大學英語系學生對英文與中文寫作的修辭認知

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Please use this identifier to cite or link to this item: http://140.128.103.80:8080/handle/310901/23520

Title:	大學英語系學生對英文與中文寫作的修辭認知
Other Titles:	University English-Majored Students’ Rhetorical Awareness in English and Chinese Writing
Authors:	吳瓊瑛 Wu, Chiungying
Contributors:	吳凱琳 Wu, Kailin 外國語文學系
Keywords:	寫作;修辭認知;對比修辭學 writing;rhetorical awareness;contrastive rhetoric
Date:	2013
Issue Date:	2014-02-13T03:47:49Z (UTC)
Abstract:	此研究的目的在探討台灣大學生對於英文與中文寫作的修辭認知，本研究也探討大一、大二、大三的學生在英文寫作與中文寫作修辭認知上是否有顯著性的差異，以及比較這三個年級的學生分別在英文寫作修辭認知和中文寫作修辭認知上是否有顯著性的差異。此外，本研究也探討是否更多的寫作課程教學能夠提升學生的修辭認知。共計249位中部某所私立大學修習大一、大二、大三英文寫作課程的外文系學生參與此研究。其中，101個研究對象是來自於英文寫作課程I的學生，75個是來自於英文寫作課程II的學生、73個是來自於英文寫作課程III的學生。本研究要求學生填寫一份採用 Liker scale五點量表問卷來探討學生們對英文與中文寫作的修辭認知。研究者以統計軟體SPSS15來進行敘述性統計。本研究結果顯示學生在英語修辭認知上的分數上遠遠高於平均數(M=4.22)。參與者對於英文寫作的結構和主題表達部分有相當高的認知了解。然而，他們對於英文寫作中不常被鼓勵使用的成語或諺語的認知似乎沒有很高；對於在英文寫作中不需透過訴諸傳統和權威並用自己的話來表達想法的認知也不高。就中文寫作而言，結果顯示大部分的學生對於中文的段落結構：起、承、轉、合有高度認知。結果也顯示學生對於含蓄的表達方式，像是使用比喻跟隱喻有高度認知；學生對於使用成語與諺語來支持文章主題也有高度認知。此外，大一、大二、大三學生在英文與中文修辭認知上都有顯著差異。而大一、大二、大三學生之間在英文修辭認知上的差異也有顯著差異。最後，根據研究的發現，本研究亦提供教學上及研究上的建議作為參考。 The study investigated EFL university English-majored students’ rhetorical awareness in English and Chinese writing. It also investigated whether there were significant differences in their awareness between English and Chinese writing, and whether there were significant differences in the rhetorical awareness among first-year, second-year, and third-year students. Furthermore, it sought to discover if more exposure to English writing instruction would increase students’ awareness. The study involved 249 English majors in the three-year English writing program of the Department of Foreign Languages of Literature at a private university in central Taiwan. 101 participants were students in English Composition I; 75, in English Composition II; 73, in English Composition III. These students were asked to fill out a 5-point Likert scale questionnaire that examined students’ self-rated degree of rhetorical awareness of English and Chinese writing. The questionnaire was examined by using SPSS 15 for windows.The results showed that firstly, these English-majored participants’ self-rated degrees of rhetorical awareness in English writing were largely above the average (M=4.22) in particular. They had a rather high awareness of English writing in terms of its organization and expression of the main ideas in English writing. However, the participants in the current study did not seem to have been aware that a frequent use of sayings, proverbs, and set phrases is generally not encouraged in English writing and that they need to express their ideas in their own words without resorting to traditions or referring to authorities. With regard to Chinese writing, the results showed that most of the participants in this study were highly aware of the four parts of a Chinese essay, namely qi-cheng-zhuan-he. The results also suggested that students have a high awareness of the use of implicit language expressions, such as similes and metaphors, and the need to use proverbs and maxims to support their ideas.Furthermore, the difference in freshmen’s rhetorical awareness between Chinese writing and English writing was significant. Similarly, significant differences were also found in sophomores’ and juniors’ rhetorical awareness between Chinese and English writing. Also, there was a significant difference between freshmen and sophomores and between freshmen and juniors in their rhetorical awareness in English writing. At last, based on the findings of the study, pedagogical implications and suggestions for further research were presented.
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