行政院國家科學委員會專題研究計畫成果報告

(1)

行政院國家科學委員會專題研究計畫成果報告

強化大學英語教學成效：語言學層面研究成果報告(精簡版)

計畫類別：個別型

計畫編號： NSC 97-2410-H-468-013-

執行期間： 97 年 08 月 01 日至 98 年 07 月 31 日執行單位：亞洲大學外國語文學系

計畫主持人：曾守得

處理方式：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 98 年 10 月 25 日

(2)

NSC

97-2410-H-468-013

!

"#

$%&'()*+,-*./0

123456789:;<=:>?@ AB34 C34

D1234EFGHI>?JKL

MNOPQRSTU!34VW

MXYZ[PQRSTU!34VW

P\N]^_`aU!34bcdJefgVW

N]hSiNOSi34jVW

klmnop^hSi*qrpst_buvwSi*xy

bHxz{|O}!~

bRp} V

<X^Of

N

(3)

}N^V ¡¢£¤¥¦¢£§bNw¨g©

ª¤X^«¬}®¯°±:¨²³´µb¶:¨^·´}¸V¹X^º»¼

½¾¿^T¨ÀÁ}ÂÃÄÅÆÇ1ÈÉÊgNJË¤tÌÍÎ Ï¨w}®ÐÑ¨^ºÒGÓÌÔsºÕÏ}f³ÖX×ØÙl Ú}ØÛ^ºÙÜÝÞßà×áØ}³Öâãä¤åæç

èéÕVê`ëz£(sociolinguistic setting)}ìíèîV:Gïðñ íî%^¨òó(pragmatic and pedagogical issues)¤DSi·¨ôõë^¨

ö÷}øùNX^èú]î%^ûü}øùèýºëþ%

á}¸ÞùN^¨¢£b¨ m¤DSim îè$%ö %Öþ¤Õ(V):():Si()

:Si()[èö ()Öþ() !/"1#$%(&)

'(()[)*(+)l%,'(-)2./(-V)cd¤Si

Õ$%èö 01*2[gZ[g3X^(V3tÌÎÍ*V3, X^)}"3^Í}4Íö X^Vfý^g5678Öþ$

^Í4ÍgV9ý}"(9ý}:;*01*2[X^^)g

"-¤h|õë^¨ö÷}c<NX^è¨èî¢£

(pragmatic failure)b¨ m*ýºëþ(discourse structures)*b

á(communication strategies)}q=^>?@N^ARúB¨

$C¤

DEFîòó*î¢£*ëþ*á

fGH

In the past, we have encountered lots of difficulties in teaching English as a foreign language (TEFL) in Taiwan (Chang, 2006). These difficulties have existed everywhere in our educational domains. While in college, owing to the lack of curriculum standards and specific instructional objectives issued by the Ministry of Education of Taiwan, students are not motivated to be autonomous learners. Their TOEFL scores have shown a terrible drawback, compared with other Asian countries.

Technological colleges recruited their students from senior high vocational schools.

Most of their students are comparatively low achievers in English. Their English learning deserves our immediate concern (Chang, 2006, p. 1). If English classrooms

(4)

are of a sociolinguistic setting, then classroom language use should be able to demonstrate their pragmatic and pedagogical issues. The present study aims to survey, from a linguistic perspective, the real English classroom pragmatic and instructional situations, discourse structures, and communicative strategies, to figure out the difficulties of TEFL and their solutions. This study adopts classroom

participant observation and in-depth interview. Procedures include planning, setting up research sites, subject selection, participant observing, in-depth interviewing, data transcribing, data analysis, specialist consulting, data synthesis and analysis, and result presentation. Subjects were selected from among 4 colleges from central and southern Taiwan, two from each area. For each school, one experienced English teachers will be observed and interviewed. Five TEFL specialists will be consulted from each area, ten in total. It is expected that pragmatic failure will be found among the teachers and their students in the classroom TEFL situations and different

discourse structures and communication strategies will be discovered, which in turn will show the TEFL difficulties and issues in Taiwan. Finally, some suggestions will be made for those who are concerned with Taiwan’s college English instruction to enhance the effects of TEFL.

