學術英文之篇章分析及線上教材研發：以應用語言學門研究生摘要寫作為例

簡易檢索 / 詳目顯示

回結果列表

研究生：	謝文敏 Wen-Min Hsieh
論文名稱：	學術英文之篇章分析及線上教材研發：以應用語言學門研究生摘要寫作為例 Text analyses and online material development for EAP graduate courses: Teaching of abstract writing in the field of applied linguistics discipline
指導教授：	劉顯親 Hsien-Chin Liou
口試委員:
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2006
畢業學年度：	94
語文別：	英文
論文頁數：	133
中文關鍵詞：	篇章分析、線上教材研發、學術英文、摘要寫作
外文關鍵詞：	text analysis, online material development, English for Academic Purposes, abstract writing
相關次數：	點閱：3 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

學術英文因其獨特且多慣例用法的文章結構，在英語言談社群內被認定為一種與眾不同的文類。儘管許多學術英文篇章分析研究增進了我們對學術英文文類之文本及詞組各方面的瞭解，但鮮少有研究者將他們的研究結果有系統地轉換成實際上的教學行動，特別是針對英語為外國語言(EFL)的研究生。因此本研究的目的是將篇章分析的結果，進一步的延伸作為線上課程內容，以作為英語教學界論文摘要寫作教學的示範教材。
藉由分析比對50篇已出版的期刊論文摘要，及50篇非英語系母語者的會議論文摘要，我們找出一些關於組織結構與用詞上的模式與問題，即功能性言步、遣詞用字之模式、以及常用詞組。篇章分析的結果顯示出四項關於功能性言步的潛在問題，如言步順序的倒置、必要言步的缺乏、摘要言步分佈的不均、和單一言步的資訊條列。再者，藉由電腦程式的幫助，我們從語料中抽取出常用的搭配詞組，並依據他們所屬的言步做分類。在完成篇章分析之後，接著回顧關於第二外語學術寫作的教學原則，以及檢閱現有的學術英文教學網站，用以鞏固教材設計的理論基礎及適切性。另外，我們把兩個自然語言處理工具，網路版的學術英文語料庫查詢程式CARE (Concordance of Academic wRitten English)，以及線上同儕寫作與編輯平台POWER (Peer Online Writing and Editing Room)，一起併入MOODLE課程管理平台，整合成為一學術英文的教學環境。結合了文本分析、教學原理及網路平台和工具三要素，本線上單元的教學設計及教材研發得以完成。
完成摘要寫作線上單元後的形成性評量在三所台灣北部的公立大學進行。35位英語教學碩士班一年級學生利用二至三小時的時間完成線上教材後，回答一份48題的問卷。問卷內容包括學生的背景資訊、線上教材的效益、摘要寫作線上單元的整體設計、以及參與者對於使用電腦工具的態度。由問卷的結果我們得知學生們不同的寫作經驗以及不同的學術英文寫作需要。而在線上教材的各個組成要素中，學生們給予「課程」最高評價，「網路資源」及「練習活動」則分居第二第三位。同時學生們也表示有需要時候，會再來造訪此線上單元的意願。學生們很少有電腦工具與平台使用上的困難。整體而言，學生們對於這些電腦輔助工具的態度普遍來說是正面的。最後，依據問卷所給的回饋，我們對於摘要寫作線上單元作出六項修改。
本研究展示連接文本分析研究結果與教材研發的可能性。從本研究可得到兩點教學及研究上的建議。第一，語言教師可利用本實驗所使用的課程管理平台以及電腦輔助工具來協助學術英文的教學，如教材實施、同儕回饋、以及促進學生歸納式的學習。第二，藉由研究及分析學習者語料(learner corpus)並與參考語料比較(reference corpus)，研究人員或許可以找出台灣學生在寫作方面值得教師們多加注意的共通模式。
未來若能進行更進一步的研究來測試此線上單元為學生帶來的寫作學習成效，無疑地將會使這個示範單元更加完善。此外，此後研究者可以擴大他們收集的參考語料，如此一來不只篇章分析的結果會更具代表性，也可以提供學生更多樣化的詞語選擇。最後，e化學習已儼然成為外語學習的一種趨勢，如何將e化學習與傳統的課堂教學做一有效的結合以達到最有效的學習成效值得將來研究者的省思。

