臺灣博碩士論文加值系統

    在英文學術寫作中，改述(paraphrasing)為一種重要的寫作技巧，必須與作者引用(citations)搭配使用，主要目的為避免剽竊。然而文獻指出—以英語作為外語(EFL)寫作的大學生經常無法完成合法的(legitimate)英文改述寫作，正因為合法的改述寫作對於以英語為外語(EFL)大學生的困難，本研究的進行有四項主要的目的，包括:(1)調查台灣大學生再經過英文改述教學的改述前測和改述後測中的作者引用(citations)使用是否有所不同(2)調查台灣大學生再經過英文改述教學的改述前測與改述後測的類型是否有所不同(3)探究對台灣大學生而言最有效的英文改述策略和(4)發現台灣大學生在進行英文改述寫作時可能遇到的困難。這項研究的參與者為國立高雄師範大學英語系的學生，一共 48 位，包含 42 位大三學生和 6 位大四學生。透過研究前問卷調查，研究者得知這 48 位學生在參與本研究前均未上過任何有關英文改述寫作教學的課程或訓練，在為期十週的研究中，48 位學生在第一週用英文改述一篇 100 字左右的英文文本，接著接受了為期八週的英文改述教學，教學內容包含改述的定義、何謂合法的改述、如何進行英文改述寫作和六個英文改述寫作的策略，接著學生們於第 10 週再用英文改述了另一篇 100 字左右的英文文本並完成一份研究後問卷，之後研究者依據學生後測的改述類型，從完整改寫(Substantial Revision)、適度改寫(Moderate Revision)、小幅改寫(Minimal Revision)與大幅照抄(Near Copy)四種改述類型中分別挑選兩位學生參與研究後的一對一線上半結構式訪談。根據從上述研究過程中收集的資料，本研究的主要發現概述如下： 
    一、學生在英文改述中使用作者引用(citations)的情況：經過改述前測和改述後測的比較後可以發現，本研究的學生在英文改述中使用作者引用(citations)的比例有顯著增加，起初有高達百分之九十八的受試者在改述前測中並未使用作者引用(citations)來避免剽竊，透過與學生的研究後訪談，研究人員得知，這樣的問題可能出自於(1)台灣大學生並不熟悉如何在英文改述中使用作者引用(citations)或(2)學生知道要使用作者引用(citations)來避免剽竊，但卻忘記使用。這項研究發現顯示了作者引用(citations)在英文改述過程和教學中的重要性，因為它是避免學生意外剽竊他(她)人作品上不可或缺的條件。
    二、學生在英文改述教學前與教學後改述類型(paraphrase type)的變化:經過改述前測與改述後測的比較後，研究人員發現在四十八位參與研究的學生中有三十二位學生的改述類型有所進步、十位學生維持不變，然而有六位學生的後測改述類型出現較前測改述類型退步的情況，這可能與學生對於本研究中改述教學有所困惑有關。然而，從超過半數學生有所進步和改述類型為大幅照抄(Near Copy)的人數從百分之四十四下降到百分之十來看，可以推論本研究中的英文改述教學與策略對以英語為外語(EFL)的大學生在學習用英文改述文本上是有所幫助的。
    三、台灣大學生認為最有效的英文改述策略:研究人員在本研究的英文改述教學過程中，融入了六個對英語母語學生有效的英文改述策略，包含:(A)運用相似或同義字詞替換原文(B)使用內文註腳(in-text citation)句型進行改述(C)使用轉述動詞(reporting verbs)來陳述原本文章的內容或原作者的觀點(D)改寫原文中字詞的詞性(E)針對原文中的主動及被動的語態進行互換改寫和(F)將原文中的上下文進形重組。透過研究後問卷，研究人員發現在參與本研究的 48 位以英語為外語(EFL)大學生中，有高達百分之九十八的學生認為(A)運用相似或同義字詞替換原文是有效的英文改述策略，同時也分別有百分之八十八和百分之八十的學生同意(C)使用轉述動詞(reporting verbs)來陳述原本文章的內容或原作者的觀點和(B)使用內文註腳(in-text citation)句型進行改述為有效的英文改述策略，可見對母語為英語的人士有效的釋義策略也可能適用於以英語為外語(EFL)大學生，對其發展英文寫作改述技巧有所幫助。
    四、學生在進行英文改述寫作時可能遇到的困難:從研究後問卷研究人員得知，當以英語為外語(EFL)的大學生在進行英文改述寫作時可能會面臨到字彙量不夠、不熟悉原文的體裁或不知道如何用自己的話重新改寫原文等問題，其中又以字彙量不足為本研究中最多學生在進行英文改述寫作過程中遇到的困境，有百分之三十二的學生在研究後問卷中表示:「因為自己的字彙量太少，所以有時會想不到要用哪一個同義字或類似的詞來代替原文中的字。」，另外也有百分之二十的學生提到:「因為字彙量的關係，我不確定我用來替換原文中的同義和相似字詞是否適切。」有此可見以英語為外語(EFL)大學生的英文改述表現可能與學生們的英文字彙量有關，因為字彙量可能影響到學生們的英文改述類型。
根據以上研究結果，研究者提出三點關於在教授以英語為外語(EFL)大學生英文改述寫作時的建議：
    一、建議未來在教授以英語為外語(EFL)大學生英文改述寫作時，可以強調改述(paraphrasing)必須與作者引用(citations)搭配使用的觀念，並教導學生如何在英文改述寫作中使用內文註腳(in-text citation)，以避免學生不小心違反學術倫理，意外剽竊他(她)人作品。
    二、建議未來在教授以英語為外語(EFL)大學生英文改述寫作時，可以透過階段式學習責任移轉模式的應用，逐步建構學生英文改述寫作能力。
    三、建議未來在教授以英語為外語(EFL)大學生英文改述寫作時，可以融入本研究中提到的英文改述策略，如(A)運用相似或同義字詞替換原文(B)使用內文註腳(in-text citation)句型進行改述(C)使用轉述動詞(reporting verbs)來陳述原本文章的內容或原作者的觀點等等，幫助學生提升改述寫作技巧，降低寫出大幅照抄(Near Copy)的機率。 

