行政院國家科學委員會專題研究計畫 成果報告
以語料庫為本探討格式化語言的建構與教學 研究成果報告(精簡版)
計 畫 類 別 ： 個別型
計 畫 編 號 ： NSC 99-2410-H-011-027-
執 行 期 間 ： 99 年 08 月 01 日至 100 年 10 月 31 日 執 行 單 位 ： 國立臺灣科技大學應用外語系
計 畫 主 持 人 ： 王世平
計畫參與人員： 大專生-兼任助理人員：高嘉伶 大專生-兼任助理人員：羅玉惠 大專生-兼任助理人員：陳俞潁
報 告 附 件 ： 國外研究心得報告
出席國際會議研究心得報告及發表論文
公 開 資 訊 ： 本計畫涉及專利或其他智慧財產權，2 年後可公開查詢
中 華 民 國 100 年 12 月 30 日
中 文 摘 要 ： 摘要已成為學術寫作上一個越來越重要的領域。然而，很少 有研究探討摘要和文本結構的詞彙、詞串。本研究在英語教 學和應用語言學領域上去分析生詞，詞串和文本結構的摘 要。WorSmith5.0 是用於探索生詞和詞串。此舉理論和問題 的解決方案模型被應用到研究不同類型的文本。調查結果提 供教學使用的詞串和摘要的文本結構，以滿足外語學習者的 需求。
中文關鍵詞： 學術論文摘要、語料庫方法、詞串、文本結構
英 文 摘 要 ： Abstracts been recognized that abstracts have become an increasingly important genre in academic writing.
However, few studies have explored both lexical bundles and text structures in abstracts. This study analyzes abstracts using wordlists, lexical bundles, and text structures in the areas of English teaching and applied linguistics areas. The WordSmith Tools 5.0 was used to explore their wordlists and clusters.
The move theory and the problem-solution model were applied to investigate different types of texts. The findings offer insightful pedagogical implications to meet the needs of L2 learners while struggling to use lexical bundles and organizing textual structure in writing abstracts.
英文關鍵詞： research article abstract, corpus-based approach, cluster, text structure
行政院國家科學委員會補助專題研究計畫 [v] 成 果 報 告
□期中進度報告
Corpus-based approaches to formulaic language: construction and instruction. NSC
(以語料庫為本探討格式化語言的建構與教學)計畫類別：[v]個別型計畫 □整合型計畫 計畫編號：
NSC 99－2410－H－011－027－
執行期間：99 年 8 月 1 日至 100 年 10 月 31 日
執行機構及系所：
台灣科技大學應外系
計畫主持人：王世平 共同主持人：
計畫參與人員：
成果報告類型(依經費核定清單規定繳交)：[v]精簡報告 □完整報告
本計畫除繳交成果報告外，另須繳交以下出國心得報告：
[v]赴國外出差或研習心得報告
□赴大陸地區出差或研習心得報告 [v]出席國際學術會議心得報告
□國際合作研究計畫國外研究報告
處理方式：除列管計畫及下列情形者外，得立即公開查詢
□涉及專利或其他智慧財產權，□一年[v]二年後可公開查詢 中 華 民 國 100 年 11 月 30 日
Abstracts been recognized that abstracts have become an increasingly important genre in academic writing. However, few studies
and text structures in the areas of English teaching and applied linguistics areas. The WordSmith Tools 5.0 was used to explore their wordlists and clusters. The move theory and the problem-solution model were applied to investigate different types of texts. The findings offer insightful pedagogical implications to meet the needs of L2 learners while struggling to use lexical bundles and organizing textual structure in writing abstracts.
摘要已成為學術寫作上一個越來越重要的領域。然而，很少有研究探討摘要和文本結構的詞彙、詞串。
本研究在英語教學和應用語言學領域上去分析生詞，詞串和文本結構的摘要。WorSmith5.0 是用於探 索生詞和詞串。此舉理論和問題的解決方案模型被應用到研究不同類型的文本。調查結果提供教學使 用的詞串和摘要的文本結構，以滿足外語學習者的需求。
Keywords: research article abstract,corpus-based approach, lexical bundle, text structure
1. INTRIDUCTION
Research article (RA) abstracts have become an increasingly important genre in academic writing (Hyland, 2000). However, few studies have investigated lexical bundles, formulaic language and text structure of abstracts (Wang, 2011; Wang & Chan, 2011) using relevant theories, e.g., “Create a Research Space”
(CARS) (Swales, 1990, 2004) and the Problem-solution model (Hoey, 1983, 2001) for the textual analysis.
2. LITERATURE REVIEW
Move theories are often proposed to analyze abstracts. It is well-known that both the CARS model (Swales, 1990) and the Problem-solution pattern (Hoey, 1983, 2001) are more commonly used to analyze abstract structures.
