政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/85693
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文笔数/总笔数 : 109952/140891 (78%)
造访人次 : 46249637      在线人数 : 943
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/85693


    题名: 外語語用表現與習得之研究：以「建設性回饋意見」與「建設性回饋意見反應」行為為例 (II)
    其它题名: Interlanguage Pragmatic Behavior and Development: A Focus on Constructive Feedback and Its Responses (II-IV)
    作者: 余明忠
    贡献者: 英國語文學系
    关键词: 跨文化語用學;外語語用學;建設性回饋意見;建設性回饋意見反應;自然觀察法;長期觀察;外語語用發展
    cross-cultural pragmatics;interlanguage pragmatics;constructive feedback;responses to constructive feedback;natural observation;longitudinal observation;interlanguage pragmatic development
    日期: 2013
    上传时间: 2016-04-20 15:27:10 (UTC+8)
    摘要: 本計畫大方向的目的有三:一是以跨文化語用學（cross-cultural pragmatics）為主， 研究在台灣之母語為中文人士（即native Chinese speakers）與在美國之母語為美語人士 （即native American English speakers）之「建設性回饋意見」（constructive feedback）與 「建設性回饋意見反應」（responses to constructive feedback）行為的差異。二是以外語 語用學（interlanguage pragmatics）為主，研究台灣在美留學生（即ESL learners）學習 美語的外語表現行為(interlanguage behavior)是否已接近（approach or approximate）母語 為美語人士，第三個目的是研究Chinese ESL learners 學習使用「建設性回饋意見」與「建 設性回饋意見反應」行為時的可能發展歷程（developmental process）。本計畫主要將以 自然觀察法（natural observation）來收集語料，希冀能藉此收集到最能反映出真實語言 使用情形之語料，而找出台灣在美留學生美語語用上的困難，並進而探討其此類困難的 可能原因何在，尤其著重於探討（a）外語語用困難是否或如何地受到學習者自身母語 與文化的干擾、（b）語用行為研究領域中語言普遍性（universality）對比文化特定性 （culture-specificity）之議題及（c）外語語用能力習得時可能之發展歷程。 由於跨文化與外語語用學研究目前甚少或似乎尚未以「建設性回饋意見」與「建設 性回饋意見反應」行為為研究標的，也甚少以長期觀察（longitudinal observation）的方 式來進行外語語用發展歷程之研究，本計畫的設計乃是試圖擴大cross-cultural 與 interlanguage pragmatics 的研究範圍，或許可對此領域的研究略為貢獻一二。
    The proposed study aims to investigate ‘constructive feedback’ and ‘responses to constructive feedback’ in naturally occurring context because this adjacency pair is a much used, yet intricate speech act that often poses great difficulty for second language (L2) learners. Research has shown not only that the speech act of ‘constructive feedback’ involves a complex relationship between linguistic forms, meanings, and pragmatic prerequisites, but also that high social stakes shape speakers’ behavior, thus permitting a variety of linguistic forms and strategies (e.g., Nelson & Carson, 1998; Nguyen & Basturkmen, 2010). The aim of this project is three-fold. Through natural observation, one is to compare the ‘constructive feedback’ and ‘responses to constructive feedback’ of native Chinese speakers with those of American English speakers; another is to examine the interlanguage behavior of adult Chinese learners of American English, focusing both on the ways in which they perform this speech act in an L2, and on how their L1 may influence their performance of this adjacency pair; the other is to investigate the interlanguage pragmatic development of Chinese ESL learners. Through the above aims, the focus of the present study is not only on the hotly debated L1 issue of universality versus culture-specificity and of the Universal Pragmatics Principle (Kasper & Rose, 2002) in speech act studies, but on the sociocultural and psychological factors that may contribute to Chinese ESL learners’ possible difficulty in their performance of ‘constructive feedback’ and ‘responses to constructive feedback’ as well as their L2 pragmatic development. It is hoped that the findings of this study can shed some light on these issues. Most of the research foci of this proposed project are rarely or even have never been explored in the existing literature of cross-cultural and interlanguage pragmatics. Accordingly, this study is designed to extend the scope of pragmatics studies and may therefore contribute significantly to this field. References Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Language Learning Research Club, Ann Arbor, MI: Blackwell Publishing. Nelson, G., & Carson, J. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 113-131. 表 C011 共 2 頁第 1 頁 Nguyen, M., & Basturkmen, H. (2010). Teaching constructive critical feedback. In D. H. Tatsuki & N. R. Houck (Eds.), Pragmatics: Teaching speech acts (pp. 125-140). Alexandria, Virginia: TESOL, Inc.
    關聯: 計畫編號 NSC 102-2410-H004-060
    数据类型: report
    显示于类别:[英國語文學系] 國科會研究計畫

    文件中的档案:

    档案 描述 大小格式浏览次数
    102-2410-H004-060.pdf819KbAdobe PDF2821检视/开启


    在政大典藏中所有的数据项都受到原著作权保护.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回馈