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論文名稱	Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers for Improving Discourse Competence in Oral Communication
研討會開始日期	2021-04-16
研討會結束日期	2021-04-17
所有作者	潘偉琪
作者順序	第一作者
通訊作者	否
研討會名稱	2021 應用語言學暨語言教學國際研討會
是否具有對外公開徵稿及審稿制度	是
研討會舉行之國家	NATTWN-中華民國
研討會舉行之城市	台北
發表年份	2021
所屬計劃案	FIRS108001
可公開文檔
可公開文檔
可公開文檔

[摘要] :
Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication
Abstract
This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the CEFR B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the frequencies and varieties of DMs the students used in the post-test to signal cohesion and coherence. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that GBA can be applied to teach DMs to help students transfer receptive skills into productive skills used to express their thoughts when giving an oral presentation in English.
Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication
Abstract
This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the CEFR B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the frequencies and varieties of DMs the students used in the post-test to signal cohesion and coherence. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that GBA can be applied to teach DMs to help students transfer receptive skills into productive skills used to express their thoughts when giving an oral presentation in English.

[英文摘要] :
Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication
Abstract
This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the CEFR B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the frequencies and varieties of DMs the students used in the post-test to signal cohesion and coherence. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that GBA can be applied to teach DMs to help students transfer receptive skills into productive skills used to express their thoughts when giving an oral presentation in English.

[參考文獻] :
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