Swales (1990, p. 141) generates CARS model for research article introductions as shown in Table 1, including Move 1 (establishing a territory), Move 2 (establishing a niche), and Move 3 (occupying the niche).
It has been suggested that most abstracts may reflect this move model to describe RA introductions and abstract patterns. Furthermore, Pho (2008) proposes three obligatory moves in abstracts. Bhatia (1993) argues that there are four moves to analyze the structure of abstract. Hyland (2000) also presents five moves, including “introduction, purpose, method, product and conclusion”.
The current research will explore the following typical questions (Q1 ~Q7) in terms of the convention of corpus linguistics.
Q1: What are the most frequently used content words in this research?
Q2: What are the most popular topics in language-related areas?
Q3: What are the most commonly used lexical bundles in language-related areas?
Q4: What are the structural types of the lexical bundles in language-related areas?
Q5: What are the average words for each of the JA abstracts?
Q6: What is the number of mean sentences in a JA abstract?
Q7: What are the textual types in terms of two move theories?
3. METHODOLOGY
The abstracts for the current study were extracted from ten international journal articles (JA), which were compiled as a small corpus, including 500 abstracts (85,044 words in total) of international journal papers related to English teaching or linguistics genre, published between 2003 and 2010, selected from ten international journals at SSCI level. The analytical Tools, mainly WordSmith Tools 5.0, were adopted to explore wordlists, lexical bundles and the general statistical information such as the average of each abstract and the mean of sentence length (Scott, 2004-2008).
4. RESULTS AND DISCUSSION
The most frequently used words are function words. There are about fifteen content words in the top 50 wordlist.Among them,“language”(freq.= 934),“English”(freq.= 589)and “study”(freq. = 513) are ranked 9th, 14th, and 17th, respectively, which are the most frequently used content words. The finding can answer Q1:
What are the most frequently used content words in this research? In other words, it can be inferred that these three popular words, language, English, and study, possibly occur more often than other content words in the areas of language study and applied linguistics. JA abstracts have 85,044 words, indicating that the average words for each abstract are 165.30 (the shortest one: 58 words; the longest one: 378 words), which is reasonable in journal articles (average: 150-200). In terms of type/token ratio (TTR), the number of distinct word types in JA abstracts is 6,637, and TTR in JA abstracts is 8.02. As for the number of sentences, JA abstracts include 3,194 sentences in total. The number of average sentences in a JA abstract is 6.39 sentences.
The average words of each sentence are 26.63, which is acceptable in academic writing.
5. CONCLUSIONS
This study explores JA abstracts in terms of three aspects: vocabulary usage, lexical bundle and text structures. The results are summarized below:
Q1 The most frequently used content words in this research are language, English, and study
Q2 The most popular topics in language-related areas are English language study and language learning Q3 The most commonly used lexical bundles in language-related areas are 3-word: the use of ___; 4-word: as
a second/foreign language; 5-word: English as a second/foreign language
Q4 The structural types of the lexical bundles in language-related areas are more “noun/prepositional phrase fragment”than other types
Q5 The average words for each of the JA abstracts are 165.30 words per abstract Q6 The number of mean sentences in a JA abstract is 6.39 sentences
Q7 The textual types in terms of two move theories are two optional moves and three obligatory moves.
REFERENCES
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. London: Longman.
Biber, D., S. Conrad and V. Cortes (2004). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics, 25, 371-405.
Biber, D. & Conrad, S. (1999). Lexical Bundles in Conversations and Academic Prose. In Hasselgard. H. &
Oksefjell, S. (eds.), Out of corpora: studies in honour of Stig Johansson (pp. 181-190). Amsterdam:
Rodopi.
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. (1999) Longman Grammar of Spoken and
Written English. Harlow: Longman.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-38.
Ellis, N. (2002). Frequency effects in language processing: A Review with implications for theories of
Hirsh, D. & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a foreign language, 8, 689-696.
Hoey, M. (1983). On the surface of discourse. London: George Allen and Unwin.
Hoey, M. (2001). Textual interaction: An Introduction to Written Discourse Analysis. London: Routledge.
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
Hunston, S. (2002). Corpora in Applied Linguistics. Cambridge: Cambridge University Press.
Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publications.
Lorés, R. (2004). On RA abstracts: From rhetorical structure to thematic organisation. English for Specific Purposes 23(3), 280-302.
McCarthy, M. (1990).. Vocabulary. Oxford: Oxford University Press.
McCarthy, M., Matthiessen, C., and Slade, D. (2002). Discourse analysis. In Schmitt, N. (Ed) An Introduction
to Applied Linguistics, pp. 55-73.
