請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/66794
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 蔡宜妮(I-Ni Tsai) | |
dc.contributor.author | Wan-Ling Wei | en |
dc.contributor.author | 魏琬玲 | zh_TW |
dc.date.accessioned | 2021-06-17T01:08:30Z | - |
dc.date.available | 2023-02-08 | |
dc.date.copyright | 2021-02-22 | |
dc.date.issued | 2021 | |
dc.date.submitted | 2021-02-04 | |
dc.identifier.citation | 王曉燕(2007)。中國的會話修補研究綜觀。《雲夢學刊》,28(5),29-33。 今中麻祐子(2017)。華語會話中的自我修補策略:母語者與日籍學習者對比研究(未公開之碩士論文)。國立臺灣師範大學碩士論文。 宋如瑜(2013)。會話分析下的華語教師課堂語言研究。《國立臺北教育大學語文集刊》,24,39-90。 宋如瑜(2020)。《華語教師課堂話語發展》。新北市:正中書局。 沈姿均(2007)。華語學習者會話中的自我修復研究(碩士論文)。取自國立政治大學碩博士論文全文影像系統。 陳昇飛(2006)。教師語文教學鷹架之搭建及其教學策略之發展。《國民教育研究集刊》,15,179-204。 曹成龍、王國文(2004)。對外漢語一對一教學的幾個問題。《黑龍江高教研究》,4,119-121。 靳洪剛(2018)。提問互動法續論:語言課堂教師提問的實施程序、策略及應用技巧。《台灣華語教學研究》,16,3-20。 楊恬、劉榮(2015)。對外漢語高級口語課中的會話修補研究。《華語學刊》,19,8-22。 劉運同(2007)。《會話分析概要》。上海:學林出版社。 戴雲娟(2007)。第二語言學習者漢語會話修正現象研究,《漢語學習》,6,69-75。 Bell, D. C. and Youmans, M. (2006). Politeness and praise: Rhetorical issues in ELL writing center conferences. The Writing Center Journal, 26(2), 31-47. Bell, D. C., Arnold, H., Haddock, R. (2009). Linguistic Politeness and Peer Tutoring. Learning Assistance Review, 14(1), 37-54. Brown, H. D. (2001).The present: An Informed “Approach”. Teaching By Principles:An Interactive Approach To Language Padagogy. (pp. 39-52). New York, NY:Longman. Brown, H. D. (2014). Communicative Competence. Principles of Language Learning and Teaching. New York, NY: Pearson Education. Chui, K.(1996).Organization of repair in Chinese conversation.Text and talk, 16(3), 343-390. Cumming, A., So, S. (1996). Tutoring Second Language Text Revision: Does the Approach to Instruction or the Language of Communication Make a Difference? Journel Of Second Language Writing, 5 (3), 197-226. Dingemanse, M., Enfield N. J.(2015). Other-initiated repair across languages:towards a typology of conversational structures.Open Linguistics, 1, 96-118. Drew, P. (1997). ‘Open’class repair initiators in response to sequential sources of troubles in conversation. Journal of pragmatics, 28(1), 69-101. Goodwin, C., Heritage, J. (1990). Conversation Analysis. Annual Review of Anthropology, 19, pp. 298-300. Gardner, R. (2012). Conversation Analysis in the Classroom. In The Handbook of Conversation Analysis (Sidnell, J., Stiver, T. Eds), pp.593-610 Have, P. (2007). CollectingProducing Recordings. Doing conversation analysis: A practical guide (2nd Ed.) pp.67-92. California: Sage. Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation Analysis: Studies from the First Generation (pp.13-31). Amsterdam/Philadelphia: John Benjamins. Koole, T. (2013). Conversation Analysis and Education.The encyclopedia of applied linguistics, 2013, 1-6 Koshik,I. (2002). Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences. Language and Social Interaction, 35(3), 277-309. Lee, Y. A. (2007). Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics 39(1):180-206 Lerner (Ed). Conversation Analysis: Studies from the First Generation,13-31. Amsterdam: John Benjamins. Liddicoat, A. (2011). Repair. An introduction to conversation analysis (pp.171-212). London: Continuum. Lazaraton, A. (2004).Conversation analysis and the nonnative English speaking ESL teacher: A case study. In D. Boxer A.D.Cohen(Eds), studying speaking to inform second language learning, 52. Clevedon:Multilingual Matters. Lee, H. R. (2020). A Longitudinal Study of Sequential Organization of L2 Repair in Classroom Contexts. Issues in Applied Linguistics, 21(1), 1-20. Markee, N. P. P. (2000). Conversation analysis. Mahwah, NJ: Erlbaum. Markee, N. P. P., Kasper, G. (2004). Classroom Talks: An Introduction.The Modern Language Journel, 88(4), 491-500. Mchole,A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7, 183-213. Mchole ,A. (1990).The organization of repair in classroom talk. Language in Society, 19(3), 349-377. Mehan, H. (1979). ‘What time is it, Denise?”: Asking known information questions in classroom discourse. Theory into practice, 18(4), 285-294. Moerman, M., Sacks, H. (1971 [1988]). On ‘understanding’ in the analysis of natural conversation. In M. Moerman, Talking culture, 180–86. Philadelphia, PA: University of Pennsylvania Press. Murphy, S. W. (2001). Politeness and self-presentation in writing center discourse.