Academic English has been recognized as a distinct genre in the English discourse community with its unique and conventional text structure. Although many studies have been conducted to contribute to our understanding of the textual and phrasal aspects of various academic genres, few have been transformed into actual teaching practice in particular for EFL graduate students. The purpose of the study is to apply the results of textual analysis one step further for developing relevant online course content in explicitly teaching abstract writing in the applied linguistics discipline.
By conducting text analysis and comparison on two corpora of 50 published journal research articles and 50 non-native conference paper abstracts, patterns and problems such as functional moves in organization, word use of patterns and phraseology were located. Text analysis results revealed that four potential problems in the non-native corpus concerning functional moves were found: Inverted move sequence, missing of obligatory moves, disproportional abstracts, and outlining information in one move. Moreover, with the help of computer programs, frequently used phraseology and collocations were found and categorized according to their functional moves for the purpose of presenting the information to learners in a systematic way. Next, a review of learning and teaching principles on L2 academic writing as well as existing websites designed for teaching of English for Academic Purposes (EAP) was conducted in order to strengthen the theoretical and practical aspects of our material development. Two Natural Language Processing tools—a web-based concordancer CARE (Concordance of Academic wRitten English)—using the EAP corpus, and a peer-editing tool POWER (Peer Online Writing and Editing Room) were also incorporated into the online EAP teaching environment based on the MOODLE platform. Combining these three elements together the instructional design and development of online material development were then made complete.
Formative evaluation of the abstract online unit was conducted at three public universities in northern Taiwan. 35 first-year graduate students were given two to three hours to finish the online materials. A 48-item evaluation questionnaire, including open-ended questions, were used to elicit information about students’ background information, the usefulness of online materials, overall design of the abstract online unit, and the participants’ attitudes toward using the new tools. From the results of the questionnaire, students’ different experiences and needs in writing academic articles were reported. Among the components of the online materials, students gave the highest credits to “Lessons” (hypertextual lecture notes) followed by “Web Resources” and “Activities”. They also expressed their willingness of revisiting the unit when necessary. Although students indicated little difficulty in using the computer tools and the platforms in the unit, their attitudes toward the computer tools were only moderately positive. Finally, six modifications of the abstract learning unit were made according to student feedback from the questionnaire.
This study has demonstrated the feasibility of linking research results to material development. Two implications are drawn from the current study. First, language teachers can make use of the platform and computer tools employed in this study to assist their teaching of EAP writing, especially in aspects such as material implementation, peer review, and promotion of inductive learning. Second, by studying and analyzing the learner corpus, researchers might identify some common patterns of Taiwanese learners’ writing which may deserve teachers’ instructional efforts.
Further research in testing the usefulness of this online unit on learners will undoubtedly help to refine this sample unit. In addition, researchers in the future might want to expand the size of their collected reference corpus so as to not only have better representative results of an analysis but also present more varieties of lexical choices to the target learners. Lastly, as e-learning is becoming a trend in foreign language learning, how to effectively combine e-learning with traditional classroom instruction for optimal learning effect might deserve researchers’ attention in the future.

