文體、任務與文件評鑑標準之關聯研究：以全英語授課情境為例

An Investigation of the Associations Among Document Genres, Tasks and Document Assessment Criteria in the Context of English-taught Courses

本研究以淡江大學全英語授課之課程為對象，調查教師使用之文體、評鑑文體所採取之標準與使用文體來執行任務之間的關聯。先以質性引文分析來分析研究參與者之教材，辨別出其使用之文件及這些文件之文體，再以半結構式訪談來蒐集有關教師如何使用不同的文件及其評鑑標準之資料。資料分析則先以質性內容分析來從訪談稿中辨析出任務與評鑑標準，再以共同出現分析來發掘三者之關聯。共有十七名各學院領域的教師，貢獻十九門大學與碩士課程。研究結果發現不同的文體具不同的資訊特質，教師評鑑文體所採取的標準反映了文體之資訊特質，這些特質也讓教師得以執行不同的任務，使文體發揮教學功能。 This study investigated the associations among the document genres faculty used to support their teaching, the criteria they employed to assess these genres and the tasks they performed to use these genres in English-taught courses. It first employed qualitative citation analysis to identify the genres faculty used based on their teaching materials. It then employed semi-structured interviews to collect data regarding how they assessed and used these genres. Interview transcripts were analyzed using qualitative content analysis and co-occurrence analysis. A total number of 17 faculty members from different disciplines participated, and together they contributed 19 undergraduate and master courses. Results demonstrate different genres have different information attributes, and the assessment criteria faculty employed reflected such attributes. These attributes allowed faculty to use genres to perform their tasks.