Moon, R. (1998). Fixed expression and idioms in English: A corpus-based approach. Oxford: Oxford
University Press.Nattinger, J. R. & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
O’Keeffe, A. McCarthy, M., and Carter, R. (2007). From Corpus to Classroom. Cambridge: Cambridge University Press.
Pho, P. D. (2008). Research article abstracts in applied linguistics and educational technology: a study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies 10 (2), 231–
250.Salager-Meyer, F. S. (1990). Discourse flaws in medical English abstracts: A genre analysis per research-and text-type. Text, 10 (4), 365-384.
Santos, D. M. B. (1996). The textual organization of research paper abstracts in Applied Linguistics. Text 16, 481-499.
Schmitt, N. (Ed.). (2004). Formulaic sequences. Philadephia/Amsterdam: John Benjamins Publishing Company.
Schmitt, N. & Carter, R. (2004). Formulaic Sequences in Action: An Introduction. In N. Schmitt (Ed.), Formulaic sequences (pp. 1-22). Amsterdam: John Benjamins.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),
329-363.Scott, M. (2004-2008). The WordSmith Tools. Version 3.0, 4.0, 5.0 Oxford: Oxford University Press.
Swales, J.M. (1990). Genre analysis: English in academic and research Settings. Cambridge University Press.
Swales, J. M. & Feak, C. B. (1994). Academic writing for graduate students: English in academic and
research settings. University of Michigan Press.
Wang, Shih-Ping, & Chan, C.W. (2011). Formulaic Language and Text Analysis in the Abstracts of MA These,
2011 International Conference on EFL Education (May 28, 2011).
Wang, Shih-Ping. (2011). Corpora in Language Teaching and Testing, The Fourth Graduate Conference of
College of Foreign Languages and Cultures. Keynote speech presented in Xiamen University.
國科會補助專題研究計畫成果報告自評表
請就研究內容與原計畫相符程度、達成預期目標情況、研究成果之學術或應用價 值（簡要敘述成果所代表之意義、價值、影響或進一步發展之可能性） 、是否適 合在學術期刊發表或申請專利、主要發現或其他有關價值等，作一綜合評估。
1. 請就研究內容與原計畫相符程度、達成預期目標情況作一綜合評估
□ [v]達成目標
□ 未達成目標（請說明，以 100 字為限）
□ 實驗失敗
□ 因故實驗中斷
□ 其他原因 說明：
2. 研究成果在學術期刊發表或申請專利等情形：
論文：[v]已發表 (部份) □未發表之文稿 [v]撰寫中 □無 專利：□已獲得 □申請中 □無
技轉：□已技轉 □洽談中 □無 其他： （以 100 字為限）
Wang, Shih-Ping, & C.W. Chan (2011c) Research on wordlists, lexical bundles and text structures of journal article abstracts. Essays in Honor of Professor Feng-Fu Tsao on the Occasion of his Retirement.
Crane Publisher Co.
3. 請依學術成就、技術創新、社會影響等方面，評估研究成果之學術或應用價 值（簡要敘述成果所代表之意義、價值、影響或進一步發展之可能性）（以 500 字為限）
本人從做中學，在屢敗屢戰中，越挫越自卑，在自卑中慢慢爬起來再努力。以下是已(或 將)發表的論文或簡報，或許可以提供一些學生參考。
1. Wang, Shih-Ping, & C.W. Chan (2011c) Research on wordlists, lexical bundles and text structures of journal article abstracts. Essays in Honor of Professor Feng-Fu Tsao on the Occasion of his Retirement.
Crane Publisher Co.
2. Wang, Shih-Ping, (2011f) There is no need to worry about the long journey: a case study of English Intensive Program in NTUST. English Career 39 pp. 38-40.
3. Wang, Shih-Ping (2012) “Research on different genres of journal articles in applied linguistics”paper to be presented at The Third Conference of the Asia-Pacific LSP and Professional Communication Association in Los Angeles, USC.
4. Wang, Shih-Ping & R. Wu (2012) “Research on high frequency vocabulary and formulaic language in the New TOEIC test”paper to be presented at AsiaCALL 2012, Bangkok, Thailand.
5. Hung, H. & Wang, Shih-Ping (2012) “How a President Starts his Speech –a Case Study of Barack Obama”paper to be presented at 2012 International Conference and Workshop on TEFL & Applied Linguistics
6. Wang, Shih-Ping, C.L. Kao & Y.C. Cheng (2011) “Introduction in journal articles: a case study of Applied Linguistics”paper presented at the 7thInternational Symposium on Teaching English at Tertiary Level (7thISTETL), Hong Kong, 13 and 14 October 2011.
7. Wang, Shih-Ping, (2011e) "Corpus-based approaches in relation to abstracts in journal articles," paper presented at ETA, Taipei.
