℀
1. ⊿ 玺
﨩 Flowerdew & Miller, 1992 2. ㎝ 靍↓ ↓
琢乙丘療 〓O’Malley, Chamot & Küpper, 1989; Vandergrift, 1997; Benson, 1989; Flowerdew & Miller, 1992; Chaudron, 1995; 任伊培 2005.)
26
(topic-relation notes)
1.
(concept-ordering notes)
1.
琢乙丘療 Jordan, R. R. (1997). English for Academic Purposes: A guide and resource book for Teachers. Cambridge: Cambridge University Press, p.187. Φ仮 Rost, M. (1990). Listening in Language Learning. London: Longman.
Dunkel (1988) М滸液彈 鎗尻椋Εョ剰額暝裁雌彳力 腟吼よ 129 浦 安娑醐壹紅安娑醐鼓簿藻阪遍唐 簿藻ョ剰液彈泳鼓旱篤醐旱篤慌唐バも 緊π儕英 雲雌滞簿藻菊バ惨輯痴牡錠婉鼓監も女萄鷲派巒イ丘 俺惨輯 藻橙熟狒 МΕ熟輯溜靴免鼓穗鋼 Kiewra & Fletcher, 1984, Φ仮 Clerehan, 1995 Dunkel (1988) 遍唐 演а旱篤醐鼓簿藻ス杷ロ派惨怯炒飾ョ剰鉛 伍鳥疾穗鼓液ь 嫻М溥巒 頭侏 МΕ鉛術鼓а粗埋 俺慌唐バ却鼓旱
14 Clerehan (1995) ℀ 朅 袪
佺 〓
27
篤醐轟疾Ζ 攵坿液彈バΝ 酷鉛材泳間鉛吽擔蓉丼鼓а粗埋 バ迦嘩晟 よ藻橙熟狒鼓仁免 藻橙イ丘鼓ョ剰夷捺ガバス
чも女椀中匂肘Ь走扨鼓辰癪惨伜夷安娑熕惨畏彳娑滞簿藻 窮吽之 輯摩旱篤醐鼓娑季甫裁俺緊 烈旱囲鼓娑季甫裁バ綻仁 詠穴輯看М畏彳 娑滞簿藻 Ζ俺陸緡凹阿屈 幀緲よ吮ョ剰鼓刀倥ゑ Dunkel 怯 Davy (1989) 扛刺鼓旱囲晩Ζ参纜扎鼓仁免紅中堡銃 庇Л間鉛仁免М畏彳娑滞 簿藻 袈М Koren (1997) 娉雌М安娑滞簿藻鉛回計旱囲刀倥菊藻火炒飾鼓 ョ剰 Tsai (2010) 鼓吽聳崩穴15轟聚緯 夷畏彳娑滞簿藻仁 旱囲π儕剰軽 痴李耕尻怯院伯午礫濃崩 ガ儕剰軽銅甃怯暝刀仮ヅ鼓肴僮 炒飾崩憾阪 М畏彳娑滞鼓簿藻ガ儕粗氣快旱篤醐踊側炒飾鼓ョ剰 俺М安娑滞簿藻鼓 辛穴轟π儕鉛術 凹唖 М畏彳娑滞簿藻窮吽ガ粗肘激旱篤醐綾軌鼓娑季 粗ゑ 雲凹 収旱篤醐兒居も緊鼓娑季甫裁 バ獲晩劑殫旱篤醐伍鳥М纜 居鼓畏彳娑滞簿藻
ZZZZ
綾鷲栢署戮居鼓И輯惨旱河剏伯娑季綴旱鼓ョ殿怯盛嘉 МΕ旱尼炒 飾纜ゑ鼓刀扨湛瓏 詠拷δ袈柔 EAP惨も址雌よ嗾起旱篤醐嬰炒飾徴卩 パ嶋囲鼓將看俺疫嬰鼓扎甫 姶將輯堊力鼓將看ロ剣 韻厨晟旱篤醐鼓將 看斡覗掀瓜鼓扎甫群綴柑 EAPアмロ雌EGAP怯ESAP EGAPИ輯畏彳 嬰計箪據м掀夷計姥旱煮鼓旱篤刈粗 雲凹綾屡幾袈頂走鼓旱河剏伯纜ゑ 綴柑 湛綾ウМEGAP雌И 畏鼓嬰寒Ь僣旱煮鼓旱河剏伯纜ゑ綴旱酢酸 綾鷲走扨よ庇女旱河剏伯纜ゑ綴旱是Ε鼓刀扨 б殺幀緲纜ゑ刀倥鼓 雲薦 纜醐鼓刀倥兪甫МΕ炒飾纜ゑ刈粗怯母悼 詠嘘 Flowerdew (1994) 拶Ь鼓 滸鼓丘婉 鉛会計も叢纜ゑ 旱河剏伯纜ゑ綴旱鉛Мイ庇狒盛嘉
1. 旱篤醐將究伯儕池率鼓狩描午礫
2. 將騒慊旱篤醐纜樅熟輯ョ剰 通柁バ熟輯ョ剰鼓粗ゑ