        The purpose of this study is to examine how EFL undergraduates paraphrase the English source text by analyzing their paraphrasing strategies and difficulties. The study investigates (1) how do students’ use of citations in the post-test differ from those in the pretest, (2) how do students’ paraphrase types of post-test differ from their paraphrase types of pretest, (3) based on the students’ perceptions, what are the most effective paraphrasing strategies for students to compose a legitimate and non-plagiarized paraphrase, and (4) what are the difficulties that students face when they paraphrase English source texts.
        The participants in the present study were 48 university students studying at National Kaohsiung Normal University. All of them are native speakers of Chinese, and they study English as a foreign language (EFL). Among the 48 student participants, 42 of them were junior students, and the others were senior students. During the ten-week study, each student was asked to complete a pretest of paraphrasing test at week one. Then, from week two to week nine, the students received the paraphrase instruction from the researcher. In this period, the researcher informed students of the paraphrasing knowledge, such as the definition of paraphrase, and how to compose a legitimate paraphrase. In addition, the researcher introduced six paraphrasing strategies and provided some paraphrasing practices for students. In the tenth week, every participant finished writing the post-test of paraphrasing test and the post-study questionnaire. Then, the researcher held the one on-one, semi-structured interviews with eight participants. To ensure the collected data is as representative as possible, the researcher invited two interviewees from each group of paraphrase types (Near Copy, Minimal Revision, Moderate Revision, and Substantial Revision). The findings of the present study are summarized as follows.
        First, the number of students that used citations within their post-test paraphrases has been significantly increased. Initially, in the pretest of paraphrase tests, up to 98% of the students did not use any citations within their paraphrases, which might be caused by (A) the ignorance to use citations within paraphrases and (B) being unaware of using citations to prevent plagiarism. However, in the post-test of paraphrasing tests, the percentage of students who did not use citations within their paraphrases has been reduced to 19%. Therefore, the increased number of students who correctly cited the source text in the post-test reveals that the students made significant improvements in using in-text citations, and their awareness of academic integrity was increased.
         Second, among the 48 students, 32 of them (67%) show improvement between the pretest and the post-test, and 10 of them (21%) perform the same paraphrase types in the pretest and the post-test. Finally, six students (12%) whose pretest paraphrase types are better than their post-test paraphrase types could result from their confusion towards the paraphrase instruction in the study. However, the reduced number of students whose paraphrase type was Near Copy reveals that the current paraphrase instruction can help most of EFL writers build up the basic knowledge for paraphrasing English source texts.
        Third, the researcher incorporated the six paraphrasing strategies into the paraphrase instruction, including (A) replace words with similar words or synonyms, (B) use in-text citation sentence patterns, (C) use reporting verbs, (D) change the word forms, (E) change the order of words, and (F) change sentence structures. Then, from the post-study questionnaire, the researcher found that most of the students agree that these paraphrasing strategies are helpful. Strategies like replacing words with synonyms or similar words, using reporting verbs, and using in-text citation sentence patterns to paraphrase receive the most recognition. This finding is meaningful because it demonstrates that the paraphrasing strategies designed to teach L1 students may also be effective to L2 writers.
        Fourth, in terms of the students’ difficulties in paraphrasing English source texts, students’ difficulties include limited vocabulary range, being affected by the genre of the source text, or not knowing how to rephrase the source text in their new words etc. In the present study, most students identified that the lack of English vocabulary was the most obvious barrier for them to conquer. To be specific, 32% of the students (n =15) attributed their difficulties in paraphrasing the English source text to their lack of vocabulary, and 20% of the students (n = 10) expressed that even though they could think of synonyms or similar words to replace the original wording while paraphrasing, they were uncertain whether the words they used to rephrase were appropriate or not. Therefore, EFL undergraduates’ paraphrasing performances might be related to their vocabulary size because the insufficient vocabulary might influence the paraphrase types they could write.
        Based on the findings in the present study, three pedagogical implications are proposed as follows. First, academic writing instructors could include citation training, particularly the use of in-text citations when they were designing the paraphrase instruction for EFL university students. The emphasis of citation practice within the paraphrase instruction could awaken EFL writers to academic integrity and familiarize them with the way of using in-text citations properly.         Second, students can gradually acquire the skill of paraphrasing and enhance their confidence in paraphrasing English source text in the paraphrase instructional course based on the gradual release of responsibility (GRR) model. Most of the students' significant improvement between the pretest and post-test of paraphrasing tests has shown that students could develop their English paraphrasing skills in the learning process in which the researcher gradually transferred the learning responsibility from him to the students.
        Finally, it is suggested that when instructors teach EFL undergraduates how to paraphrase in the future, they could use the six explicit strategies mentioned in this study to enhance students’ paraphrasing skills. These paraphrasing strategies, such as (A) replace words with similar words or synonyms, (B) use in-text citation sentence patterns, or (C) use reporting verbs, can function as scaffolding to EFL university students, assisting them to extensively reproduce the information, content, and structure of the source text and reducing their risks of writing Near Copies.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION
Background and Motivation 1
Statements of Problem 6
Purposes of the Study 8
Research Questions 9
Significance of the Study  9
Limitations of the Study 10
Definition of Terms 11