Key words: Pragmatic issues, pragmatic failure, discourse structures, communication strategies

(5)

}N^V ¡¢£¤¥¦¢£§bNw¨

g© ª¤N6«¬}ý%^I¼½}^T¨JKà»LL HM}N6^ º³ÖNQ¨ðOPQ}R1^S¨¢T8N

«¬}^¨2UVNWD^XÆÇ?¨YZ[\ð¤Ó«

¬}f¨³ÖS]°^_ ¨NQ}`ahXmª¨dðÕb¤Ó Ì¨^º}ácf³Öde}fS²7f»Øg}^T¨ÀÁh§i N8X^«¬}®¯°±:¨²³´µ b¶:¨^·´}¸V¹X^

º»¼½¾¿^T¨ÀÁ}ÂÃÄÅ ÆÇ1ÈÉÊgN JË¤tÌÍÎÏ¨w}®ÐÑ¨^ºÒGÓ ÌÔsºÕÏ}

f³ÖX×ØÙlÚ}ØÛ^ºÙÜÝÞßà×áØ}³ Öâãä¤

åæçèéÕVê`ëz£(sociolinguisticsetting)}ìí

è î V : G ï ð ñ í ëj î % ^ ¨ ò ó (pragmatic and pedagogical issues)¤DSikõë^¨ö÷}øùNX^è ú]^îûü}øùèýºëþ%á}¸ÞùN

^¨¢£b ¨ m¤

NX^«¬^1lØm}N*Ó«¬^Gf

^nU^¨moIpqrs¤Êt}f^¨uvØ

w¤xbf ^¨y}·z{q:|}}ôë^¨^lG~Ø g¤ë^¨EF***î*ëþg©¨%

X¤^º1¨ë %î}G^ºlff%

cî¨}:;G ýc<^º^T¨¢q%^T3

}¸H} ¢£¤#7}ë^G^º~¨

ëÏ}:^º¨W¤O}Iîë^%ë^

TT^D¤}X^^1l}ë^©ª¨CØé¤

Êt}NX^«¬^1lVoÕNä¨wò ó¤¥ òóÉ} ¨)^|¨e/ Vô¤¡¢£

òó}¤£¥¦¨ô§õ%^¨ë^©ªøù1}

¨õI©H}u°lª«¤

DSi¨·¨ôõë^¨ö÷}øùNX^èú]^

îûü}øùèýºî¢£(pragmatic failure)*ëþ(discourse structures)*%á(communication strategies)}¸ÞùNX^¨

^¢£b¨ m¤¬1D·¨GPNX^ÎÍ

èýºî¢£*ëþ%á}%^ºjîf®fj^T

(6)

¨D¯¤

}N^¨SiØ°Qéè^úB¨ö %±²}

)^|qPë}44³´Õµ¶·¸}¹H¤DSiºÕQ H¤»V*¼õë^l¨ëþ'*î^½^D©ª¾¿øùNX^

è¨î¢£*ëþ%á}:qP¨m}

^¨¢q}G¸X^^¨1l¤»*NX

è¨SiV¹ÀÁî^¨ÂÃ}ÄÕÅ¤DSiõî^¨ö

÷ÆÇ}øùî¢£*ëþ%á}È~Øg¤»* NX^ÈÉÊËÌ7}ÝNX^ÎÍÉ7ÍVÊ-Î3}

èîúüÈõÏÐÑÒÏ¨7Á}7ÇÝNX^ÎÍè

èîö }Èôm7Á¤

Nðú¨èÓ£ ¡¢£wAÔÕØ:*AÖ×¡

æØ Ù*ývwÚÛØÜ*^ºÝÒQÞßX*àVá¡Dâ ã¹ä*$QØå*^æ Vô(Tseng , 2004)¤NX

èýºî¢£(pragmatic failure)*ëþ(discourse structures)*

á (communication strategies)}çÛ^|èb(é$êK$Cfë)¤

t}D¿+-ÖJcdHx(ìef}¥(ìfä í%^Rë'°D¤Tseng (2004a)}Tseng (2005)%(Tseng (2008b)øîfhf ^³õïðñ¨òó³¤Tseng (2004b)øùè¨¢£bæôõPè^¨¢£¤Tseng, Wang, & Liu (2007)öTseng, Liu, & Wang (2007)øùNX^º¨å

