• 作者： 紀鳳鳴
• 作者服務機構： 國立中正大學外國語文學系
• 中文摘要： The purpose of this study was to investigate how Taiwanese college students employed intertextual talk in the process of small-group text discussion. Forty-five Taiwanese college students, forming as fifteen small groups, participated in this study. All of the participants first read English texts individually and then discussed them with their peers. Text discussion data were audio tape-recorded and transcribed verbatim by two research associates. Topical units were first used to group and analyze the text discussion data, and then thematic analysis was employed to organize and construct all of the topical units into three themes of intertextual talks: Re-contextualization, Re-storying, and Reflection. The results indicate that the intertextual talk helped participants concentrate more on sharing personal stories, asking questions, and thinking about understanding what they were reading within a broader framework that went beyond merely discussing the story itself. The intertextual talk not only provided another perspective for participants to reshape a text, but also showed the participants a more sensible and meaningful way to learn English as a foreign language (EFL). Some pedagogical implications are suggested for English classroom practice.
• 英文摘要： 本論文是探討臺灣大學生在小組文本討論過程中，如何運用文本互涉談話以達到共助與分享學習。參與本研究者為四十五名中正大學大三學生，三人為一小組，共有十五個小組，每一個小組均需共同討論兩個英文文本。首先，每位參與者個自閱讀第一篇英文文本；閱讀完畢後，再與同組的組員進行小組文本討論；第一篇小組文本討論後，每位參與者再個自閱讀第二篇英文文本；閱讀完畢後，再與同儕進行第二篇小組文本討論。這兩篇小組文本討論的過程均全程錄音。首先將這兩篇英文文本的討論資料逐字轉錄成書寫資料並輸入電腦。接著，以話題為基本分析單位，將與文本互涉談話相關的話題資料，匯集一起。接著，再以主題分析法分析，因而衍生三個與文本互涉相關的主題：文脈重現，故事再述，與反思。本研究成果顯示文本互涉談話不但提昇參與者的文本理解力，更因透過共助與分享學習的過程，使每個小組文本討論內容更加豐富、生動、活潑且有趣。最後，筆者再依據本研究結果提供一些教學建議，以供英文教師教學參考之用。
• 中文關鍵字： text discussion, intertextual talk, topical units, thematic analysis, re-contextualization, re-storying, reflection
• 英文關鍵字： 文本討論，文本互涉談話，話題分析，主題分析法，文脈重現，故事再述，反思