………………………….. 24
Table 1.6. Three Distinct Progressions of Coherence ……………………………… 25
Table 1.7. Analysis of the Coherent and Cohesive Essay ………………………….. 26
Table 1.8. Distinct Emphasis on Accuracy and Fluency …………………………… 29
Table 2.1. Effective Communicative Guidelines ……...……………………………. 46
Table 2.2. Communication Strategies ………………………………………………. 47
Table 2.3. Taxonomic Summary of Communication Strategies ……………………. 48
Table 2.4. Twelve Ways of Differing between Oral and Written Languages ...…….. 54
Table 2.5. Dissimilarities between Spoken and Written Languages ..……………. 55
Table 2.6. Key Contrasts between Spoken and Written Languages ……………… 55
Table 3.1. Participant Distribution in Three Classes ……...………………………... 71
Table 3.2. Group-based Gender Distribution in Three Classes …………………….. 71
Table 3.3. Participants’ Major-based Distribution in Three Classes …...…………... 72
Table 3.4. Week-based Research Design ……..…………………………………….. 83
Table 4.1. The Overview of Numbered Surveyees’ Unanswered Questions ……...... 90
Table 4.2. Frequency of Years of Surveyees’ English Language Education ……….. 91
Table 4.3. The Mean and Standard Deviation of the Dataset in Self-assessment of 
English Writing Skills ………………………………..……………….. 93
Table 4.4. The Independent Samples t Test Output in Self-assessment of English 
Writing Skills ………………………………………………………...... 95
Table 4.5. The ANOVA Summary Table of Self-assessment of English Writing 
         Skills …………………………………………………………………..... 96
Table 4.6. The Mean and Standard Deviation of the Dataset in General Writing 
Strategies ……………………………………………………………… 98
Table 4.7. The Independent Samples t Test Output in General Writing Strategies .... 99
Table 4.8. The ANOVA Summary Table of General Writing Strategies ….............. 101
Table 4.9. The Mean and Standard Deviation of the Dataset in Before Writing ….. 103
Table 4.10. The Independent Samples t Test Output in Before Writing ……….….. 105
Table 4.11. The ANOVA Summary Table of Before Writing …………...…..…….. 106
Table 4.12. The Mean and Standard Deviation of the Dataset in During Writing ... 109
Table 4.13. The Independent Samples t Test Output in During Writing …….…..... 111
Table 4.14. The ANOVA Summary Table of During Writing …………………….. 112
Table 4.15. The Mean and Standard Deviation of the Dataset in After Writing ….. 115
Table 4.16. The Independent Samples t Test Output in After Writing ……………. 117
Table 4.17. The ANOVA Summary Table of After Writing ………………………. 119
Table 4.18. The Mean and Standard Deviation of the Dataset in General Learning
Strategies …………………………………………………………….. 122
Table 4.19. The Independent Samples t Test Output in General Learning 
Strategies .............................................................................................. 123
Table 4.20. The ANOVA Summary Table of General Learning Strategies ……..… 124
Table 4.21. Summary of Questions with Statistical Significance ……………….... 126
Table 4.22. Ungrammaticality in Group-based Opening ………………………... 134
Table 4.23. Metacognitive Shifts between Written Works and Quasiacademic
  Oral Presentation ………………………………………………..…… 137
Table 4.24. Analysis of Cohesion and Coherence in Picked Written Works .….... 140
Table 4.25. Analysis of Textual Relationship and Writing Style in Picked Written
Works ………………………………………………………..………. 143
Table 4.26. Summary of the CFLA-based Layouts in Quasiacademic Oral 
          Presentation ……………….…………………………….…………… 146
Table 4.27. Analysis of CL-driven Notions in Quasiacademic Oral Presentation ... 147
Table 4.28. Pragmatics-based Analysis in Question-and-answer Session ………… 149

List of Appendices
Appendix A Consent Form ………………………………………………………... 199
Appendix B Self-assessment of English Writing Skills and Use of Writing 
          Strategies ………….............................................................................. 200
Appendix C Language Proficiency Self-Assessment ……………………………... 206
Appendix D Grouping Sample ……………………………………………………. 210
Appendix E Discipline Distribution in Three Classes …………………..………... 211
Appendix F Group-based Writing Sample …………….………………………….. 215
Appendix G Sample of Group Talk Test Announcement …………………………. 217
Appendix H The Mean and Standard Deviation of the Dataset in Self-assessment 
of English Writing Skills …………………………………………… 220
Appendix I The Independent Samples t Test Output in Self-assessment of English 
Writing Skills ……………………………………………………….... 223
Appendix J The ANOVA Summary Table of Self-assessment of English Writing 
Skills …………………………………………………………………. 226
Appendix K The Mean and Standard Deviation of the Dataset in General 
Learning Strategies ……………………………………………..…… 230
Appendix L The Independent Samples t Test Output in General Learning 
Strategies …………………………………………………………….. 232
Appendix M The ANOVA Summary Table of General Learning Strategies .……... 234
Appendix N Participants’ Qualitative Feedback of Post-survey Questions ………. 236

