簡易檢索 / 詳目顯示

回結果列表
研究生： 陳翠婷
Tsui ting Chen
論文名稱： 非英語系國家學生間電子郵件寫作活動之研究
An E-mail Exchange Project between Non-native Speakers of English：
指導教授： 周中天
Chou, Chung-Tien
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2007
畢業學年度： 95
語文別： 英文
論文頁數： 114
中文關鍵詞： 電子郵件寫作 、自願性溝通
英文關鍵詞： E-mail writing, willingness to communicate
論文種類： 學術論文
相關次數： 點閱：178  下載：20 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 本研究描述39名台灣高二學生與39名波蘭國三學生所進行的跨文化電子郵件交流，旨在為非英語系國家之學生創造真實的溝通寫作情境。研究目的不僅在比較兩國學生對於此活動的態度，其在語言及文化上的影響，同時也了解其間學生遭遇的問題與解決方式。在正式規定的信件寫作結束後，對於仍持續自願交換信件的學生，也將藉由訪談深究了解行為背後的動機。結果顯示，經過一學期的主題信件交換，兩方學生透過問卷及期末簡報表示對此活動肯定的態度；並自認為在語言與文化方面都有所收穫。大多數的學生都會選擇解決遭遇的困難，問題包括了聯繫、語言表達及電腦技術。此外，在正式規定的信件寫作結束的五個月後，研究者調查發現仍有三名學生自發性地持續交換信件。經由訪談可得以下結論：具備水準之上的英文溝通能力、高度自信、與波蘭筆友所建立的良好友誼是影響學生繼續交流的因素。文末附上教學建議以及限制，希望能提供對此領域有興趣的英語教師或研究者一參考實例

    Abstract
    The case study presents findings from a semester-long cross-cultural e-mail, with aim to have non-native speakers of English exposed to the real communicative writing context and experience a different culture. More importantly, it also serves as a model for the teachers interested in the field. 39 Polish junior high school students and 39 Taiwanese senior high school students participated in the project, and were matched based on their English proficiencies. The schedule and cultural-related topics were co-designed by the researcher and the Polish teacher. Students’ attitudes, their self-perceived gains in language and culture, and the difficulties and solutions throughout the exchange were explored and compared between two groups. Five months after the required e-mail writing was completed, a survey was conducted to find if any students still willingly carried on the exchange. The data included semester-end questionnaire, students’ reflections in final presentation, interviews, and teachers’ observations and were analyzed qualitatively and quantitatively. The results indicate that students were generally positive on the project, and recognized its effect on their self-perceived linguistic improvement and cultural understanding. Besides, instead of ignoring them, most students chose to deal with the difficulties related to contact, language, and computer. Due to their willingness to communicate, self-confidence in English, motivation, and good relationship with their Polish e-pals, three students continued the e-mail, which only lasted for two months though. Pedagogical implications, limitations and suggestions for the future studies were discussed.

