陳秋蘭Chern, Chiou-Lan李佳家Lee, Chia-Chia2020-10-192024-01-012020-10-192019http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0899210248%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110980本研究分析與歸納以英語為外語之學習者的學術英文引用行為，並以文本互涉為基礎，提出培養五大學術英文寫作引用技巧的教學架構。本研究包含四項研究焦點：其一，探討大學英語學習者拼湊寫作(patchwriting)的程度，其二，分析學習者在引用技巧與策略上的學習成果，其三，深度了解學習者對於學習引用技巧之看法，其四，探討五大學術英文寫作引用技巧與寫作品質的相關性。研究對象為修習學術英文導向課程的學士班學生，總計20名，英文程度為歐洲共同語言參考標準B2-C1級。收集之研究資料主要來自於學術英文寫作課堂的讀寫整合限時寫作、個人反思回饋記錄、以及半結構式訪談結果。在總計36小時之教學介入課程後，研究結果顯示，學生拼湊寫作的現象漸進改善，五大學術英文寫作引用技巧，即資料挑選、引註、借用、資料連結、以及資料改編 (source adaptation)，均有顯著的學習成效，然而學生整體的引用技巧尚未達臻熟表現，其中引註、借用、以及資料改編三大技巧對學生而言尤為挑戰，這可能和學生在原文與個人觀點出處的區隔、字詞替換、句法結構、句義延伸、多篇文本的批判閱讀分析、以及呈現作者立場的掌握能力相關，然而學習者大多肯定自我的學習成效。本研究根據研究結果提出教學建議，主要包含善用文本互涉理念進行讀寫整合的支架式教學、深度觀察並重視學習者較不熟悉的引用技巧與策略、著重多篇閱讀文本的批判思考與討論、以及學習技巧比重的適性安排。Through a pedagogical design applying intertextual taxonomies, this study examined to what extent EFL university students patchwrote, what source-use skills they developed, how they perceived their learning outcomes, and whether source-use skills taught correlated with the overall writing quality. With B2-C1 English proficiency level in the Common European Framework of Reference, twenty undergraduates in a program of English for Academic Purposes were recruited. The 36-hour intervention covered five skills of source use, i.e., Source Selection, Source Attribution, Textual Borrowing, Textual Linking, and Source Adaptation. Analysis of student essays, reflective comments, and semi-structured interviews revealed significant improvement in the five skills of source use. However, Source Attribution, Textual Borrowing, and Source Adaptation remained challenging. The unstable performance from students’ writing may be connected to incompetence in creating boundaries for authorship attribution, managing word substitution, complex syntactic structures, and expansion of ideas, interpreting multiple texts through critical analysis, and presenting authorial stance. Students adopted a positive attitude towards their learning outcomes. To enhance skills of source use, pedagogical solutions could focus on intertextual practice for reading-writing connections through scaffolding activities, intensive exposure to unfamiliar strategies of source use, critical discussion of multiple sources for alternative perspectives, and sequencing of instruction based on mastery of source-use skills.學術英文引用技巧學術英文寫作文本互涉source useacademic writingintertextuality