Abbreviations
EFL: English as a Foreign Language ………………………………………………... 1
CFLA: Cognitive Framed Logic Approach ………………………………………….. 2
TESOL: Teaching English to Speakers of Other Languages ....................................... 3
CL: Cognitive Linguistics …………………………………………………………… 3
EMI: English as a Medium of Instruction …………………………………………… 3
FL: Foreign Language ……………………………………………………………….. 3
CG: Cognitive Grammar …………………………………………………………….. 4
L1: First Language …………………………………………………………………... 4
TS: Thematic Statement or Topic Sentence ………………………………………... 11
SS: Supportive Sentence …………………………………………………………… 11
CS: Concluding Sentence …………………………………………………………... 12
TSC: Topical (Thematic), Supportive, and Concluding (sentences) ….….....……… 12
POSTAL: (Auditory) Phonetics, Omission, Stress, Transition, Abbreviation, and 
Linking ………………………………………………………………....... 14
PATE: Pronunciation, Accent, Tone, and Expression ………………………………. 14
URSA: Understanding, Repeating, Shadowing, and Articulating ………………….. 14
EGP: English for General Purposes ………………………………………………... 20
EAP: English for Academic Purposes ……………………………………………… 20
SG: Syntactic Grammar ……………………………………………………………. 21
TSA: Topical Structure Analysis …………………………………………………… 25
PP: Parallel Progression ……………………………………………………………. 26
SP: Sequential Progression …………………………………………………………. 26
EPP: Extended Parallel Progression ………………………………………………... 26
EIL: English‏‎ as an International Language ………………………………………… 28
SLA: Second Language Acquisition ……………………………………………….. 31
UBM: Usage-based Model …………………………………………………………. 34
L2: Second Language ………………………………………………………………. 35
CSs: Communication Strategies ……………………………………………………. 46
L3: Third Language ………………………………………………………………… 48
NES: Native English Speaker ……………………………………………………… 49
FVR: Free Voluntary Reading ………………………………………………………57
GPS: General Purpose Statement …………………………………………………... 59
SPS: Specific Purpose Statement ………………………………………………….. 60
CI: Central Idea …………………………………………………………………….. 60
ER: Extensive Reading ……………………………………………………………... 61
G-S-G: General-Specific-General …….……………………………………………. 61
LFA: Logical Framework Approach ……………………………………………….. 67
BM: Business Management ………………………………………………………... 70
AS: Applied Statistics ………………………………………………………………. 70
IDM: Innovative Design and Management …………………………………………70
FLL: Foreign Languages and Literatures ………………………………………….. 70
LM: Leisure Management ………………………………………………………….. 70
E.E.: Electrical Engineering ………………………………………………………... 72
ME: Mechanical Engineering ………………………………………………………. 72
CE: Communication Engineering …..………………………………………………72
EE: Electronics Engineering ……………………………………………………….. 72
OMM: Opto-Mechatronics and Materials ………………………………………….. 72
IM: Industrial Management …………………………………………………………72
IB: International Business …………………..………………………………………72
FIN: Finance ……………..……………..………………...…………………………72
CE: Civil Engineering ………………………………………………………………73
AJ: Applied Japanese ………………………………………………………………. 73
SCIE: Computer Science Information Engineering ………………………………... 73
IM: Information Management ………………………………………………………73
BIOI: Bioinformatics ……………………………………………………………….. 73
MICE: Meetings, Incentives, Conferences, and Exhibitions ………………………. 73
AC: Alternative circuit ………………………………………………………..……. 75
BJT: Bipolar Junction Transistor ..………..………………………………………… 75
M: Mean .…………………………………………………………………………… 85 
SD: Standard Deviation …………………………………………………………….. 85
ANOVA: Analysis of Variance ……………………………………………………... 85
EZ: Effect Size ………………………..………………………………………….. 126
ANCOVA: Analysis of Covariance …..…………………………………………... 126
ICC: Integrated Circuit Card ……………………………………………………… 138
SSO: Single Sign-on ……………………….……………………………………. 138
CPP: C Plus Plus ………………………………………………………………….. 138
TR-LM: Trajector/Landmark Alignment ….……………………………………… 147
FG: Figure-ground Segregation ………………….……………………………….. 147
CALP: Cognitive Academic Language Proficiency ………………………………. 154
RT: Reader’s Theater ……………………………………………………………… 161
BQ: Brain Quotient ……………………………..………………………………… 171

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