÷±øúù%úûó³¤Tseng (2007)øùü701¨^z {}Tseng (2008a)ýõë%f¨ö÷þ^¤

O,D-Ît(1996-2008)}þUýX^e f-ì}ììí%èÀ%ëþ'°D¤¥¦SiX¡®

Si}aHNèSi(`èÀ%ëþ')¨¤¹eô

^m¨ö (Chang, 2003; Liu, 2004; Lu, 1997; Wei, 1996), ýè î¨Si(Ku, 1998; Lai, 1999; Lu, 1998; Tsai, 1996),ý^¨ø ù(Chang, 2003; Chen, 2005; Chung, 2003; Hsieh, 2006; Lai, 2004; Liu, 2004),^¨ö (Chang, 2005; Lin, 1996; Wei, 1996), RôýS²

¨ ó(Chen, 1997), )hs(Chen, 2005),KS²Õ (Wu, 2005),

fahè¨øî(Hong, 1999; Lai, 2004; Yang, 2003; Liao, 2006; Liu, 2006; Lee, 2008; Wang, 2008)½Si×ôNÛ¨mh¤¥¦Si®

èýº¨À*ý¨ëþ¶ *ê`ëÕ¡3¾}°

®^>Nè¨úüSi¤}ô®ýº¨î¢£

(pragmatic failure)*ëþ(discourse structures)*á

(communication strategies)ºÛèb¤

N¨^Dfëìä(Chang (V) , 1991; Fang (m

),1993; Nong () , 1993)Ø¡¤NO¨^De¾d($

(7)

Allwright & Bailey, 1991; Boggs, 1985; Cazden, 1988; Chaudron, 1988; Ellis, 1990; Genesee & Upshur, 1996; Givon, 1983; Good and Brophy, 1994;

Hammersley, 1990; Hatch, 1992; Heath, 1983; Hymes, 1982; Johnson, 1995;

Leech, 1983;.Long & Sato, 1983; McCarthy, 1991; Mehan, 1979; Nunan, 1989; Philips, 1983; Pica, 1994; Riggenbach, 1999; Riley, 1985; Seliger &

Long (eds.) (1983); Tsui, 1995; van Lier, 1988; Wragg,1994)}}ô®01

X^ÎÍè¨î¢£*ëþ*áSiDØX¤

V¹ê`ë^%^*ê`î^øù¨©ª !¤V

¦c¨óô"#(politeness strategies)%"#ð(politeness phenomena)*Ðu(greetings)*$%(appologies)*&û(compliments)*' ((refusals)½Si(Hsu, 1980; Wolfson, 1989; Lii-Shih, 1994; Liao, 1994).

¥¦Si)Û°èC1|¤øúS}¥¦%îó}è

]`cº}`ÕON¨è*+Qé¤H®ôÕN

^º^T},+^`¨áD-(communicative competence)}¥

.D-/0¥¦%î¨ó¤}DSioøù"#%"

#ð*Ðu*$%*&û*'(½óO}1HÇ2'NX^

èýº¨ëþ%á}Gb3%¥¦îó4Ç¢£

(pragmatic failure)J¨D¯¤

DSim$%ö %Öþ¤î.Sim¨ lHôÕè¨î¢£*ëþ*á¨Si,+

èî$%ö Ñ5ð36¨}3Gèö ¤

®ÖþHî®%ýáý®î¢£*ëþ*á

¨7}G~8$%ö ¹79ýU3ú3Ú¨¼:¤¥

]ôÊ-¡tþUSiºõøèSi¨7Ç;<¤

Õ(V):():Si():Si()

