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研究生：	羅天昱 Luo, Tian-Yu
論文名稱：	台灣高教英語授課教師對跨語言溝通與多模態教學策略的認知及應用 Tertiary EMI Teachers’ Perceptions and Applications toward Pedagogical Translanguaging and Multimodality in Taiwan
指導教授：	鄒文莉 Tsou, Wen-Li
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系 Department of Foreign Languages and Literature
論文出版年：	2023
畢業學年度：	111
語文別：	英文
論文頁數：	166
中文關鍵詞：	英語為國際通用語、2030雙語政策、專業領域英語授課、跨語言溝通教學策略、多模態
外文關鍵詞：	English as a Lingua Franca (ELF), Bilingual 2030, English-medium instruction (EMI), Pedagogical Translanguaging, Multimodality
相關次數：	點閱：252 下載：60
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英語作為國際通用語的多方使用不僅在商業領域也在教育領域中被廣泛地觀察，其中以英語教授專業科目歷經了顯著的成長，這一全球現象引起了研究人員和政策制定者的關注。而近年來，亞洲國家逐漸意識到與全球教育趨勢保持同步的需要，因而展開一系列關於專業領域英文授課實踐的計畫，同時，也提出相關願景與政策藍圖。然而，專業領域英文授課教師在有效實施教學策略方面往往面臨困難，且並未在專業領域英文授課中採納多語言的觀點，此一情況在臺灣等地的案例中也受到矚目。
本研究旨在調查專業領域英文授課教師對有效教學策略的看法，更具體地檢驗其對於跨語言溝通教學策略和多模態教學的理解和應用，透過密切觀察專業領域英文授課教師在課堂上應用兩種教學策略的方式，本研究旨在揭示其信念和實踐並採用質性研究方法由課室觀察和一對一訪談收集研究資料並利用主題分析法進行後續分析。
本文研究場域與對象選擇臺灣南部一所綜合研究型大學的五名專業領域英文授課教師進行觀察和訪談以分析其教學信念和實踐。研究目標包括：1）探究專業領域英文授課教師對專業領域英文授課教學和有效教學策略的看法；2）檢驗其對於跨語言溝通教學策略和多模態教學的理解和應用。
研究結果表明，重新架構授課流程、利用多模態資源以及在課程中引入中文被認為是有效的，本文作者進而深入剖析並且討論在課堂上應用跨語言溝通教學策略和多模態教學的具體規劃。最後，本研究於最終章提出在教學上和研究上可能的影響和未來研究的建議與方向，拓展此議題後續多方討論的可能性。

The widespread use of English as a Lingua Franca (ELF) has not only been observed in the business sector but also in the field of education, where the utilization of English for teaching subject content has experienced significant growth. This global phenomenon has attracted the attention of researchers and policymakers alike. In recent years, Asian countries, recognizing the need to keep pace with global educational trends, have initiated various projects focused on English-medium instruction (EMI) practices and prospects. However, EMI teachers often encounter challenges in effectively implementing teaching strategies and fail to adopt a Plurilingual perspective in their approach to EMI, as observed in cases such as those in Taiwan. The objective of this study is to investigate EMI teachers' perceptions of effective teaching strategies and, more specifically, to examine their understanding and implementation of Pedagogical Translanguaging and Multimodality. By closely observing how EMI teachers apply these two strategies in the classroom, the study aims to shed light on their beliefs and practices. Adopting a qualitative study research method, data for this study were collected through classroom observations and interviews and were subsequently analyzed using thematic analysis. Five EMI teachers from a comprehensive research-based university in southern Taiwan were selected for observation and interviews in order to analyze their teaching beliefs and practices. The study addresses two main purposes: 1) exploring EMI teachers' perceptions of EMI teaching and effective teaching strategies, and 2) examining their understanding and implementation of pedagogical translanguaging and multimodality. The study findings indicate that restructuring lectures, utilizing multimodal resources, and incorporating Chinese in courses are deemed appropriate, and specific plans for employing pedagogical translanguaging and multimodality in classes are identified and discussed. Finally, the study concludes with pedagogical implications and suggestions in the final chapter.

