以社會文化理論探討台灣地區大學生在線上同儕評改中的社會互動模式
作  者 / 王信雲          指導教授 / 張靜芬
出版學年
96學年
學校
交通大學 / 英語教學研究所
關鍵詞
社會文化理論、線上同儕評改、語言認知調節階段、鷹架式協助、最大發展區
相關網址
中文摘要
過去數十年,同儕評改於第二語言寫作領域中已大量被討論及應用。值得注意的是,相關文獻多僅探討同儕評改之影響與效果。然而,極少研究將同儕評改視為一社會建構過程,因而忽略探討其社會文化層面。

本研究透過Vygotsky (1978) 的社會文化理論 (sociocultural theory) 檢視在為期一學期大學英語寫作課中的三次同儕評改活動。研究目的在於探索線上同儕評改中所產生的互動型態、參與者由語言認知調節階段 (cognitive stages of regulation) 中所呈現的社會關係、以及參與者所接受之協助及其認知調節階段之關係。研究資料收集自參與者進行同儕互評的即時通訊 (IM) 紀錄。研究者修改de Guerrero及Villamil (1994) 和 Wood、Bruner及Ross (1976) 所提出之基模,以將參與者的同儕互動種類、認知調節階段、社會關係、及鷹架式協助予以編碼及分類。

研究結果顯示,參與者在透過電腦為中介的同儕評改中,除了仍保有五種面對面溝通的互動模式,更創造出一種透過網路尋求協助的同儕互動形式。在此互動模式中,參與者藉由網路虛擬專家(如:線上字典、翻譯軟體)的協助,得以在認知階段上獲得成長及進行線上即時的評改討論。再者,參與者之間的社會互動關係不僅呈現出個人認知調節階段上的差異,更反映出同儕間的角色認知與其變動。另外,參與者所接受之協助及其認知階段間的高相關性,更凸顯出同儕可感知彼此最大發展區 (Zone of Proximal Development; ZPD) 並給予適當協助之能力。最後,本研究也呈現出網路溝通所帶來的社會文化影響、同步溝通的E化語言、以及不具鷹架式協助作用的同儕互動。依據研究結果,研究者也指出本研究之缺失,及提出針對英語教學上的應用與未來相關研究之建議。
英文摘要
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備註
 
林文淇(國立中央大學英美語文學系)
張小虹(台灣大學外國語言學系暨研究所)
馮品佳(交通大學外國語文學系暨語言與文化研究所)
黃宗儀(國立臺灣大學地理環境資源學系)
趙順文(開南大學應用日語學系)
劉紀雯(私立輔仁大學英國語文學系)
流行文化與娛樂科技
創傷與文學書寫
2011 第八屆台灣密宗國際學術研討會(12864)
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