[èö ()Öþ() !/"1#$%(&)'(()

[)*(+) l%,'(-)2./(-V)cd¤

SiÕ:$%èö 01=**2*>[gZ[g3X

^(V3tÌÎÍ*V3,X^)}"(3^Í}4Íö X^f

^5678Öþ $^Í4ÍgV9ý}"(9ý}:;*

01=**2*>[X^^)g5"-¤D?Y

@JA}GBC\¨l}DEõFö¨GÖtúîNX^ÎÍ

è¨úü}'ý®î¢£*ëþ*á¨7}G~

gVÍýúû !¨¼:¤

(8)

DSiÕ5Si¤®[èö *Öþ*H*

ëþ'878X}DSi»VC1VIÑ5¨Jh(EF:[

èö (K:ö Í}[*2[g5Í)*Öþ(}3ö JÍgV)*[)*-([*2[g)*"1#$%("

-67)¤»K:C1VIÑ5¨Jh*'%12 ./¨Jh(EF:[èö (K:ö Í}>[*=[g5Í)*Ö

þ(}3ö JÍgV)*[)*-(>[*=["-)*

"1#$%("-67)* !*«'(?L')*

l%,'*2./½)¤

DSiÉ7»V}C1HxJh

(1) 6N?`óSiæñM&NÈDj¤

(2) C1HO*OPQRb9SøT¤

(3) C1O*OPQÆU¤

(4) C1$Cj·Ñ5}:Kfëøù%'¤

(5) C1*2[$^Í%^|)ýV<}*: W

#$%þ¤

DSi»VC1¨JhEF:[èö (ö Í}[*2[g 5Í)*Öþ(}3ö JÍgV)*[)*-([*

2[g)*"1#$%("-67)}:;C1ß¨'¤

ß'}cðHxðX

5V@ ö ÂÃ}V¹,X^ÎÍýh§®^³}j

î*fYâZ[XVf²³¤\Z]T%` ²³ý}

ý^_Ý±jî[²¤?tÎÍfýØe`ô²³}ýX±

GfZ[Õ¤

5@ ö ]ÂÃ}V¹,X^ÎÍýh§®f\%a

7jî}bf%ca7jîf¤

5@ X^ÎÍý®jîf[²7}d¬S¯°¡X¢q}^º

lÖdÓ}%^ºád¹¤X±ýòÕ}d°}])

e¤

5@ jî[²7}X±ýòÕ}d¬S]¯°¡X¢q}^º

lÖxØ°Ó}decºáS¨}]dq}}]X

×GîfR*f!f5ghijklmnogpnqr@ª«¤

5@ S²7^º}`ôt_ÎÍ^º}dÛòýòó}*Ûîf

ò9ýòó¤XVf²³9ý]s®Z²³}¹tuvò

^ºòó¤Ûf\Z]T%` ²³wO¤

(9)

5@ X±X^ÎÍý^S²a^ºd°Ok}}ôx

®^º±I:ØæK}°yqz¤

5&@ X^ÎÍýh§®^³}òÕjî*fYâZ[

XVf²³dÕ{_¤\Z]T%` ²³ý}ý^_

Ý±ýòÕjî[²d{¤

5(@ X±X^ÎÍý]òÕ}NX^º¨f|µ%9ýS

²7jî¨ë¯°¡XD¯¤

!

GSßcð}}_ÂÃHxðÉ!ùeX

5V@NðX^ÎÍ²³jî¨hb³ÖÒ°qr¨,H¤»V

èö 2ÂÃ}oÛfd~ÒX^ÎÍÕ^º³Ödm}

fýd¡jî[²O}f¨jîÒbºÕh§}^º¼½ jîöýá¨Á`}R1·´5@îz{¼½}¥.