TABLE OF CONTENTS
中文摘要                                                            i
Abstract                                                               iii
Acknowledgements                                                        v
Table of Contents                                                       vi
List of Tables                                                          viii
List of Figures                                                           ix
CHAPTER 1: INTRODUCTION                                        1
1.1 Background                                                        1
1.2 Definition of terms                                                    2
CHAPTER 2: LITERATURE REVIEW                                    4
2.1 The importance of abstract writing                                        4
2.2. Move analysis for patterns of RA abstract                                4
    2.2.1 Swales’ IMRD (1990)                                            5
    2.2.2 The rhetorical structure of RA abstracts                            6
    2.2.3 Hyland’s IPuMPrC structure (2000)                                9
2.3. Relevant studies on abstracts of research articles                            9
    2.3.1 Move distribution                                                9
    2.3.2 Verb tense and modality use                                       10
    2.3.3 Rhetorical structure and thematic organization                       11
2.4 Analyses facilitated by computer programs                               13
2.5 Summary of findings and implications for pedagogical practices               20
CHAPTER 3: CORPUS ANALYSIS AND RESULTS                       23
3.1 Corpus compilation                                                   23
    3.1.1 The Journal Paper Abstracts Corpus (JPA corpus)                       23
    3.1.2 The Conference Paper Abstracts Corpus (CPA corpus)                   24
3.2 Approaches to text analysis                                           24
    3.2.1 Manual analyses of move structures                               25
    3.2.2 Computer analysis for phraseology, collocation                          28
3.3 Findings and results                                                   29
    3.3.1 The use of reporting verbs                                       30
    3.3.2 Commonly used phraseology                                       31
    3.3.3. Observed problems in comparing the JPA Corpus and the CPA Corpus  32
3.4 Implications for online material development                               38
CHAPTER 4: INSTRUCTIONAL DESIGN OF ONLINE MATERIALS       39
4.1 Insights from academic abstracts based on text analysis                       39
4.2 Language teaching methodological principles for CALL                   40
4.3 Teaching principles of L2 writing                                       42
    4.3.1 Explicit teaching and language awareness                           42
    4.3.2 Activities used in traditional classroom                               44
4.4 Review of some EAP websites                                           47
4.5 Design principles and proposed instructional design of online unit               52    4.5.1Online writing/editing platform for an EAP course                    54
        4.5.1.1 MOODLE                                               54
        4.5.1.2 POWER                                               56
4.5.1.3 CARE                                                   58
4.5.2 The prequestionning poll                                       60
4.5.3 Lessons                                                       60
4.5.4 Resources                                                   62
4.5.5 Tasks                                                       64
4.6 Formative evaluation                                               69
    4.6.1 Questionnaire                                                   69
4.6.2 Participants                                                    70
4.6.3 Procedure                                                   70
4.6.4 Results of the questionnaire                                       71
CHAPTER 5: CONCLUSION                                           83
5.1 Overview of the Study                                               83
5.2 Limitations                                                       84
5.3 Implications                                                       84
5.4 Future Research                                                   85

REFERENCES                                                        86
APPENDICES                                                        90
A.    Entries of Journal articles                                        90
B.    Entries of Conference papers                                       94
C.    Three-word VN collocation of JPA Corpus                           96
D.    Three-word VN collocation of CPA Corpus                           98
E.    Four-word lexical bundles in JPA Corpus                              101
F.    Four-word lexical bundles in CPA Corpus                          103
G.    List of Reporting Verbs                                          105
H.    Consent Form                                                  107
I.    Content of Evaluation Questionnaire                              108
J.    Results of Evaluation Questionnaire                                  112
K.    Open-ended Response from the Three Universities                      115


LIST OF TABLES
Table 2.1 A CARS Model for Articles Introductions                            5
Table 2.2 Proposed Pattern for Research Articles in Applied Linguistics            6
Table 2.3 Classification of Rhetorical Moves in Article Abstracts                    9
Table 2.4 Summary of the Selected Literature                               21 Table 3.1 Corpus of Journal Articles                                      24
Table 3.2 Seven Moves and the Examples                                      26
Table 3.3    Individual Tagging of the 100 Papers in the Two Corpora               27
Table 3.4 Different Distributions of Moves in JPA Corpus and CPA Corpus           30
Table 3.5 Instances of reporting verbs in JPA and CPA corpus                   31
Table 3.6 Commonly Used Phraseology in each Move                           32
Table 3.7 Quantitative result of the four phenomena in JPA and CPA corpora       33
Table 3.8 Inverted move sequence in JPA and CPA corpora                       33
Table 4.1 Language Teaching Methodological Principles for CALL                41
Table 4.2 Activities Used in Traditional Classrooms                           46
Table 4.3 University C lesson plan                                           71
Table 4.4 Previous experiences and needs of writing academic articles           73
Table 4.5 Usefulness of online materials—move lesson, phraseology lesson, web4resources
Table 4.6 The clearness of the move lesson                                   76
Table 4.7 The perceived usefulness of online activities                           77
Table 4.8 Usefulness of online activities                                   77
Table 4.9 Overall designs                                               78
Table 4.10 Attitudes toward online computer tools and the platform               79


