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|Title: ||An investigation of L2 academic readers′ awareness of stance markers and writer′s stance toward cited research|
|Authors: ||顏慈君;Yen, Tzu-Chun|
|Keywords: ||作者立場;立場標記物;學術閱讀;作者立場的覺察;writer’s stance;stance markers;academic reading;stance detection|
|Issue Date: ||2017-01-23 17:12:18 (UTC+8)|
|Abstract: ||學術寫作不僅呈現研究內容的訊息及論點，也涉及作者對於所引述研究的立場。所謂作者立場在本文所指的是作者運用詞彙或句法對訊息所表達的形式、態度、感受、評價、或承諾。過去已有文獻討論研究者在學術論文中如何建立自己的立場。然而，有關讀者如何解讀作者立場的相關研究甚少。本研究探討英文為外語之讀者，如何掌握論文作者對其所引述研究之立場。本研究透過閱讀者以學術文章中的立場標記物為線索，探究其對作者所引述研究之立場覺察。因此，研究問題有三：(1) 以英文為外語的學術閱讀者，能否覺察作者所引述之研究立場，為理解學術論文時，所需留意的線索﹖(2) 這些閱讀者在某些情況下，能否覺察到作者立場﹖(3) 以英文為外語之讀者，運用哪些脈絡線索來辨識讀者立場﹖十位來自相近學術領域的研究生，參與包含閱讀任務、立場辨識測驗、與半結構式訪談的三階段實驗。三項任務的實驗結果彼此相關並能互相解釋。互相參照的結果產生三項主要發現；第一，根據閱讀任務的統計分析結果及受試者的訪談發現，兩組略為不同的任務說明並未造成在立場標記物的辨識表現上顯著的不同。學術閱讀者覺察作者立場的能力可能受到對作者立場的重視程度影響，而非閱讀任務的任務說明。第二，學術閱讀者或許覺察到了作者立場的存在，然而卻未必視其為值得注意的特點。第三，立場標記物作為脈絡線索，提升了學術閱讀者對於作者對所引述研究的立場的覺察。|
本論文的發現已經闡明了對作者立場的覺察的重要性。希望以此提供教學者在教學上的啟發，提升研究生對於作者對所引述文章的立場的覺察，並激發未來研究對於從學術閱讀者角度來探索作者立場的興趣。;Academic writing presents not only informational and propositional content but also indications of the writer’s stance toward this content. Here writer’s stance means the lexical and grammatical expression of the writer’s attitude, feelings, judgments, or commitment concerning a message (Biber & Finegan, 1989). The ways that academic writers construct their stance in journal articles have been discussed in numerous studies; however, attention to how academic readers detect writer’s stance has been rare. This thesis is an investigation of L2 academic reader’s detection of the writer’s stance toward cited research. It aims to investigate readers’ awareness of writer’s stance toward cited research and stance markers that readers employ as clues to detect writer’s stance. Thus, three research questions are addressed: (1) To what extent are L2 academic readers, specifically graduate students, aware that the writer’s stance toward reported research is a feature of research writing worth their notice as readers? (2) To what extent are these readers able to detect the writer’s stance in specific cases? and (3) What contextual clues do L2 readers employ to recognize writer’s stance? A total of ten EFL graduate students with similar academic backgrounds participated in this study. Three instruments, including a reading task, a stance identification task, and a semi-structured interview, were implemented. The results of the three instruments are relevant to one another and helped to illuminate each other. With cross-referencing the results, three major findings are yielded. First, it was found from statistical analysis of first task and the participants’ interview responses that different instructions for the two groups did not result in significantly different performances on stance marker identification. The ability to detect writer’s stance may be affected by the extent of the importance that readers place on it rather than on instructions given for the experimental task. Second, academic readers may be aware that writer’s stance exists yet still not necessarily regard it as an important feature worth notice. Third, stance markers as contextual clues enhance academic readers’ detection of writer’s stance toward cited research.
The findings of the thesis have shed light on the important role of writer’s stance detection. It is hoped to offer pedagogical implications for EFL instructors to enhance graduate students’ awareness of writer’s stance toward cited research in academic reading and arouse future research’s interest in exploring writer’s stance from readers’ perspectives.
|Appears in Collections:||[學習與教學研究所 ] 博碩士論文|
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