15 Tsai (2010) 稹 Cornell note-taking method
㏈ 〓
28
3. 將氣快旱篤醐よ倥菊掀汢炒飾パ偃搜痍媛鼓乳愡 詠 鉛遍辰朦陸 4. 將氣快旱篤醐よ倥炒飾畏鼓И輯雌午礫鼓野槌 爿蓋鼓蓉丼怯免鳥娑季
寡雌儕も叢陸偃Ν
5. 將騒慊旱篤醐読纜炒飾疾穗鼓刈粗
(1) 粗池Χ纜汪構志炒扎 バ勗も叢陸偃粗檣仁輯看熟戍 許鐸群鋤袷 (2) 粗滞Ь瓷忱堊燧鼓簿藻
(3) 粗暝瓜綴錠鼓炒倥ョ剰怯窮Р摩簓嫻快ツ究 詠 綴煮訊 炒丼 也 健 姦幀ω
ZZZZ
拷春栢署走扨よ旱篤醐詠花鳥燕Ε刀倥耕尻 鳥イ丘晩輯よ倥嬰炒飾 徴卩パИ輯鼓槲れ丘療￥綴錠季戮 鉛渉喫盛嘉怯娑季а粗 詠花銅甃 МΕ之喫ュ薦詠花幀緲纜ゑ刀倥 雲凹綾鷲痴ロ演ィ杷ロ丘走扨 ロ会惨 炒飾鼓ョ殿怯叶奄 炒飾鼓娑季盛嘉 МΕ炒飾鼓銅甃酸唸怯娑季а粗 嬰牝勤М拷 梓勿忻鉄鼓も女辰癪惨 炒飾 鼓愡蛤 唐嬰鼓綴旱註扛泳 ュン 綴旱私啄ガバ韻弥術計 綴錠炒槌 も覇 タ銅走扨群叛貝鼓旱篤 辛穴ガ尠供熟摩 迦惨バ坿惨読纜タ銅叛貝群綴錠溌枸炒槌 構志枸易 monologue 派惨白表兮鼓槲れ叶奄 雲凹綾鷲袈走扨鼓 炒飾 肱惨 拶之址М午礫野槌雌畏鼓鼓構志枸易
㌶
㌶
㌶
㌶↓ ↓ ↓ ↓ZZZZ ℀ ℀ ℀ ℀ 愰 愰 愰 愰 ㌂ ㌂ZZZZ ㌂ ㌂
炒 飾 lecture 療 計 係 や δ lectare 蓉 肴 惨 ス 澁 靭 娥 read aloud 姶惨白н牡鼓午礫野槌η奄 迦懐肱居よモΘ 姶鼓椀浣怯η肱 勲熕惨胖姶嬰堆暮綴機鼓僚炭パ嘩鉛熟輯鼓も醸ピ営 Brown & Atkins, 1988; Lee, 2009 Brown 怯 Atkins 拶Ь 炒飾鼓畏鼓嬰計野兒午礫 嵳眠 刀倥Ε去杣旱篤啄朦 綴錠炒槌壹旱囲読纜炒飾鼓兪甫И輯鉛庇女熟狒 б殺綴錠鼓蓉卍 綴錠炒槌怯耕尻鳥燕鼓兪甫 白阪惨旱篤醐鼓槲Ь 之 女兪甫詠卍 -3
29
も Z綴錠鼓蓉卍 м雌野兒怯剏緊И癪疾穗鼓午礫 Φ昊旱囲刀倥 群 Φ遍旱囲旱篤啄朦
ら Z綴錠炒槌兪甫 мМ畤尉姥址摩簓嫻快柑針16 蚤兪娑季 verbal 紅娑季 non-verbal 群季唖 extra-verbal 耕尻眠寡炒槌 娑季耕 尻б蓋緊丼 柊柔 逆祀 倥籔Ε麻扨 紅娑季耕尻惨綴錠鼓交聰
琢乙丘療 Brown, George., & Atkins, Madeleine. (1988). Effective Teaching
16 ↓ ↓ ⊿ ㌣ 〓
17 ㋡ Rounds (1987) ∩ silence ∧ 諸 〓 諸 ㎜
㌶ administrative silence 栅 ↓
玺 ◥ ㍉朅 ▪ strategic
30
in Higher Education. Routledge, p.9襤
ш輯惨溌り炒槌 轟耕尻野測壹鳥燕鼓徃奄譲東バス 迦旱尼扎炭パ 是Ε纜ゑ鼓私啄м粗б蓋綴錠溌枸炒槌 牡錠壹旱囲疾ベ肘辰壹荏汢 Ε 旱囲壹旱囲鼓走扨 材泳屡幾 Morrison, 1974; Dudley-Evans & Johns, 1981;
Brown & Bakhtar, 1983; Mason, 1994 派吮炒飾循遂壹叶奄鼓ロ穽肘Ьバ嘘 鼓実鍵 簿醐鮭肘Ь鼓杢渇痴ピ暝刀計イ慌 Johns (1981)18
(reading style) ￤ 孖 ◥ 晥
〓
⺪ (Conversational style)
㎏袘㌂ ㎏㌶
㋥ 〓
(Rhetorical style) ㋲↓ ℡
〓
Brown Bakhtar (1983)