LIST OF FIGURES
Figure 4.1 Structures of the Online Learning Unit                               53
Figure 4.2 Overview of the Sample MOODLE Online Unit                       54
Figure 4.3 MOODLE Platform (Teachers’ view without the editing mode)           55
Figure 4.4 MOODLE Platform (Teachers’ view with the editing mode activated)   56
Figure 4.5 The Writing Interface of POWER                                   57
Figure 4.6 Peer Editing in POWER                                       58
Figure 4.7 CARE displays for the word “investigate”                         59
Figure 4.8 CARE displays for the “show/AR.”                               59
Figure 4.9 Prequestioning poll                                           60
Figure 4.10 Move lesson                                                   62
Figure 4.11 Resources                                                   63
Figure 4.12 Types of practicing activities                                   64
Figure 4.13 Abstract re-sequencing                                       65
Figure 4.14 Illustration of Forum                                           65
Figure 4.15 Matching                                                   66 Figure 4.15 Learner Analyses                                               67
Figure 4.16 Frequently used words                                           68
Figure 4.17 Gap-filling                                                   68
Figure 4.18 Search and find                                               69

                                

REFERENCES

劉賢軒(Lau, 1999)。英文學術期刊論文中的解釋過程，《第十六屆中華民國英語文教學國際研討會論文集》，頁375-384。台北市：文鶴出版有限公司。
Lau, H. H. (2000). Contribution claimed by Taiwanese PhD students. 八十九年度國科會語言學學門<語言教學>研究成果發表會, 頁275-301。
劉賢軒(Lau, 2001)。英文學術期刊論文的情態表達：台灣博士生的「謹言慎行」，《第十八屆中華民國英語文教學研究國際研討會論文集》，頁456-467。台北市：文鶴出版有限公司。
Barlow, M. (1996). MonoConcPro. [Computer software]. Houston, TX: Athelstan.
Barlow, M. (2002). MonoConcPro (version 2.0) [Computer software]. Houston, TX: Athelstan.
Biber, D., Conrad, S., & Cortes, V. (2003). Lexical bundles in speech and writing: An initial taxonomy. In A Wilson, P. Rayson, & T, McEnery (Eds.), Corpus linguistics by the line: A festschrift for Geoffrey Leech. Frankfurt/Main: Peter Lang.
Bittencourt dos Santos, M. (1996). The textual organization of research article abstracts in applied linguistics. Text, 16(4), 481-500.
Brandl, K. (2005). Are you ready to “MOODLE”? Language Learning & Technology, 9(2), 16-23. Available online [http://llt.msu.edu/vol9num2/brandl/default.html] downloaded on April 20, 2005.
Cadman, K. (1997). Thesis writing for international students: a question of identity? English for Specific Purposes, 16(1), 3-14.
Clark, R., Ivanic, R. (1991). Consciousness-raising about the writing process. In C. James & R. Garrett (Eds.), Language awareness in the classroom (pp. 168-185). Longman: Longman.
Connor, U., Davis, K., & De Rycker, T. (1995). Correctness and clarity in applying for overseas jobs: A cross-cultural analysis of U. S. and Flemish applications. Text, 15(4), 457-476.
Cortes, V. (2004). Lexical bundle in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 379-423.
Crookes, G. (1986). Towards a validated analysis of scientific text structure. Applied Linguistics, 7, 57-70.
Davies, F. (1988). Reading between the lines: Thematic choice as a device for presenting writer viewpoint in academic discourse. Especialist, 9(1/2), 173-200.
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environment for distance foreign language learning. Language Learning & Technology, 7(3), 50-80. Available online [http://llt.msu.edu/vol7num3/doughty/default.html] downloaded on April 20, 2005.
Dudley-Evans, T. (1986). Genre analysis: an investigation of the introduction and discussion sections of M. Sc. Dissertations. In Talking about text, M. Coulthard (Ed.), 128-145. Birmingham, UK: The University of Birmingham, English Language Research.
Flowerdew, J. (1993). An educational, or process, approach to the teaching of professional genres. ELT Journal, 47(4), 305-316.
