以電腦為媒介同步溝通方式在以英語為外語辯論課程之詞彙密度個案研究

Lexical Density via Synchronous CMC in an EFL Debate Course: A Case Study

The present research focuses on the analysis of EFL learner language output in two different formats and two different tasks, for students doing performance in a university EFL debate class in central Taiwan. The activities involved three pair combinations of students performing questioning and answering in a cross-examination session representing opposing sides on a debate topic. Two of the three sessions involve Student B performing the same task, questioning, but in different formats – in lab face-to-face questioning and in lab synchronous computer-mediated (CMC) questioning, via MSN Messenger. Another two of the three sessions involved Student B either questioning or answering, but both in the synchronous CMC format. Transcripts and computer logs were collected and analyzed in terms of language complexity, using general and weighted lexical density calculation measures (Halliday, 1989; O'Loughlin, 2001), plus type-token ratios. Though limited in scope, findings suggested stronger complexity differences based on interaction formats, but only mild complexity differences based on differences in task. Discussion of potentially influencing variables is provided.本研究著重在分析台灣中部地區一所大學學生在辯論課程中語言輸出的表現是否因不同溝通形式及不同任務而有所不同。學習活動為針對辯論主題代表正反方三組學生在質詢過程中的提問與回答。在三個回合辯論中之兩個回合，由B學生在實驗室中分別以面對面提問及透過微軟公司所開發之即時通訊軟體（MSN Messenger）為媒介進行提問。在另外兩回合，B學生皆以電腦為媒介溝通方式進行同步提問或回答。依據語言的複雜度，本研究收集辯論過程中所使用的面對面提問口語語言及透過電腦為媒介溝通方式之書面文字記錄，並進一步分析其總詞彙密度、加權詞彙密度（Halliday，1989；O’Loughlin，2001）及相異詞之比例。儘管研究範圍有限，研究結果顯示在不同的溝通互動形式下，語言複雜度的差異較大；在提問與回答任務中，語言複雜度則差異較小。本研究亦探討影響研究成果的潛在原因。