8. Wang, Shih-Ping, (2011d) “Corpora in Language Teaching and Testing,”invited speech presented at 2011Workshop on Chinese Corpora Methodology (第 二 屆「 華 語 文 語 料 庫 研 究 方 法 工 作 坊 」) , National Taiwan Normal University.
9. Wang, Shih-Ping, (2011c) “Principles of a Successful IEP-based Curriculum Design - A Case Study of National Taiwan University of Science and Technology,”invited speech presented at2011 International Conference & Workshop on English for Specific Purposes.
10.Wang, Shih-Ping, (2011b) "Electronic Blackboard and corpora in language learning," paper to be presented at EUROCALL 2011Nottingham, UK (August 31-Sept 2). (國科會補助)
11.Wang, Shih-Ping, (2011a) “Content-based instruction and task-based approaches for L2 teaching and learning," paper presented at the American Association for Applied Linguistics 2011 Conference in Chicago, Illinois (March 26-29). (國科會補助)
12.Wang, Shih-Ping, & Chan, C.W. (2011b) “FormulaicLanguage and Text Analysis in the Abstracts of MA These”, 2011 International Conference on EFL Education (May 28, 2011).
13.Wang, Shih-Ping, & Chan, C.W. (2011a) “Research on Vocabulary Usage,FormulaicLanguage,and Text Structure in Abstracts,”2011 International Conference and Workshop on TEFL and Applied Linguistics.
國科會補助專題研究計畫項下出席國際學術會議心得報告
日期：100 年 4 月 2 日
一、參加會議經過
2011 年三月(26 - 29 March, 2011)參加在 Chicago 舉辦的「2011 美國應用語言學年會」(the American Association of Applied Linguistics ( AAAL)。
本會議參加者眾多，所探討的研究領域相當的廣泛 ；旨在提供一個學術交流的環境給與會者，以助於 理論與實際的應用，這些探討的主題涵蓋層面包含 language policy, second language acquisition, language pedagogy and assessment, discourse analysis and other areas of applied linguistics。 各場主講者都能將將理論 與實際發揮得凌漓盡致，整體而言這次的學術研討會相當圓滿成功。
二、與會心得
能有這次參加國際學術研討會議的寶貴機會，主要感謝國科會的經費補助。個人除了在專業方面能向 許多國際知名的學者專家執經請益以外，還可以有機會從高水準的演講中學習。對於主辦單位主要承 辦者熱切服務，感到由衷的敬佩。 筆者的論文〝Content-based instruction and task-based approaches for L2
計畫編號 NSC 99－2410－H－011－027－
計畫名稱 Corpus-based approaches to formulaic language: construction and instruction. NSC (以語料庫為本探討格式化語言的建構與教學)
出國人員
姓名
王世平服務機構
及職稱
台灣科技大學應外系會議時間
100 年 3 月 26 日 至
100 年 3 月 29 日
會議地點
Chicago
會議名稱
(中文)
「2011 美國應用語言學年會」(英文)
the American Association of Applied Linguistics ( 2011 AAAL)發表論文 題目
(中文)
以內容為基礎和任務導向的方法探討 L2 的教學：基於語料庫的研究(英文) Content-based instruction and task-based approaches for L2 teaching and learning: integrating corpus-based research
附件四
teaching and learning: integrating corpus-based research〞是在第二天下午發表。筆者的研究方法偏向質量 並重，報告完後，引起熱烈迴響，圓滿達成任務。
此外，筆者盡最大可能到處傾聽別人的論文發表。發現幾個值得進一步研究的題目，例如：
1. James Paul Gee (Arizona State University): Language, Literacy, and Learning in a Digital Age 2. Leanne Hinton (University of California, Berkeley): Learning an Endangered Language Without a
Classroom: A Progress Report on the Master Apprentice Language Learning Program
3. Frank Boers (Victoria University of Wellington, New Zealand): Cognitive Linguistic Approaches to L2
Vocabulary: Assessment and Integration
這是一次很好的機會能夠獲得這麼多相關的資訊，個人非常珍惜這次與會的寶貴經驗，相信對於 將來想要參與相關研究以及未來有機會參與這種國際會議有更進一步的幫助。
三、考察參觀活動(無是項活動者略)：無 四、建議
(1) 參加此類的研討會，可以印證自己的研究成果，獲得相關領域其國際上的最新研究趨勢及發展，
對於教學與研究皆具有十足的正面意義，感謝國科會給予筆者參與該會的補助。
(2) 對於國內各大學院校的學術水準，除了硬體設備方面的完善，更重要的是能多多獎勵出國參加學 術會議。
(3) 一方面可以增加視野與國際觀，再者也藉以獲取與國外學術單位的學者們交換寶貴的經驗。
(4) 能和國外相關學者有較多和較深入的交流
(5)增強學習的層面，有助於培養更多專業的優秀人才。
(6) 我們也應該多多舉辦國際性學術研討會，提高我國之學術聲譽。
五、攜回資料名稱及內容 大會手冊
六、其他
國科會補助專題研究計畫項下赴國外(或大陸地區)出差或研習心得報告
日期：100 年 9 月 9 日
一、國外研究過程
今年八月(8/31-9/3, 2011)有機會回母校搜集資料並參加在 Nottingham 舉辦的「2011 歐洲 EuroCALL 年 會」(the 2011 EUROCALL)。各場主講者都能將將理論與實際發揮得凌漓盡致，整體而言這次的學術研 討會相當圓滿成功。
本會議參加者眾多，所探討的電腦教學研究領域相當的廣泛，有助於理論與實際的應用，這些探討的 主題 “TheCallTriangle:student,teacherand institution” 涵蓋層面包含：