ûü®GvNX^ºáX¨X^ÎÍ^¸

ë}ú°QÇÞù¨,H¤

5@zN~1ýX^^)×/[þP}õ¿bë

ØeÑ5ðîn5rongnj@¨5nnkpnp

X@}îö *þ*öG5hjknqr@

Ñ5}GSiNö^º¨înð¤DSiG

}@è$%ö öÖþ}ú]ÇøùNX^Î Íè¨ê`ëz£ýº¨îz{}Ip*ÕÆ¤

5@ÕNX^ÎÍýjîfYâz{^_h§}îë

nrnqrnlongnjöê?înlhgnhrong

nj(Thomas, 1983)Ø°Â¾}cº}_¯°NXYX^

èh§5 ¡ô¿b ¡¢£¡¤¥}¦§

@¤¥V÷°¨V¨'¤

5@DSißcðX^ÎÍýh§®^³}jî*fY âZ[f²³}ýºèÀöî¨z{©ªÞ®GÑ¨Sifë 34¤X^ÎÍèýº¨á5ghqngonhqloojrnjl@

öëþ5inlghljlogojl@º°Ø#®zJcð¤DS i®ð«¬NX^ÎÍèýº¨áöëþ

(10)

Ò«C1'¤¥V÷]°¨V¨øi¤

"#$%&'()*+,

#$%&'

D¬Hx¢q

(V) ®Si¢qNdÕ¯ }dØ`°e#Ü±ö ¤ () 01Ý[²&³X}èö %þ**%°¢q¤

() P´¡}H*µO* !878X¤

)*+,

(V) ®Si¢qõHx¶·¸W : (1)§¹\01gZ [

^>dº^¶;dÜ±ö J^Í%ýÕ·´

}¨»Z[¼}½¾¿¤(2)9]D¯À}éWÁ¨Â Ã*#øÄÅ}§ÁÆ¨V}éW#èö * Ü±þ*

)*¤

() D®01Ý[²&³X}èö %þ**%¢q¨

òó}õHx¶·¸W : çÝ³SiÕ5ú×}

GÇÈJhÉX¤

() D®´¡}H*µO* !878X¨òó}õHx ¶·

¸W :»ÉÊËV`Sil*u`Sil%u`Jc ºdÌV}Í7Ñ5*Í7H*Í7µO* !*l*

'}JhÉX¤

(11)

-.

.fÎ }(86)}}(Thomas L. Good and J. E. Brophy ®¾, (1994).

Looking in classrooms, (6^thEd.), Harper Collins College Publishers.)}0=:

2¤

ÏÐ }(88)} }(E. C. Wragg ®¾, (1994) , An Introduction to Classroom Observation. Routledge.)}0=:2¤

ÑÒÓÔÕÖ× }(87)}(Courtney Cazden ®¾.

(1988). Classroom discourse: The language of teaching and learning.

Portsmouth, NH: Heinemann.))}0=:UlPØê¤

Allwright, Dick. & Kathleen M. Bailey. (1991). Focus on the language classroom:

An introduction to classroom research for language teachers.Cambridge:

Cambridge University Press.

Boggs, S. (1985). Speaking, relating and learning. Norwood, NJ: Ablex.

Chang, C.-P. (V) (1991). Classroom Interaction in senior high school English readingclasses: a case study and its implications. Unpublished MA Thesis, National Taiwan Normal University.

Chang, Yu-chieh. (ÙÚ) (2003). A study of senior high school EFL teachers’

beliefs during methodological- decisioning processes. (

 ) Unpublished MA Thesis. Department of English, National Changhua University of Education.

Chang, Y.-C. (ÛÜ)(2005). Junior High School Teachers’ Roles and Their Coping Strategies: Taking English Teachers for Example (!"#$

%&'( :)*+), Unpublished MA Thesis. Department of English, National Changhua University of Education.

Chaudron, Craig. (1988). Second language classrooms: Research on teaching and learning.Cambridge: Cambridge University Press.

Chen, H.-L. (+ÝÓ) (2005). A Study of Junior High School English Teachers’

Beliefs and Practices in Vocabulary Instruction(!,-

./ ), Unpublished MA Thesis. Department of English, National Changhua University of Education.