(amorphous)
猅㎏ ↓ ㎏ ↓
㋥ ▪ ㎏
栅 ㎏ 〓
(eclectic) 頰 ㎝ 〓
Mason (1994)
(talk-and-chalk) 〓
㌇ (give-and-take) ㌇
DeCarrico & Nattinger (1988)↓Strodt-Lopez (1991)↓Jordan (1997)↓Flowerdew (1994) 〓
31
For Academic Purposes: A guide and resource book for teachers.
↓
Chaudron & Richards, 1986; DeCarrico & Nattinger, 1988; Flowredew, 1992;Chaudron, 1995; Jordan, 1997; 志仮ゑ 2001 炒飾娑季儕聚肪鼓盛狒б殺 掛腟壹耀腟愍梅彳藻 global/local discourse markers 20 炒槌母悼 move type 炒槌穽紺怯銅甃η奄 transaction types and sequence structure 震 易 asides 緊丼 definitions 暮 Murphy 怯 Candlin (1979) 轟ч唖肘Ь 阪妊慌柔 metastatement Lebauer, 1984 窮ロ穽群緊丼婉迎詠イ慌 慌 -10 炒飾娑季盛嘉
Z 諸 Z ㌂ Z
猅 DeCarrico &
Nattinger, 1988
Chaudron &
Richards, 1986 Z
ょ 荃 ⑶ 猅 particular character of lecture monologue…
20 ㎞㌶ ℀ 洮⺪ 頰 〓
32
Lebauer, 1984 Chaudron, 1995↓ Flowredew, 1992 Jordan, 1997
Csomay (2006)
Csomay (2006)
Biber, 1988, 1995
22 p.119 》
Biber (1988) Csomay
(2006)
informational focus involved production explicit discourse impersonal style
on-line informational elaboration Csomay (2006)
23 196
21 The aide as a whole contributes significantly to both semantic coherence and programmatic consistency.
22 University classroom talk can be considered at the interface of an oral-literate continuum where ‘oral’ refers to prototypical speaking such as conversation, and ‘literate’ refers to stereotypical writing as in academic prose (Biber, 1988, 1995). University classroom talk seems to be a mixed register both in terms of its situational and linguistic characteristics.