中文摘要	I
Abstract	II
Acknowledgment	IV
TABLE OF CONTENTS	V
LIST OF TABLES	IX
LIST OF FIGURES	X
CHAPTER ONE	1
INTRODUCTION	1
1 Research background and motivation	1
2 Purpose of the study	4
3 Significance of the study	5
4 Term definition	6
CHAPTER TWO	9
LITERATURE REVIEW	9
1 English as a Lingua Franca and Multilingualism	9
1.1 The notion of ELF	9
1.2 The role of English in ELF	10
1.3 Monolingual vs. Multilingual ideology in global education	11
1.4 Moving from Multilingualism to Plurilingualism	12
2 EMI in Higher Education in the global world	13
2.1 The emergence of EMI	13
2.2 Defining EMI	14
2.3 Distinguishing EMI in global higher education	15
3 EMI in Asian Higher Education	17
3.1 The development of EMI in the Asian context	17
3.2 The promotion of EMI in Asian countries	17
4 EMI in Taiwanese higher education	20
4.1 The background of EMI implementation in Taiwan	20
4.2 Bilingual 2030 Policy in Taiwan	21
5 Translanguaging and Pedagogical Translanguaging	24
5.1 The concept of Translanguaging	24
5.2 The classroom practice of Translanguaging	26
5.3 The notion of Pedagogical Translanguaging	27
5.4 Research on Pedagogical Translanguaging	28
6 Multimodality	30
6.1 The development of Multimodality	30
6.2 The concept of Multimodality	31
6.3 The practice of Multimodality in classrooms	33
7 Summary of the chapter	34
CHAPTER THREE	37
METHODOLOGY	37
1 Research sites	37
2 Classes observed	37
3 Participants	40
4 Instruments	42
4.1 Classroom observations (videos)	43
4.2 Interviews	45
5 Analytical framework	48
5.1 Data preparation	49
5.2 Thematic analysis	49
CHAPTER FOUR	53
RESULTS AND DISCUSSION	53
1 Effective EMI teaching strategies	53
1.1 Teaching design	53
1.2 Supports from multimodal resources	58
1.3 The use of Chinese	60
1.4 Discussion on effective EMI teaching strategies	61
2 Teachers’ perceptions of Pedagogical Translanguaging and Multimodality	63
2.1 Teachers’ perceptions of Pedagogical Translanguaging	64
2.2 Teachers’ perceptions of Multimodality	66
2.3 Discussion on EMI teachers’ perceptions toward Pedagogical Translanguaging and Multimodality	69
3 EMI Teachers’ beliefs and practice of adopting Pedagogical Translanguaging and Multimodality	71
3.1 General findings of the interview question	71
3.2 Timing of applying Pedagogical Translanguaging	74
3.3 Purposes of applying Pedagogical Translanguaging	78
3.4 EMI teachers’ implementation of Pedagogical Translanguaging	79
3.5 Discussion on EMI teachers’ strategic use of Pedagogical Translanguaging	86
3.6 Timing of applying Multimodality	88
3.7 Purposes of applying Multimodality	91
3.8 EMI teachers’ implementation of Multimodality	93
3.9 Discussion on EMI teachers’ strategic use of Multimodality	106
CHAPTER FIVE	108
CONCLUSION	108
1 Overall findings of the study	108
2 Limitations of the study	109
3 Pedagogical implications of the present work	110
4 Suggestions for future research	112
REFERENCE	114
Appendix A. Consent Form for EMI Teachers	125
Appendix B. Outline for Interview	127
Appendix C. Transcription Sample of Interview	129
Appendix D. Transcription Sample of Classroom Observation	145
Appendix E. Sample of Analytical Structure	166
                                    

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