    Table of Contents Abstract……………………………………………………………………….. i Table of contents……………………………………………………………… iii Chapter 1 Introduction………………………………………………………... 1 1.1 Background of the study…………………………………………………. 1 1.2 Motivation of the study ………………………………………………….. 2 1.3 Purpose of the study ……………………………………………………… 5 1.4 Research questions………………………………………………………... 7 Chapter 2 Literature review…………………………………………………... 8 2.1 Raising students’ cultural awareness……………………………………… 8 2.2 Facilitating students’ language learning…………………………………... 12 2.2.1 E-mail as comprehensible output…………………………………. 18 2.2.2 Assessment / evaluation of language gains in e-mail exchange…… 19 2.2.3 E-mail as collaborative interaction………………………………… 21 2.2.4 E-mail offers a non-threatening environment……………………... 24 2.2.5 E-mail with native speaker group v.s. non-native speaker group…. 25 2.3 Students’ perceptions of e-mail activity in language classroom………….. 27 2.4 The sustainability of e-mail interactions………………………………….. 29 2.4.1 Willingness to communicate………………………………………. 31 2.5 Conclusion………………………………………………………………... 33 Chapter3 Methodology……………………………………………………….. 36 3.1 Subjects…………………………………………………………………… 36 3.2 Project design…………………………………………………………….. 39 3.3. Methods………………………………………………………………….. 42 3.3.1 Reflections in the final class presentations……………………….. 42 3.3.2 Questionnaire……………………………………………………… 43 3.3.3 Interview and the researchers’ observations………………………. 47 3.4 Data analysis……………………………………………………………… 48 3.5 Procedures………………………………………………………………… 48 3.5.1 AJET Digital School………………………………………………. 49 3.5.2 Assessment………………………………………………………… 51 3.5.3 Topics……………………………………………………………… 53 3.5.4 Presentations and questionnaire implementation………………….. 55 Chapter 4 Results and Discussion ……………………………………………. 56 4.1 Demographic information………………………………………………… 56 4.2 Research question1: students’ attitudes, self-perceived linguistic / cultural gains………………………………………………………………………….. 57 4.2.1 Students’ attitudes towards the project……………………………. 57 4.2.1.1 Favorite topics……………………………………………. 60 4.2.1.2 Students’ perceptions of the teachers’ role………………... 63 4.2.2 Interactions………………………………………………………… 64 4.2.3 E-mail on students’ English learning……………………………… 66 4.2.4 Students’ additional gains…………………………………………. 68 4.2.5 Cultural learning…………………………………………………... 70 4.2.6 Students’ feedbacks and suggestions………………………………. 73 4.2.6.1 Students’ additional comments……………………………. 76 4.3 Research question 2: students’ difficulties and solutions ………………… 81 4.3.1 Difficulties…………………………………………………………. 81 4.3.2 Solutions…………………………………………………………… 84 4.4 Research question 3: students’ willingness to communicate……………... 87 4.4.1 Willingness to communicate………………………………………. 90 4.5 Summary………………………………………………………………….. 92 Chapter 5 Conclusion…………………………………………………………. 93 5.1 Overview of the study…………………………………………………….. 93 5.2 Pedagogical implications…………………………………………………. 95 5.3 Limitations of the study………………………………………………….. 98 5.4 Suggestions for future studies……………………………………………. 100 References…………………………………………………………………….. 102 Appendix A Welcome to English E-mail Exchange Project……………………………….. 109 Appendix B E-mail Exchange checklist……………………………………………………. 110 Appendix C Guidelines for E-mail Project Presentation…………………………………… 111 Appendix D Questionnaire…………………………………………………………………. 112 Appendix E Interview questions…………………………………………………………… 114