23Csomay (2006) ℅ ∩ 乚 ℅ Michigan Corpus of
33
娑季盛嘉 Csomay (2006) 袈拶鼓炒飾娑季盛嘉ス儒ロ柔詠イ24 も Z耕尻恥裁堆
Csomay (2006) 遍唐 炒飾パ袈Ь唐鼓浦埋彈椋庇Л怯旱尼δ梅も彖 πも叢陸偃泳よ 32% 聚緯炒飾怯旱尼δ梅派糒計堆耕尻祁儔鼓娑坦 バ 兪雲雌バ勗旱尼δ梅鉛Цロ鼓仁免唸肴埋ь 袈Мャ埋怯叶剰埋鼓彈椋派 バ堆 怯も叢陸偃儕鳥攻 雲雌炒飾鼓懐仁勲 炒醐泳М熟戍鼓η奄丘Т 蒜額暝俺ル構鼓ь唸
ら Z扨柔俶圄
旱尼δ梅パ椀中鉛ス椋鼓穗鋼セь怯吮暮セь 畏鼓惨雌よ痴扨狒婉 迎鉄立 俺炒飾ガ鉛嘘彖鼓盛狒 Ж彈椋ャ嬰旱尼δ梅怯も叢陸偃ピ免
ィ Z懐仁耕尻婉迎
Chaudron (1995) 拶Ь 炒飾鼓炒醐怯纜醐捺計嘘も女仁梧 雲凹炒醐 粗厨晟纜醐鼓Ζ汢 檣仁滞Ь扛暝群俚Ц婉迎 Csomay (2006) 娉雌 雲雌 懐仁鼓耕尻婉迎ガ惨堆耕尻祁儔 雲凹糒計炒飾白鉛会計窮Р球址娑坦鼓 盛嘉
я Z纜醐槲Ь叶奄
Csomay (2006) 遍唐炒飾纜醐鼓遍季篤咢ガ供居も緊鼓幀緲 逆詠客 夷ス椋拶緯Т浦埋 懐 之彖 欺岌 囓辰埋辰ь 懐 ポ岌 埼 岌 雌ポ岌 暮 暮 窮Р鼓娑季盛嘉壹旱尼δ梅疾儕 轟怯も叢陸偃 儕鳥攻 Csomay (2006) 娉雌炒飾纜醐鼓М囓辰埋遍辰惨材仮糞鼓 俺拶緯 Т浦埋鼓堆埋櫻轟惨雲雌炒飾パ泳砥是溜靴群腟狒免鼓濃崩 詠穴纜醐遍 季鼓仁免群娑卩任м 肱мМ伍鳥М拶緯Т浦埋丘拶坏炒醐ネ小倥籔兪鼓 腟狒 群惨熕席嬰也健ウ鼓卍慌
Academic Spoken English, MICASE∧ ㎝ http://quod.lib.umich.edu/m/micase/〓
24 Csomay (2006) ∩ ∧ ⊿
㌂ 袪㎏ ㏈頰 〓
34
(discourse structuring phase)(concluding phase)
〓 • 魵魵
• 〓
㌞ 邴
(evaluating phase)
⑶ Systems Lectures. In Khoo, R. (Ed.). The Practice of ESP. Singapore: RELC. 袪 22
ゅ 31 毌〓
35
(theory or content)℀
macro-structure and micro-features. In Flowerdew, J. (Ed.), Academic Listening:
Research Perspectives (pp. 159-176). Cambridge University Press.
窮パ袈槊鼓娑季а粗 換孜 1997 娉雌惨拶 回夷盛緊鼓娑季叶奄 拷δ肘居鼓阪妊愍梅 metadiscourse 27 粗綻氣快旱囲慣鉛辛倒営捺刀鳥 燕居鼓耕尻 衛娉雌粉扨惨ポ岌尢坦鼓炒飾 派陸鉛之喫娑志 Ξ窮惨阪 妊愍梅 盃単開 2008 椀吽祀屡幾阪28眠も甘祀吽よ衛鼓И衷 迦Р娉 雌ベ啄娑志鼓а粗怯池率ョ剰間鉛伍鳥穗鋼 嬰バ嘘尢坦鼓炒飾派陸М疾 貨鼓叶奄Ь唐 雲凹ガ汢珮雌阪妊愍梅
Мウ戮鼓惨炒醐雌よ吽唐伜娑志鼓а粗俺客夷鼓娑季叶奄 DeCarrico
36
怯 Nattinger (1988) 痴之喫保娑坏雌 掛腟銅甃埋 macro-organizers 騒 慊旱囲 纜 之喫掛腟彳藻粗鉛辛行眠炒飾鼓纜ゑ刀倥 阪丘ガ鉛も喫旱
evaluators 鋤剳 qualifiers 震易 aside markers 俶畿慌ら-12 Chaudron 怯 Richards (1986) 娉雌 掛腟銅甃埋鼓纜ゑ騒慊粗行眠旱篤 醐М仮ウ俺イ鼓η奄 戳畿綾梅陶も鷲 刀倥菊剏複炒飾ョ剰 俺疾吮計 掛腟銅甃埋鼓耀腟銅甃埋 micro-organizers 轟粗法纜醐慣泳仁免捺刀纜 居鼓耕尻 苧俺行眠纜醐客夷仮イ俺ウ母悼 吮計炒飾鼓刀倥究鉛穗燬鼓 Nattinger (1988) Chaudron & Richards (1986) 吮叶奄鼓ロ穽瓷輯堋瓜暝刀 計イ慌
37
summary, and not as micro organizers signaling Segmentation (although they also occasionally functioned as micromarkers as well) (DeCarrico Nattinger,1988, p.98-99).38
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