Recent developments in mobile learning
Language learning in virtual environments
Synchronous communication in language learning
European Language Portfolio, self assessment and ICT
Challenges of e-learning: the role of the institution
E-learning: student expectations and experience
Successes of e-learning through the eyes of the student
The use of new technologies for language teaching in schools
Promoting the use of new technologies amongst language teaching professionals
Developments in the pedagogy of online learning
Corpora and language learning
Courseware design
Cross-sector collaboration through e-learning
Supporting less widely taught languages through CALL
Improving intercultural competence through language learning
Managing multimedia environments
Distance and collaborative learning
Self access and learner autonomy
計畫編號 NSC 99－2410－H－011－027－
計畫名稱 Corpus-based approaches to formulaic language: construction and instruction. NSC (以語料庫為本探討格式化語言的建構與教學)
出國人員
姓名
王世平服務機構
及職稱
台灣科技大學應外系出國時間 年 月 日至
年 月 日 出國地點 Nottingham University, UK
二、研究成果
Electronic Blackboard and corpora in language learning
The role of CALL and corpora has played a significant role in language teaching and learning. This study integrated electronic Blackboard and corpora-based approaches into academic research. Blackboard used as the web and the interactive, communicative place to which instructors send teaching materials and students send their assignments. Classroom communications, self-reflections and peer reviews can be achieved or extended after class through the extensive use of Blackboard. Additionally, “web as corpora” has been employed to demonstrate how students can construct their own corpus in terms of collecting electronic journal papers and MA/Ph.D. theses. This research aims to analyze 500 abstracts (83,337 words) extracted from article papers (RA), and 500 abstracts (189,732 words) extracted from L2 dissertations, to help L2 learners in the genre of academic writing. The results in each of the top 100 wordlists indicate that both of RA abstracts and L2 abstracts have 60% content words in common.
Itisalso noticed thatthetop threewordsforRA abstractare“language,study,and English,and “students, English,and study” forL2 abstracts.ForRA abstracts,thereare 56% ofthefirstsentencesused asthe topic sentence, indicating research purpose(s); for L2 abstracts, 59%. Both suggest that it is not obligatory to express the research goal in the first sentence of an abstract, but it is slightly preferred by L1 and L2 writers.
The students also expressed their positive feedback in the Blackboard and the anonymous evaluation sheet by the end of the semester, which confirms the design of this course, i.e., using CALL, internet, and corpora to improve academic writing, research, language teaching and learning.
This research aims to analyze 500 abstracts (83,337 words) extracted from article papers (RA), and 500 abstracts (189,732 words) extracted from L2 dissertations, to help L2 learners in the genre of academic writing. The results indicate that both of RA abstracts and L2 abstracts have 60% content words in
common. Thetop threewordsforRA abstractare“language,study,and English,and “students,English, and study” forL2 abstracts.ForRA abstracts,thereare56% ofthefirstsentencesused asthetopic
sentence, indicating research purpose(s); for L2 abstracts, 59%. The students expressed their positive feedback in the Blackboard, i.e., using CALL, internet, and corpora to improve academic writing, research, language teaching and learning.