Chen, Y. L. (+Þ) (1997) The structure of topic in senior high school EFL classrooms: A case study. (0123), Unpublished MA Thesis. Department of English, National Changhua University of Education.

Chen, Y.-Y. (+ßà) (2005). Homework in Junior High School EFL Classrooms.

(!456789 ), Unpublished MA Thesis.

Department of English, National Changhua University of Education.

Chung, Mei-chen. (áâã)(2003). A study of the senior high school EFL

teachers’ beliefs in materials compilation, selection, and use. (

:;<=> ).Unpublished MA Thesis. Department of English, National Changhua University of Education.

Ellis, Rod. (1990). Instructed second language acquisition: learning in the classroom.Cambridge, MA: Basil Blackwell.

(12)

Fang, De-long. (m). (1993 ) A study of pedagogical processes and interaction in the primary classroom. Kaohsiung, Taiwan: Fu-Wen.

Fodor, J. D. (1977). Semantics: Theories of Meaning in Generative Grammar.

Cambridge, MA: Harvard University Press.

Genesee, Fred. & John A. Upshur. (1996). Classroom-Based Evaluation in Second Language Education.Cambridge: Cambridge University Press.

Givon, T. (ed.) (1983). Topic Continuity in Discourse: A Quantitative Cross-Language Study.Amsterdam/Philadelphia: John Benjamins Publishing Co.

Hammersley, Martyn. (1990) Classroom ethnography: Empirical and methodological essays.Philadelphia, PA: The Open University Press.

Hatch, E. (1992). Discourse and Language Education. Cambridge: Cambridge University Press.

Heath, S. (1983) Ways with words: Language, life and work in communities and classrooms.London: Cambridge University Press.

Ho, W. C. (ôûä). (2001). Teacher Vocabulary Explanation in Vocational Senior High School EFL Classrooms: A Case Study (?@AB-

),Unpublished MA Thesis. Department of English, National Changhua University of Education.

Hong, S. C. (¢,å)(1999). A Case Study of College Freshmen’s Responses to Teacher and Peer Feedback in English Compositions (CDB:

EFGH8 IJ K%LM), Unpublished MA Thesis.

Hsieh, C.-M.(æçè) A Study of Junior High School English Teachers’ Beliefs and Practices in Grammar Instruction (!.

/ ), Unpublished MA Thesis. Department of English, National Changhua University of Education.

Hsu, H. K. (1980). Language and Culture: The American Way. Taipei, Taiwan:

The Crane Publishing Co.

Hurford, J. R. & B. Heasley. (1983). Semantics: A Coursebook. Cambridge:

CambridgeUniversity Press.

Hymes, Dell. (1982). Ethnolinguistic study of classroom discourse. Final report to the National Institute of Education, U. S. A.

Johnson, K. E. (1995). Understanding communication in second language classrooms.Cambridge: Cambridge University Press.

Ku, H. C. (éêë) (1998) Teacher repetition in junior high school EFL classrooms: A case study. (!NOPQR), Unpublished MA Thesis. Department of English, National Changhua University of Education.

Lai, Y. C. (ìíy) (1999). Teacher Code-Switching in Senior High School EFL Classrooms: A Case Study (STU ). Unpublished MA Thesis. Department of English, National Changhua University of Education.

Lai, Y. J. (ìßî).(2004). A Study of College English Teachers’ Beliefs in Writing Instruction (C8 ) Unpublished MA Thesis.

(13)

Leech, G. (1983). The Principles of Pragmatics. London and New York:

Longman.

Lii-Shih, Y.-H. (1994). Conversational Politeness and Foreign Language Teaching. Taipei, Taiwan: The Crane Publishing Co., Ltd.

Lin, H. Y. (ï/) (1996). Questioning Strategies Used by Experienced and Less Experienced EFL Teachers (!VW'( ),Unpublished MA Thesis. Department of English, National Changhua University of Education.

Liao, C. C. (1994). A Study on the Strategies, Maxims, and Development of Refusal in Mandarin Chinese (!!XY'(Z[\Z]^

). Taipei, Taiwan: The Crane Publishing Co., Ltd.

