English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51584032      Online Users : 848
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/117060


    Title: Effects of Explicit Instruction on learning Academic Formulaic Sequences for EFL College Learners’ Writing
    直接教授學術英語字串對大專生寫作之影響
    Authors: 劉顯親
    Liou, Hsien-Chin
    陳文豐
    Chen, Wen-Feng
    Keywords: academic formulaic sequences;phrase lists
    英語字串;字串表
    Date: 2018-04
    Issue Date: 2018-05-08 14:19:02 (UTC+8)
    Abstract: In this study, a quasi-experimental within-subject design was adopted to examine the intervention effects of teaching academic formulaic sequences (FS) for writing with one intact class consisting of 15 EFL third-year college students. Fifty target FSs were chosen from five recently compiled academic formulas lists (mostly derived through corpus research) based on frequency, semantic transparency, and localized pedagogical considerations. Measurements included (a) the pretest, posttest, and delayed posttest on target FSs; (b) pretest and posttest timed summary writing; (c) free production of taught FSs in an out-of-class book report and research report assignments at the end of the semester or several months later. Additionally, the participants` perceptions toward the explicit instruction were investigated through a questionnaire. The results indicated that 60% of the taught FSs appeared in the participants` writing, and the numbers of FSs used increased after explicit instruction. Both the learners` posttest FS test and writing performance were better than those in the pretest, maintaining the effects. The current study shed some light for integrating FSs instruction into a college EFL writing class. Pedagogical implications suggested that writing teachers may take target genre types in their course into consideration when choosing appropriate formulaic sequences. Future research can recruit more participants with different backgrounds and different proficiency levels.
    英語字串因其十分普遍而在學界愈益受到重視，其相關字表因語料研究而蓬勃發展，但字表能否協助教學卻鮮有學者研究；本文針對三年級英文系大專生來進行成效探析。我們自五項學術字串表選擇高頻、語意合宜及符合教學目標的50個學術英語字串，施予五週教學、練習以及課後加強。採用前、後測和延遲後測的考試，摘要寫作、兩份報告來評估所有參與者在不同時間點的表現，並施予評估問卷。結果顯示教學有助測驗及寫作，效果也能保持，並有百分之六十的英語字串出現在學生的報告中。這說明教學提升了學生對英語字串覺知及使用數量。而在問卷中，學生肯定字串教學有助於寫作和英語學習。我們建議英語字串應該融入課程中，並依據不同的功能和文類，慎選英語字串來教學。
    Relation: Taiwan Journal of TESOL,15(1), 61-100
    臺灣英語教學期刊
    Data Type: article
    DOI 連結: http://dx.doi.org/10.30397%2fTJTESOL.201804_15(1).0003
    DOI: 10.30397/TJTESOL.201804_15(1).0003
    Appears in Collections:[臺灣英語教學期刊 THCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    15-61-100.pdf843KbAdobe PDF2373View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    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 ©   - Feedback