博碩士論文 104187001 詳細資訊




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姓名 黃馨瑩(Hsin-Ying Huang)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱
(Beyond Text: An Investigation of EFL Readers′ Multimodal Meaning-Making in a University Engineering Course)
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摘要(中) 本研究將大學專業學科課程視為一個特定的言談社群(discourse community),探討台灣學術英語學習者在此特殊語境中,如何閱讀原文(英文)教科書,習得專業學科知識。奠基於多模態理論(multimodality)和跨語言實踐(translanguaging)的理論框架,本研究探查在專業學科課程的場域中,意義是如何在不同模態交織下(如語言文字、數學符號、圖像表徵、希臘字母符號等)被建構,學習者的閱讀行為是如何隨之被形塑。

本研究採用混合研究法,研究場域為台灣某大學工程學院的一門課程,研究者藉由參與觀察法進行一個學期的資料蒐集,並搭配半結構式訪談及文件分析。研究結果顯示,工程領域的學術英語閱讀融合廣泛的模態資源,除運用語言文字模態外,也需超語言模態(extra-linguistic modes),藉由多重模態組成共構,實現意義。然而本研究中的學習者在閱讀原文教科書時,相比於課文的說明闡釋,更偏重於超語言模態,仰賴如數學公式及工程領域的特殊符號。有鑑於此,本研究建議學術英語教學應採納跨模態及跨語言實踐方式,以協助學習者更全面地習得專業學科領域之英語能力。
摘要(英) This study investigates textbook reading practices of Taiwanese EAP (English for Academic Purposes) readers in their disciplinary context, examining the class as a discourse community where the textbook serves as one meaning-making resource among many for achieving students′ academic goals within this specialized discourse. Building on the theoretical frameworks of multimodality and translanguaging, this research explores how meaning is constructed in a learning environment that blends linguistic, mathematical, visual, and symbolic representations, emphasizing how students′ reading practices are shaped by course-specific purposes.

Employing a mixed-method approach, the study incorporates on-site observations, semistructured interviews, and analysis of collected artifacts, all collected during one semester of a university engineering course in Taiwan. Findings reveal that disciplinary learning in engineering requires the co-deployment of diverse multimodal resources. Notably, reading passages of English prose explanations in the textbook plays a surprisingly modest role in students′ learning and success in this course. Instead, students rely on worked examples and prioritize extra-linguistic modes (graphics, diagrams, mathematical symbols) over textual
explanations.

The study concludes by discussing implications for EAP courses and engineering education, emphasizing the need for a more integrated approach that fosters cross-modal and translanguaging practices.
關鍵字(中) ★ 學術英語
★ 第二語言閱讀
★ 多模態理論
★ 跨語言實踐
關鍵字(英) ★ English for Academic Purposes
★ second language reading
★ multimodality
★ translanguaging
論文目次 CHINESE ABSTRACT .............................................................................................................. i
ENGLISH ABSTRACT ............................................................................................................. ii
ACKNOWLEDGEMENTS ...................................................................................................... iii
TABLE OF CONTENTS .......................................................................................................... iv
LIST OF FIGURES ................................................................................................................... vi
LIST OF TABLES ................................................................................................................... vii
CHAPTER ONE: INTRODUCTION ........................................................................................ 1
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK ........... 7
2.1 Academic language....................................................................................................... 7
2.2 English for Academic Purposes—challenges for second language learners .............. 10
2.3 Multimodality in academic text .................................................................................. 14
2.4 Disciplinarity—the need of specificity ....................................................................... 21
CHAPTER THREE: METHODOLOGY AND ANALYTICAL FRAMEWORK ................. 28
3.1 The context ................................................................................................................. 31
3.1.1 The textbook ........................................................................................................ 32
3.1.2 The lectures.......................................................................................................... 34
3.1.3 The Teaching Assistant sessions ......................................................................... 36
3.2 Data gathering and elicitation ..................................................................................... 37
CHAPTER FOUR: DATA ANALYSIS AND FINDINGS ..................................................... 43
4.1 Data analysis of artifacts and observation notes ......................................................... 43
4.2 Data analysis of video recordings ............................................................................... 44
4.3 Data analysis of interviews ......................................................................................... 46
4.4 Findings ...................................................................................................................... 47
4.4.1 Research Question 1 ............................................................................................ 48
4.4.2 Research Question 2 ............................................................................................ 53
4.4.2.1 Communicative event 1—The shear formula ............................................... 53
4.4.2.2 Communicative event 2—Poisson’s ratio .................................................... 63
4.4.3 Research Question 3 ............................................................................................ 72
CHAPTER FIVE: CONCLUSION AND IMPLICATIONS ................................................... 89
5.1 Summary of findings .................................................................................................. 89
5.2 Discussion and implications ....................................................................................... 91
5.3 Limitations and suggestions for future studies ........................................................... 98
REFERENCES ....................................................................................................................... 101
APPENDICES ........................................................................................................................ 110
APPENDIX A ........................................................................................................................ 110
APPENDIX B ......................................................................................................................... 111
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指導教授 衛友賢(David Wible) 審核日期 2024-10-28
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