三、建議
(1) 對於教學與研究皆具有十足的正面意義，可獲得最新研究趨勢及發展 (2) 參加此類的研討會，可以印證自己的研究成果。
(3) 對於國內各大學院校的學術水準，是能多多獎勵出國參加學術會議。
(4) 可以增加視野與國際觀，獲取與國外學術單位的學者們交換寶貴的經驗。
(5) 能和國外相關學者有較多和較深入的交流
(6) 增強學習的層面，有助於培養更多專業的優秀人才。
(7) 我們也應該多多舉辦國際性學術研討會，提高我國之學術聲譽。
國科會補助專題研究計畫項下赴國外(或大陸地區)出差或研習心得報告
日期：100 年 9 月 9 日
一、國外研究過程
今年八月(8/31-9/3, 2011)有機會回母校搜集資料並參加在 Nottingham 舉辦的「2011 歐洲 EuroCALL 年 會」(the 2011 EUROCALL)。各場主講者都能將將理論與實際發揮得凌漓盡致，整體而言這次的學術研 討會相當圓滿成功。
本會議參加者眾多，所探討的電腦教學研究領域相當的廣泛，有助於理論與實際的應用，這些探討的 主題 “TheCallTriangle:student,teacherand institution” 涵蓋層面包含：
Recent developments in mobile learning
Language learning in virtual environments
Synchronous communication in language learning
European Language Portfolio, self assessment and ICT
Challenges of e-learning: the role of the institution
E-learning: student expectations and experience
Successes of e-learning through the eyes of the student
The use of new technologies for language teaching in schools
Promoting the use of new technologies amongst language teaching professionals
Developments in the pedagogy of online learning
Corpora and language learning
Courseware design
Cross-sector collaboration through e-learning
Supporting less widely taught languages through CALL
Improving intercultural competence through language learning
Managing multimedia environments
Distance and collaborative learning
Self access and learner autonomy
計畫編號 NSC 99－2410－H－011－027－
計畫名稱 Corpus-based approaches to formulaic language: construction and instruction. NSC (以語料庫為本探討格式化語言的建構與教學)
出國人員
姓名
王世平服務機構
及職稱
台灣科技大學應外系出國時間 年 月 日至
年 月 日 出國地點 Nottingham University, UK
二、研究成果
Electronic Blackboard and corpora in language learning
The role of CALL and corpora has played a significant role in language teaching and learning. This study integrated electronic Blackboard and corpora-based approaches into academic research. Blackboard used as the web and the interactive, communicative place to which instructors send teaching materials and students send their assignments. Classroom communications, self-reflections and peer reviews can be achieved or extended after class through the extensive use of Blackboard. Additionally, “web as corpora” has been employed to demonstrate how students can construct their own corpus in terms of collecting electronic journal papers and MA/Ph.D. theses. This research aims to analyze 500 abstracts (83,337 words) extracted from article papers (RA), and 500 abstracts (189,732 words) extracted from L2 dissertations, to help L2 learners in the genre of academic writing. The results in each of the top 100 wordlists indicate that both of RA abstracts and L2 abstracts have 60% content words in common.
Itisalso noticed thatthetop threewordsforRA abstractare“language,study,and English,and “students, English,and study” forL2 abstracts.ForRA abstracts,thereare 56% ofthefirstsentencesused as the topic sentence, indicating research purpose(s); for L2 abstracts, 59%. Both suggest that it is not obligatory to express the research goal in the first sentence of an abstract, but it is slightly preferred by L1 and L2 writers.
The students also expressed their positive feedback in the Blackboard and the anonymous evaluation sheet by the end of the semester, which confirms the design of this course, i.e., using CALL, internet, and corpora to improve academic writing, research, language teaching and learning.
This research aims to analyze 500 abstracts (83,337 words) extracted from article papers (RA), and 500 abstracts (189,732 words) extracted from L2 dissertations, to help L2 learners in the genre of academic writing. The results indicate that both of RA abstracts and L2 abstracts have 60% content words in
common. Thetop threewordsforRA abstractare“language,study,and English,and “students,English, and study” forL2 abstracts.ForRA abstracts,thereare56% ofthefirstsentencesused as the topic
sentence, indicating research purpose(s); for L2 abstracts, 59%. The students expressed their positive feedback in the Blackboard, i.e., using CALL, internet, and corpora to improve academic writing, research, language teaching and learning.