Liu, C.C. (ðçç), (2004). A Study of EFL Teachers’ Beliefs and Strategies Used in Coping With Students’ Expectations in Four-Year Technological Colleges (_`ab cdBef '(g>).

Unpublished MA Thesis. Department of English, National Changhua University of Education.

Long, M. & C. Sato. (1983). “Classroom foreigner talk discourse: Forms and functions of teachers’ questions.” In Seliger and Long (eds.) (1983), 268-286.

Lu, H. N. (ñò) (1998) Teacher speech elaboration in junior high school EFL classrooms – A case study. (!hiPQ), U Unpublished MA Thesis. Department of English, National Changhua

University of Education.

Lu, T. F. (óôõ) (1997) Methodological transitioning in junior high school EFL classrooms: A case study. (!jU),Unpublished MA Thesis. Department of English, National Changhua

McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge:

Mehan, Hugh. (1979). Learning lessons: Social organization in the classroom.

Cambridge: Harvard University Press

Nong, B.-C. () (1993). Turn-Taking in English classes: A case study and its implications.Unpublished MA Thesis, National Taiwan Normal University.

Nunan, David. (1992) Research methods in language learning. Cambridge:

Nunan, David. (1989). Understanding language classrooms: A guide for teacher-initiated action.New York: Prentice Hall.

Philips, S. (1983).The Invisible culture: Communication in classroom and

community on the Warm Springs Indian Reservation.New York: Longman.

Pica, T. (1994). “Questions from the Language Classroom: Research Perspectives,” TESOL Quarterly, 28, 49-79.

Riggenbach, H. (1999). Discourse Analysis in the Language Classroom: Vol. I.

(14)

The Spoken Language.Ann Arbor, MI: The University of Michigan Press.

Riley, P. (ed.) (1985), Discourse and Learning. London and New York: Longman.

Seliger, H. & M. H. Long (eds.) (1983). Classroom oriented research in second language acquisition. Cambridge, MA: Newbury House.

Seliger, H. & E. Shohamy (1989) Second language research methods. Oxford, UK: Oxford University Press.

Steinberg, D. D. & L. A. Jakobovits. (eds.) (1971). Semantics : An

Interdisciplinary Reader in Philosophy, Linguistics and Psychology.

Cambridge: Cambridge University Press.

Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics.

London & New York: Longman.

Thomas, J. (1983). Cross-Cultural Pragmatic Failure. Applied Linguistics, Vol. 4, No.

2: 91-112.

Tsai, Y. C. (Ñöë) (1996) Mandarin as a lingua franca in EFL classrooms:

Experienced and inexperienced teachers’ language regulation in senior high school. (k>), Unpublished MA Thesis.

Tseng, David S. D. (2004a). From Unknowing to Knowing: Some Suggestions for Better Writing Instruction: A Meta-cognitive Perspective, Y÷÷ø^

ÍW ^ _S ù ` ùN?`Nú?tûüt_^ý12cd`}

2004.5.28. Ó þ @Y ÷ ÷ ø ^ Í ¤ Proceedings of the 2004 Fundamental Academic Conference of Chinese Military Academy and Defense Science in Aviation Technology Symposium of National Science Council, pp. 1-15.

Tseng, David S. D. (2004b). lÚ,+ªðúuþæôõPè¨¢£

YΟΟ5w^_Sù`\}2004.5.29. N~X^fb

_^ÎON ë^¤The Proceedings of 2004 Cross-Strait Conference on English Education, pp. 191-200.

Tseng, David S. D. (2005). Enhancing the Retrieval of Ideas from Reading to the Generation of Ideas in English Writing: A Pedagogical Perspective. (õñ

ðïVf hf^¨ö÷)¤Y÷÷ø^Í(-VÍù -^_ Sù`, May 27, 2005.

