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研究生: 李佳家
Lee, Chia-Chia
論文名稱: 學術英文寫作引用技巧的教學設計:文本互涉應用於英語為外語的教學實踐
A Pedagogical Design in Teaching Source-Use Skills: An Application of Intertextual Approach in an EFL Academic Writing Context
指導教授: 陳秋蘭
Chen, Chiou-Lan
學位類別: 博士
Doctor
系所名稱: 英語學系
Department of English
論文出版年: 2019
畢業學年度: 107
語文別: 英文
論文頁數: 230
中文關鍵詞: 學術英文引用技巧學術英文寫作文本互涉
英文關鍵詞: source use, academic writing, intertextuality
DOI URL: http://doi.org/10.6345/NTNU201900855
論文種類: 學術論文
相關次數: 點閱:166下載:8
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  • 本研究分析與歸納以英語為外語之學習者的學術英文引用行為,並以文本互涉為基礎,提出培養五大學術英文寫作引用技巧的教學架構。本研究包含四項研究焦點:其一,探討大學英語學習者拼湊寫作(patchwriting)的程度,其二,分析學習者在引用技巧與策略上的學習成果,其三,深度了解學習者對於學習引用技巧之看法,其四,探討五大學術英文寫作引用技巧與寫作品質的相關性。研究對象為修習學術英文導向課程的學士班學生,總計20名,英文程度為歐洲共同語言參考標準B2-C1級。收集之研究資料主要來自於學術英文寫作課堂的讀寫整合限時寫作、個人反思回饋記錄、以及半結構式訪談結果。在總計36小時之教學介入課程後,研究結果顯示,學生拼湊寫作的現象漸進改善,五大學術英文寫作引用技巧,即資料挑選、引註、借用、資料連結、以及資料改編 (source adaptation),均有顯著的學習成效,然而學生整體的引用技巧尚未達臻熟表現,其中引註、借用、以及資料改編三大技巧對學生而言尤為挑戰,這可能和學生在原文與個人觀點出處的區隔、字詞替換、句法結構、句義延伸、多篇文本的批判閱讀分析、以及呈現作者立場的掌握能力相關,然而學習者大多肯定自我的學習成效。本研究根據研究結果提出教學建議,主要包含善用文本互涉理念進行讀寫整合的支架式教學、深度觀察並重視學習者較不熟悉的引用技巧與策略、著重多篇閱讀文本的批判思考與討論、以及學習技巧比重的適性安排。

    Through a pedagogical design applying intertextual taxonomies, this study examined to what extent EFL university students patchwrote, what source-use skills they developed, how they perceived their learning outcomes, and whether source-use skills taught correlated with the overall writing quality. With B2-C1 English proficiency level in the Common European Framework of Reference, twenty undergraduates in a program of English for Academic Purposes were recruited. The 36-hour intervention covered five skills of source use, i.e., Source Selection, Source Attribution, Textual Borrowing, Textual Linking, and Source Adaptation. Analysis of student essays, reflective comments, and semi-structured interviews revealed significant improvement in the five skills of source use. However, Source Attribution, Textual Borrowing, and Source Adaptation remained challenging. The unstable performance from students’ writing may be connected to incompetence in creating boundaries for authorship attribution, managing word substitution, complex syntactic structures, and expansion of ideas, interpreting multiple texts through critical analysis, and presenting authorial stance. Students adopted a positive attitude towards their learning outcomes. To enhance skills of source use, pedagogical solutions could focus on intertextual practice for reading-writing connections through scaffolding activities, intensive exposure to unfamiliar strategies of source use, critical discussion of multiple sources for alternative perspectives, and sequencing of instruction based on mastery of source-use skills.

    TABLE OF CONTENTS CHINESE ABSTRACT i ENGLISH ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES viii CHAPTER ONE: INTRODUCTION 1 CHAPTER TWO: LITERATURE REVIEW 10 Intertextuality as a Social Practice 10 Academic Reading for Writing 17 Plagiarism in English for Academic Purposes 19 Source Use in Academic Contexts 21 Citation Forms and Functions 22 Textual Borrowing Skills 30 Linking and Adapting Sources 50 Teaching Source Use 53 Chapter Summary 56 CHAPTER THREE: METHODOLOGY 58 Overview of the Methodological Approach in this Study 58 Participants and Context of this Study 61 The Pedagogical Intervention 62 Length of Time 62 Guiding Principles 62 Units of Instruction on Skills of Source Use 64 Instrumentation and Data Collection Procedures 74 Timed Writing Tasks 74 Reflective Comments 75 Semi-Structured Interviews with Students 77 Data Analysis 80 Ethical Issues 86 Chapter Summary 86 CHAPTER FOUR: RESULTS AND FINDINGS 88 Practice of Patchwriting 88 Development of Skills of Source Use 92 Source Selection 92 Source Attribution 96 Textual Borrowing 99 Textual Linking 124 Source Adaptation 130 Students’ Perceptions about the Development of their Source-Use Skills 139 Growing Awareness of Plagiarism 140 Strategic Moves from Reading to Writing 140 Personal Growth: Application and Transformation 152 Correlation between Source Use and Overall Writing Quality 153 Chapter Summary 157 CHAPTER FIVE: DISCUSSION AND CONCLUSION 160 Overview of the Study 160 Major Findings and Discussion 162 Practice of Patchwriting 162 Development of the Five Skills of Source Use 166 Significance of Developing Skills of Source Use 188 Pedagogical Implications 190 Implications for Further Research 197 Limitations 200 Conclusion 201 REFERENCES 205 APPENDICES 220 Appendix A. Templates of Reading Outline and Essay Outline 220 Appendix B. Course Schedule and Topics 221 Appendix C. Writing Prompts of the Timed Writing Tasks 222 Appendix D. Writing Prompts for Reflective Comments 223 Appendix E. Interview Protocol 224 Appendix F. Coding Schemes of Source Use 225 Appendix G. Reading-into-Writing Rating Scale 229

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