Flowerdew, J. (Ed.) (2002). Academic discourse. London: Pearson Education.
Gledhill, C. (2000). The discourse function of collocation in research article introductions. English for Specific Purposes, 19, 115-135.
Gibbson, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Gosden, H. (1993). Discourse functions of subject in scientific research articles. Applied Linguistics, 14(1), 56-75.
Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore: University Park Press.
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Hyland, K. (2000). Disciplinary discourse: Social interactions in academic writing. London: Longman.
Hyland, K., & Tse, P. (2005). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25(2), 156-177.
Johns, A. (1990). Coherence as a cultural phenomenon: employing ethnographic principles in the academic milieu. In U. Connor and A. Johns (Eds.), Coherence in writing: research and pedagogical perspectives (pp. 209-226). Alexandria, VA: TESOL.
Kuo, C. H. (1999). Certainty, probability, and capability: Modal verbs in scientific journal articles. The Proceedings of the 1999 English for Specific Purposes Conference, p. 218-231. Taoyuan, Taiwan: Ming Chuan University.
Kuo, C. H. (2002). Phraseology in scientific research articles. The Proceedings of the Eleventh International Symposium on English Teaching, p.405-411. Taipei: Crane.
Lau, H. H. (2004). The structure of academic journal abstracts written by Taiwanese PhD students. Taiwan Journal of TESOL, 1(1), 1-25.
Lee, D. & Swales, J. (2006). A corpus based EAP course for NNS doctoral students : Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25(1), 56-75.
Liou, H. C. & Chien, C. W. (2005). Effects of collaborative POWERful computational scaffolding on EFL writing. Paper presented at CALICO 2005 Symposium, May 17-21, East Lansing, Michigan State University.
Liou, H. C., Kuo, C. H., Chang, J. S., Chen, H. J., & Chang, C. F. (2005). Web-based academic English course design and material development. Colloquium to be given at ETA 2005, November 11-13.
Lores, R. (2004). On RA abstracts: from rhetorical structure to thematic organization. English for Specific Purposes, 23, 280-302.
Maier, P. (1992). Politeness strategies in business letters by native and non-native English speakers. English for Specific Purposes, 11, 189-205.
Milton, J. (1999). WordPilot 2000. [Computer software]. Hong Kong: Compulang.
Paltridge, B. (1996). “Genre, text type, and the language learning classroom,” ELT Journal, 50, 237-243.
Purves, A. C., Quattrini, J. A., & Sullivan, C. I. (1995). Creating the writing portfolio. Lincolnwood, IL: NTC Publishing.
Salager-Meyer. (1990). Discoursal flaws in medical English abstract: A genre analysis per research- and text- type. Text, 10(4), 365-384.
Salager-Meyer, F. (1992). A text-type and move analysis study of verb tense and modality distributions in medical English abstracts. English for Specific Purposes, 11, 93-133.
Scholfield, P. (1991). Language awareness and the computer. In C. James & R. Garrett (Eds.), Language awareness in the classroom (pp. 227-241). Longman: Longman.
Sengupta, S. (2003). Developing and evaluating a web-based resource for writing research articles. Assessment & Evaluation in Higher Education, 28(5), 489-504.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Swales, J. M. & Feak, C. B. (2000). English in today’s research world: A writing guide. Ann Arbor: University of Michigan Press.
Thompson, G., & Yiyun, Y. (1991). Evaluation in the reporting verbs used in academic papers, Applied linguistics, 12 (4), 365-382.
Upton, T. A., & Connor, U. (2001). Using computerized corpus analysis to investigate the textlinguistic discourse move of a genre. English for Specific Purposes, 20(4), 313-329.
Wichmann, A., Fligelstone, S., McEnery, T., & Knowles, G. (Eds.) (1997). Teaching and language corpora. London: Longman.

全文公開日期本全文未授權公開 (校內網路)
全文公開日期本全文未授權公開 (校外網路)

簡易檢索 / 詳目顯示

相關論文