(Unpublished doctoral dissertation). Texas A M University. Richard, J. C., Schmidt, R. W. (1983). Language and communication. London:Longman. Sacks, H. (Heritage, J. Atkinson, J. M. eds.) (1984), Notes on methodology, In Structures of Social Action: Studies in Conversation Analysis, Cambridge, Cambridge University Press, 2-27. Sacks, H., Schegloff, E. A., Jefferson, G. (1974). A Simple Systematic for the Organisation of Turn Taking in Conversation. Language, 50(4): 729 Schegloff, E. A. (1987). Recycled Turn Beginnings: A Precise Repair Mechanism in Conversation's Turn-taking Oragnisation. In Graham Button and John R.E. Lee(ed.), Talk and Social Organisation (pp.70-85). Clevedon, England: Multilingual Matters. Schegloff, E. A., Sacks, H. (1973). Opening up closings. 296-297. Schegloff, E. A., Jefferson, G., Sacks, H. (1977). The Preference for Self-Correction in the Organization of Repair in Conversation.Language, 53, 361-382. Schegloff, E. A. (2000). When Others Initiate Repair. Applied Linguistics, 21(2): 205-243. Schegloff, E. A., Koshik, I., Jacoby, S. Olsher, D. (2002). Conversation Analysis and applied linguistics. Annua Review of Applied Linguistics, 22, 3–31. Schegloff, E. A. (2007). Sequence organization in interaction: Volume 1: A primer in conversation analysis Cambridge University Press. Sidnell, J., Stiver, T. (2013). Repair. The handbook of conversation analysis.Chichester, West Sussex, UK : Wiley-Blackwell. Sidnell, J. (2009). Conversation analysis comparative perspectives.Cambridge University Press, UK. Sinclair, J., Coulthard, M. (1975). Toward an Analysis of Discourse: The English used by Teacher and Pupils. Oxford: Oxford University Press. Tang, X. F. (2014). Self-repair Practices in a Chinese as a Second Language Classroom. Taiwan Journal of Chinese as a Second Language, 9, 101-133. Wu, R.-J. (2016). Doing conversation analysis in Mandarin Chinese. Chinese Language and Discourse, 7(2), 179-209. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/66794 | - |
dc.description.abstract | 由於問答是課堂中最常見的教學模式,「課堂會話中的他人修補」便可顯現師生間或學生之間意義協商的情形,在語言教學中至關重要。本研究所指「課堂中由他人發起的會話修補」包含:教師發起學生修補、學生發起教師修補、教師發起教師修補、學生發起學生修補。本文以由他人發起的課室語料為本,進行會話分析。蒐集招募者之華語課堂真實語料,分為一對一華語課堂語料約3小時,與小型華語課室語料4小時。 依Schegloff、Jefferson與Sacks(1977)對他人發起修補的分類為主軸,延伸至一對一華語課堂與小型華語課室修補。觀察發現一對一課堂共有七類情境(師生確認對方所要表達的意義、教師引導學生再次表達、教師直接給予答案或糾正、學生不清楚教師提問內容、學生不清楚教師指令、教師與學生持不同觀點、師生未意識到對方發起修補),小型課堂共有四類情境(師生確認對方所要表達的意義、教師引導學生再次表達、教師直接給予答案或糾正、學生不清楚教師提問內容)。 經由語料實際分析,教師發起學生修補的語料最多,大多透過Koshik(2002)提出的不完整話語(Designedly Incomplete utterance)之概念完成。本研究分為正確性和流利性為導向。研究發現一對一教師傾向以「停在學生錯誤之前」、「教師接話」引導學生自我修補,而小型課室教師傾向「以關鍵字作為提示」、「直接重複學生錯誤」引導學生修補。最後,依據語料中容易使學生發起修補的情境,歸納學生發起修補的序列特色。 | zh_TW |
dc.description.abstract | “Other-initiated repairs in classroom conversation' can show the situation of meaning negotiation between teachers and students or between students, which is very important in language teaching. Other-initiated repairs in this study includes: teacher-initiated student-repair, student-initiated teacher-repair, teacher-initiated teacher-repair, and student-initiated student- repair. This study uses a conversation analytic framework to analyze other-initiated repairs in Chinese as a second language classroom. To examine other-repair situations in conversation among teachers and students, data analyzed in this study were collected from 8 dyadic, divided into one-to-one Chinese tutoring classroom corpus for about 3 hours and small Chinese classroom corpus for 4 hours.