Tseng, David S. D., Violet H.-Y. Liu, L.-J. Wang.. (2007). øú%±øúù

f ïð¨òòó(Factual and Counter-Factual Awareness as Reflected in Chinese-English Translation)}2007%>l!mno 2007.12.7.pqD r`C¤

Tseng, David S. D., L.-J. Wang, Violet H.-Y. Liu. (2007). åCn – X^

ºfå÷îCn¨ß'Goofing in Subjunctive Mood: A Preliminary Study of College Seniors’ Errors in English Compositions.2007}

!m%>n ost8uvw 644-653¤

Tsui, Amy B. M. (1995). Classroom interaction. London: Penguin-English.

(15)

van Lier, Leo. (1988). The classroom and the language learner. London:

Longman.

Wei, Y. B. () (1996) A case study of the instructional strategies in EFL classrooms.(!'( xy), Unpublished MA Thesis.

Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston, MA: Heinle &

Heinle Publishers.

Wu, R. Y. (.æö) (1998) Floor management in junior high school EFL

classrooms: A case study. (!cdz0{), Unpublished MA Thesis. Department of English, National Changhua University of

Education.

Wu, T.-Y. (.×)(2005) A Study of Elementary School English Teachers’

Beginnings of Their English Classes. (!|}~* ), Unpublished MA Thesis. Department of English, National Changhua

Yang, C.-C. (Ð). (2003). A Study of the Effects of Guided Reading and Writing Directions on Taiwanese Senior High School Students’ English

Writing (86:B8), Unpublished MA Thesis. Department of English, National Changhua University of Education.

¤¥}¦§îSill} }

ô¿b>SÖSÖOwPØê}

ô¿b>2wPØê}

5 @fîXºîX¨v¤I fH

!U"k#k#XX$

¢£îX%b&O¨'Ãl}

(#k#

(16)

(An Interview Guide for College English Teachers’ Pragmatic Use)

! (David S. D. Tseng)

X^Of

(Department of Foreign Languages and Literature, Asia University)

V* WD

`^Í: ,X^ ?tX^ t_ÎÍ ?

` 5 GH 6 10

11 15 16 20 21 25 26 30 31 GS

w)* + ^

Ìà [ ,[ l[ Zý

* ò-

(V)*.S²7ácîfRîf? RfYâf¡1ôf¡

()*.ñí7/îfñí7/îf

()*.æ2îf[²}.0^º¨á°¹d°}.1íkl

()*îf[²7}d^º°d¬S¨¢q}.1íkl

(&)*æ2.îf[²7}.¿2°d¬S¨¢q}.1íkl

(()*æ2.îf[²7}.¿2°d¬S¨¢q}.1íkl

(+)*.òÕ^º¨flSH¨¢q°ì¦

(-)*.òÕ^º¨flSH¨¢q°ì¦

(-V)*^º34.îf1ôf[²Õñí

(-)*.34îf1ôf[²Õñí

(-)*[²7}^ºcîñíëò.òó.îñíë56?

(-)*.ù!^ºîf1ôîfò.òód°"#?

(-)*æ2.îf[²}^º¹56.¨òó7}.1í

(-&)*¥í¡f}.òÕIpHîf1ôf[²d7_

Õñí

(-()*.òÕÕîf[²°¦ñí¢qæôª«¥¦¢q

(-+)*.òÕÕîf[²°¦ñí¢qæôª«¥¦¢q

(-)*.òÕNX^º¨f|µ%9ýS²3jî¨ë°ñíD

¯

ææ.¨h8

(17)

/0

(18)

:

: H:

: C:\Documents and Settings\Administrator\Application Data\Microsoft\Templates\Normal.dot

:

!"#$

%&:

'(: user

)*+:

,-:

./0!: 2009/10/24 11:04:00 PM

12345: 2

67890!: 2009/10/24 11:04:00 PM 67:;: user

4<=>?: 0 @A

BCDEF: 2009/10/24 11:10:00 PM BCDEG+H

IH: 16

+H: 3,301 (J) +KH: 18,819 (J)

行政院國家科學委員會專題研究計畫 成果報告