CHAPTER TWO LITERATURE REVIEW
Power of Paraphrasing 16
Paraphrasing as a Faithful Recast of the Original Text 16
Paraphrasing as an Interpretation of Source Information 18
Paraphrasing as an Important Skill in Summary Writing 19
Features of Paraphrases  21
Features of Successful Paraphrases 21
Features of Unsuccessful Paraphrases 23
Factors that Cause L2 Writers’ Inappropriate Paraphrases 25
Paraphrase Instructions  27
Paraphrasing Strategies 27
The Difference between L1 and L2’s Paraphrases 31
Paraphrasing Practice 33

CHAPTER THREE METHODOLOGY
Participants 40
Instruments 42
A Pretest of Paraphrasing Test 42
A Post-test of Paraphrasing Test 43
A Pre-study Questionnaire 45
A Post-study Questionnaire 45
A Semi-structured Interview Form 46
Materials 47
The Selected Paraphrasing Strategies 47
A Lesson Plan for the Paraphrase Instruction 48
A Sample Worksheet on How to Paraphrase 49
Grading Criteria: The Taxonomy of Paraphrase Types 49
Study Procedures 53
Data Analysis 56
A Quantitative Analysis 56
A Qualitative Analysis 57


CHAPTER FOUR RESULTS AND DISCUSSION
Comparison of the Students’Citation Practices and Styles Before and After the Paraphrase Instruction  58
Comparison of the Students’Paraphrase Types Before and After the Paraphrase Instruction  61
The Students’ Strategies Before the Paraphrasing Process 70
The Students’ Strategies While the Paraphrasing Process 72
The Students’ Strategies After the Paraphrasing Process  74
Students' Attitude toward the Effective Paraphrasing Strategies  77
The Students’ Difficulties in Paraphrasing the English Source Text  81

CHAPTER FIVE CONCLUSION, IMPLICATIONS,AND SUGGESTIONS
Conclusions 85
Implications  89
Suggestions  91

REFERENCES 94

APPENDIXES
Appendix A: A Consent Form 100
Appendix B: Pretest of Paraphrasing Test 101
Appendix C: Post-test of Paraphrasing Test 102
Appendix D: A Pre-study Questionnaire 103
Appendix E: A Post-study Questionnaire (Chinese) 104
Appendix F: A Post-study Questionnaire (English) 106
Appendix G: A Post-study Interview Form 108
Appendix H: A Schedule for the Paraphrase Instruction 110
Appendix I: A Sample Worksheet on How to Paraphrase 111

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