三、建議
(1) 對於教學與研究皆具有十足的正面意義，可獲得最新研究趨勢及發展 (2) 參加此類的研討會，可以印證自己的研究成果。
(3) 對於國內各大學院校的學術水準，是能多多獎勵出國參加學術會議。
(4) 可以增加視野與國際觀，獲取與國外學術單位的學者們交換寶貴的經驗。
(5) 能和國外相關學者有較多和較深入的交流
(6) 增強學習的層面，有助於培養更多專業的優秀人才。
(7) 我們也應該多多舉辦國際性學術研討會，提高我國之學術聲譽。
四、其他
國科會補助專題研究計畫項下出席國際學術會議心得報告
日期：100 年 4 月 2 日
一、參加會議經過
2011 年三月(26 - 29 March, 2011)參加在 Chicago 舉辦的「2011 美國應用語言學年會」(the American Association of Applied Linguistics ( AAAL)。
本會議參加者眾多，所探討的研究領域相當的廣泛 ；旨在提供一個學術交流的環境給與會者，以助於 理論與實際的應用，這些探討的主題涵蓋層面包含 language policy, second language acquisition, language pedagogy and assessment, discourse analysis and other areas of applied linguistics。 各場主講者都能將將理論 與實際發揮得凌漓盡致，整體而言這次的學術研討會相當圓滿成功。
二、與會心得
能有這次參加國際學術研討會議的寶貴機會，主要感謝國科會的經費補助。個人除了在專業方面能向 許多國際知名的學者專家執經請益以外，還可以有機會從高水準的演講中學習。對於主辦單位主要承 辦者熱切服務，感到由衷的敬佩。 筆者的論文〝Content-based instruction and task-based approaches for L2 teaching and learning: integrating corpus-based research〞是在第二天下午發表。筆者的研究方法偏向質量 並重，報告完後，引起熱烈迴響，圓滿達成任務。
計畫編號 NSC 99－2410－H－011－027－
計畫名稱 Corpus-based approaches to formulaic language: construction and instruction. NSC (以語料庫為本探討格式化語言的建構與教學)
出國人員
姓名
王世平服務機構
及職稱
台灣科技大學應外系會議時間
100 年 3 月 26 日 至
100 年 3 月 29 日
會議地點
Chicago
會議名稱
(中文)
「2011 美國應用語言學年會」(英文)
the American Association of Applied Linguistics ( 2011 AAAL)發表論文 題目
(中文)
以內容為基礎和任務導向的方法探討 L2 的教學：基於語料庫的研究(英文) Content-based instruction and task-based approaches for L2
teaching and learning: integrating corpus-based research
此外，盡最大可能到處傾聽別人的論文發表。發現幾個值得進一步研究的題目，例如：
1. James Paul Gee (Arizona State University): Language, Literacy, and Learning in a Digital Age 2. Leanne Hinton (University of California, Berkeley): Learning an Endangered Language Without a
Classroom: A Progress Report on the Master Apprentice Language Learning Program
3. Frank Boers (Victoria University of Wellington, New Zealand): Cognitive Linguistic Approaches to L2
Vocabulary: Assessment and Integration
這是一次很好的機會能夠獲得這麼多相關的資訊，個人非常珍惜這次與會的寶貴經驗，相信對於 將來想要參與相關研究以及未來有機會參與這種國際會議有更進一步的幫助。
三、考察參觀活動(無是項活動者略)：無 四、建議
(1) 參加此類的研討會，可以印證自己的研究成果，獲得相關領域其國際上的最新研究趨勢及發展，
對於教學與研究皆具有十足的正面意義，感謝國科會給予筆者參與該會的補助。
(2) 對於國內各大學院校的學術水準，除了硬體設備方面的完善，更重要的是能多多獎勵出國參加學 術會議。
(3) 一方面可以增加視野與國際觀，再者也藉以獲取與國外學術單位的學者們交換寶貴的經驗。
(4) 能和國外相關學者有較多和較深入的交流
(5)增強學習的層面，有助於培養更多專業的優秀人才。
(6) 我們也應該多多舉辦國際性學術研討會，提高我國之學術聲譽。
五、攜回資料名稱及內容 大會手冊
六、其他
國科會補助計畫衍生研發成果推廣資料表
日期:2011/12/29
國科會補助計畫
計畫名稱: 以語料庫為本探討格式化語言的建構與教學 計畫主持人: 王世平
計畫編號: 99-2410-H-011-027- 學門領域: 英語教學應用
無研發成果推廣資料
99 年度專題研究計畫研究成果彙整表
計畫主持人：王世平 計畫編號：99-2410-H-011-027- 計畫名稱：以語料庫為本探討格式化語言的建構與教學
量化 成果項目
實際已達 成數（被接
受或已發 表）
預期總達成 數(含實際 已達成數)
本計畫 實際貢 獻百分
比
單位
備註（質 化 說 明：如 數 個 計 畫 共 同 成 果 、 成 果 列 為 該 期 刊 之 封 面 故 事 ...等）
期刊論文 0 0 100%
研究報告/技術報
告 0 1 100%
8. Wang, Shih-Ping, (2011d) ’ Corpora in Language Teaching and Testing, ’ invited speech presented at 2011Workshop on Chinese Corpora Methodology (第二 屆「華語文語料庫研究方法 工作坊」), National Taiwan Normal University.
國內 論文著作
研討會論文 0 3 100%
篇
7. Wang, Shih-Ping, (2011e) ’’Corpus-based approaches in relation to abstracts in journal articles,’’ paper presented at ETA, Taipei.
9. Wang, Shih-Ping, (2011c) ’Principles of a Successful IEP-based Curriculum Design - A Case Study of National Taiwan University of Science and Technology,’ invited speech presented at 2011 International Conference
Chan, C.W.