The study extends the classification of other-repairs, adapted from Schegloff, Jefferson, and Sacks (1977), to small Chinese classrooms and one-to-one Chinese classrooms. The result of the study shows there are 7 types of situations in one-to-one classrooms : teacher’s and student’s confirming the meaning of each other’s expressions, teacher’s guiding students to reformulate the expression, teacher’s directly giving answers or corrections, student’s searching help to understand teacher’s questions, student’s searching help to understand teacher’s instructions, teacher and student’s negotiating different viewpoints, teachers or students unwareness of the other’s repair initiations. And there are 4 types of situations in small classrooms, which partly overlap with the seven types mentioned: teacher’s and student’s confirming the meaning of each other’s expressions, teacher’s guiding students to reformulate the expression, teacher’s directly giving answers or corrections, student’s searching help to understand teacher’s questions. Through the analysis of the data, teacher-initiated students-repair account for the largest proportion.Most of them were completed through the concept of Designedly Incomplete utterance proposed by Koshik (2002). This study divides them into form-and-accuracy oriented type and meaning-and-fluency oriented type ; one-to-one teachers tend to use 'stop before the student's mistakes' and 'teacher make detailed inquiry' to guide students to repair themselves, while small classroom teachers tend to 'use keywords as hints' and 'repeated student mistakes directly' to guide students to repair. Finally, this study discribes the characteristics of the situation, in which students initiate repairs on teacher’s initiative actions. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T01:08:30Z (GMT). No. of bitstreams: 1 U0001-0202202110030700.pdf: 2429955 bytes, checksum: b56b6cb742b5c5decc5cc7d508fc2d55 (MD5) Previous issue date: 2021 | en |
dc.description.tableofcontents | 謝辭 2 摘要 iii 圖目錄 vii 表目錄 viii 第一章 緒論 1 1.1 研究背景與研究動機 1 1.2 研究目的與問題 3 1.3 研究架構 4 第二章 文獻探討 5 2.1 會話分析與教學應用 5 2.1.1 會話之修補 6 2.1.2 由他人發起的修補 11 2.2 課室語言修補 16 2.2.1 課堂序列 16 2.2.2 一對一課室修補 18 2.2.3 一對多課室修補 22 第三章 研究方法 31 3.1 研究方法論 31 3.2 語料採集與轉寫標記 32 3.3 研究步驟 36 第四章 一對一課堂語料分析 39 4.1 由他人發起修補的序列分析 39 4.2 一對一課堂之不完整話語 56 4.2.1 正確性為導向之不完整話語 57 4.2.2 流利性為導向之不完整話語 68 4.2.3 不完整話語發起修補失敗 73 第五章 小型華語課室語料分析 75 5.1 由他人發起修補的序列 75 5.2 小型華語課堂之不完整話語 93 5.2.1 正確性導向之不完整話語: 93 5.2.2 流利性為導向之不完整話語 103 5.2.3 小型華語課堂發起失敗之不完整話語 106 5.3 一對一與小型課堂修補之異同分析 107 5.4 學生發起修補的序列特色 108 第六章 結論 111 6.1 研究結果 111 6.2 研究限制與未來展望 112 參考文獻 114 | |
dc.language.iso | zh-TW | |
dc.title | 華語課堂由他人發起的會話修補研究 | zh_TW |
dc.title | Other-initiated repairs in Chinese as a second language classrooms | en |
dc.type | Thesis | |
dc.date.schoolyear | 109-1 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 洪媽益(Ma-I Hung),齊婉先(Wan-Hsien Chi) | |
dc.subject.keyword | 他人修補,會話分析,課室修補,不完整話語, | zh_TW |
dc.subject.keyword | Other-repairs,Conversation Analysis,Classroom repairs,DIU, | en |
dc.relation.page | 117 | |
dc.identifier.doi | 10.6342/NTU202100363 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2021-02-05 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 華語教學碩士學位學程 | zh_TW |
顯示於系所單位: | 華語教學碩士學位學程 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
U0001-0202202110030700.pdf 目前未授權公開取用 | 2.37 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。