    References
    Beauvois, Margaret Healy. (1997). High-tech, high-touch: from discussion to composition in the networked classroom. Computer Assisted Language Learning, 10(1), 57-69
    Belisle, R. (1996). E-mail activities in the ESL writing class (The Internet TESL Journal, Vol. II, No.12) Available from http://www.aitech.ac.jp/˜iteslj/Artickes/Belisle-Email.html
    Brady, A., Shinohara Yoko. (2000). Principles and activities for a transcultural approach to additional language learning. System, 28, 305-322.
    Brown, H. Douglas. (2000). Principles of Language Learning and Teaching. Addison Wesley Longman, Inc.
    Chapelle, C.A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2(1), 22-34.
    Chapelle, C.A. (2004). Technology and second language learning: expanding method and agendas. System, 32, 593-601
    Eiko Torii- Williams. (2004). Incorporating the use of E-mail into a Language Program. Computer Assisted Language Learning, 17(1), 109-122
    Fedderoldt, K. (2001). An email exchange project between non-native speakers of English. ELT Journal, 55, 273-280.
    Gonglewski, M., Meloni, C., Brandt, J. (2001). Using E-mail in Foreign Language Teaching: Rationale and Suggestions". Available from http://www.aitech.ac.jp/~riteslj/Techniques/Meloni-Email.html
    Griffiths, G. & Keohane, K. (2000). Personalizing Language Learning. Cambridge: Cambridge University Press.
    Harrington, M., Levy, M. (2001). Call begins with a “C”: interaction in computer-mediated language learning. System, 29, 15-26
    Hertel, T. J. (2003). Using an e-mail exchange to promote cultural learning. Foreign Language Annals, 36, 386-396.
    Hiroko Itakura. (2004). Changing cultural stereotypes through e-mail assisted foreign language learning. System, 32, 37-51
    Hoffman, H. (1996). Computers and instructional design in foreign language/ESL instruction. TESOL Journal, 5(2), 24-28.
    Hoffman, R. (1996). Computer networks: webs of communication for language teaching. In M. Pennington (Ed.), The power of CALL (pp. 55-78). Houston: Athelstan.
    James Simpson. (2002). Computer-mediated communication. ELT Journal, 56(4), 414.
    Jogan, M. Karen; Heredia H., Ana; Aguilera M., Gladys. (2001). Cross-Cultural E-Mail: Providing Cultural Input for the Advanced Foreign Language Student. Foreign Language Annals, 34(4), 341-46.
    Kirtley Susan. (2005) Students’ view on technology and writing: The power of personal history. Computer and Composition, 22, 209-230.
    Kramsch, C. (1995). The cultural Component of Language Teaching. Language, Learning, and Curriculum, 8(2), 83-92
    Kroonenberg, N. (1994/1995). Developing communicative and thinking skills via electronic mail. TESOL Journal, 14(2), 24-27.
    Lamy, M.N., & Goodfellow, R. (1999). ‘Reflective conversation’ in the virtual classroom. Language Learning and Technology, 2, 43-61
    Leh, A.S.C. (1999). Computer-mediated communication and foreign language learning via electronic mail. Interactive multimedia electronic journal of computer-enhanced learning. Available from http://imej.wfu.edu/articles/1999/2/08/index.asp
    McCroskey, J. C., & Baer, J, E. (1985). Willingness to communicate and its measurement. Paper presented at the Speech Communication Association Convention, Denver, CO.
    Matthew Absalom & Mariolina Pais Marden. (2004). E-mail communication and language learning at University – An Australian case study. Computer Assisted Language Learning, 17(3-4), 403-440
    Liaw, Meei-ling. (2006). E-learning and the development of intercultural competence. Language learning and technology, 10(3), 49-64
    Liaw, Meei-ling & Robert J. Johnson. (2001). E-mail writing as a cross-cultural learning experience. System, 28, 229-245
    Lee, Lina. (2004). Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100
    Macintyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26.
    MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
    Nike Arnold, Lara Ducate. (2006). Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning and Technology, 10(1), 42-66
    Lu, QiuXia. (1992). The effects of using cross-cultural e-mail exchange projects on developing Taiwanese junior high school students’ linguistic skills and cultural awareness: A case study of seventeen junior high school students. Unpublished master thesis, National Normal University, Taiwan.
    Robert O’Dowd. (2003). Understanding the “other side”: Intercultural learning in a Spanish-English E-mail exchange. Language learning and technology, 7(2), 118-144
    Robin-Stauart, G., Nocon, H. (1996). Second culture acquisition: ethnography in the foreign language classroom. The Modern Language Journal, 4, 431-449
    Roseanne Greenfield. (2003). Collaborative E-mail exchange for teaching secondary ESL: a case study in Hong Kong. Language learning and technology, 7(1), 46-70
    Sabieh, Christine. (2002). “The Influence of Email on Language Learning: A Positive Impact.” Paper. presented at the Annual Center for Developing English Language Teaching Symposium
    Stockwell, G, and Levy, M. (2001). Sustainability of e-mail interactions between native speakers and nonnative speakers. Computer Assisted Language Learning, 15, 419-442.
    Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development. In S. Gass and C. Madden (EDS.). Input in Second Language Acquisition (p. 235-253). Rowley, MA: Newburry House.
    Van Handle, D.C., and Coral, K.A. (1998). Extending the dialogue: Using electronic mail and the Internet to promote conversation and writing in intermediate level journal German language courses. CALICO Journal, 15, 129-143.
    Varonis, E. & Gass, S. (1985). Non-native/Non-native Conversations: A Model for Negotiation of Meaning. Applied Linguistics, 6(1), 71-90
    Vinagre, M. (2005). Fostering Language Learning via Email: An English-Spanish exchange. Computer Assisted Language Learning, 18(5), 369-388.
    Vygotsky, L. S. (1978). Mind and Society. Cambridge, MA: Harvard University Press.
    Wang, Y. M. (1996). Dialogue Journaling in An ESL Reading and Writing
    Classroom, Paper Presented at the 1996 National Convention of
    the Association for Educational Communications and Technology.
    Available from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/27/1f/97.pdf
    Warschauer, M. (1995). E-mail for language teaching. TESOL, Alexandria, VA.
    Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. Available from http://www.lll.hawaii.edu/nflrc/NetWorks/NW1/
    Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1-14.
    Warschauer, M., & Whittaker, P. F. 1997 The internet forEnglish teaching: Guidelines for teachers (The InternetTESL Journal, Vol. III, No. 10)
    Available from http://www.aitech.acjp/˜iteslj/Articles/Warschauer-Internet.html
    Wilson, A. (1982). Cross-cultural experiential learning for teachers. Theory into Practice, 21, 519-527
    Woodin, J. (1997). E-mail tandem learning and the communication curriculum. ReCALL, 9, 22-23
    Xu, Gong-Li. (1996). Advantages and Disadvantages of using E-mail as Instructional Aid: Some Random Thoughts. Paper contributed to the Teaching in the Community Collges Online Conference, “Innovative Instructional Practices.” Available from http://leahi.kcc.hawaii.edu/org/tcc conf96
    Li, Yili. (2000). Linguistic characteristics of ESL writing in task-based e-mail activities. System, 28, 229-245.

    QR CODE