(2011a) ’Research on Vocabulary Usage, Formulaic Language, and Text Structure in Abstracts,’ 2011 International Conference and Workshop on TEFL and Applied Linguistics.
專書 0 1 100%
1. Wang, Shih-Ping, & C.W.
Chan (2011c) Research on wordlists, lexical bundles and text structures of journal article abstracts. Essays in Honor of Professor Feng-Fu Tsao on the Occasion of his Retirement. Crane Publisher Co.
申請中件數 0 0 100%
專利 已獲得件數 0 0 100% 件
件數 0 0 100% 件
技術移轉
權利金 0 0 100% 千元
碩士生 0 0 100%
博士生 0 0 100%
博士後研究員 0 0 100%
參與計畫人力
（本國籍）
專任助理 0 0 100%
人次
期刊論文 0 0 100%
研究報告/技術報
告 0 0 100%
國外 論文著作
研討會論文 0 4 100%
篇
6. Wang, Shih-Ping, C.L.
Kao & Y.C. Cheng (2011) ’Introduction in journal articles: a case study of Applied Linguistics’ paper presented at the 7th International Symposium on Teaching English at
(2011b) ’ ’ Electronic Blackboard and corpora in language learning, ’ ’ paper to be presented at EUROCALL 2011Nottingham, UK (August 31-Sept 2). (國 科會補助)
11. Wang, Shih-Ping, (2011a) ’Content-based instruction and task-based approaches for L2 teaching and learning, ’ ’ paper presented at the American Association for Applied Linguistics 2011 Conference in Chicago, Illinois (March 26-29).
(國科會補助)
專書 0 0 100% 章/本
申請中件數 0 0 100%
專利 已獲得件數 0 0 100% 件
件數 0 0 100% 件
技術移轉
權利金 0 0 100% 千元
碩士生 0 0 100%
博士生 0 0 100%
博士後研究員 0 0 100%
參與計畫人力
（外國籍）
專任助理 0 0 100%
人次
其他成果
(無法以量化表達之
成果如辦理學術活 動、獲得獎項、重要 國際合作、研究成果 國際影響力及其他 協助產業技術發展 之 具 體 效 益 事 項 等，請以文字敘述填 列。)
無
成果項目 量化 名稱或內容性質簡述
測驗工具(含質性與量性) 0
課程/模組 0
電腦及網路系統或工具 0
科 教 處
舉辦之活動/競賽 0
研討會/工作坊 0
電子報、網站 0
畫 加 填 項
目 計畫成果推廣之參與（閱聽）人數 0
國科會補助專題研究計畫成果報告自評表
請就研究內容與原計畫相符程度、達成預期目標情況、研究成果之學術或應用價 值（簡要敘述成果所代表之意義、價值、影響或進一步發展之可能性）、是否適 合在學術期刊發表或申請專利、主要發現或其他有關價值等，作一綜合評估。
1. 請就研究內容與原計畫相符程度、達成預期目標情況作一綜合評估
■達成目標
□未達成目標（請說明，以 100 字為限）
□實驗失敗
□因故實驗中斷
□其他原因 說明：
2. 研究成果在學術期刊發表或申請專利等情形：
論文：■已發表 □未發表之文稿 □撰寫中 □無 專利：□已獲得 □申請中 ■無
技轉：□已技轉 □洽談中 ■無 其他：（以 100 字為限）
3. 請依學術成就、技術創新、社會影響等方面，評估研究成果之學術或應用價 值（簡要敘述成果所代表之意義、價值、影響或進一步發展之可能性）（以 500 字為限）
本人從做中學，在屢敗屢戰中，越挫越自卑，在自卑中慢慢爬起來再努力。以下是已(或 將)發表的論文或簡報，或許可以提供一些學生參考。
1. Wang, Shih-Ping, & C.W. Chan (2011c) Research on wordlists, lexical bundles and text structures of journal article abstracts. Essays in Honor of Professor Feng-Fu Tsao on the Occasion of his Retirement. Crane Publisher Co.
2. Wang, Shih-Ping, (2011f) There is no need to worry about the long journey: a case study of English Intensive Program in NTUST. English Career 39 pp. 38-40.
3. Wang, Shih-Ping (2012) ’Research on different genres of journal articles in applied linguistics’ paper to be presented at The Third Conference of the Asia-Pacific LSP and Professional Communication Association in Los Angeles, USC.
4. Wang, Shih-Ping & R. Wu (2012) ’Research on high frequency vocabulary and formulaic language in the New TOEIC test’ paper to be presented at AsiaCALL 2012, Bangkok, Thailand.
5. Hung, H. & Wang, Shih-Ping (2012) ’How a President Starts his Speech – a Case Study of Barack Obama’ paper to be presented at 2012 International Conference
