- 期刊
EFL Business Writing with Task-based Learning Approach: A Case Study of Student Strategies to Overcome Difficulties
任務型學習應用於以英語為外語學生之商務英文寫作學習策略與困難之個案研究
摘要
本研究以任務型學習應用於科技大學應用外語系三年級專業選修之商務英文寫作的課程。在為期12周，每週2小時的期間，學生必須完成以商務情境為主的三項前後測寫作任務：詢問、討還價與抱怨。學生前後測寫作由三種線上評量工具進行質與量的評估分析，並於本研究結束前實施寫作策略與困難度的問卷調查。研究結果顯示，與前測寫作相比較，學生後測寫作在大部分語言與專業的評量參數上都有明顯的進步，而且分別由三種不同線上寫作評量所分析的數據相互間有顯著的相關。不同後測寫作能力學生在個別的寫作策略上有顯著的差異，寫作能力較差的學生顯現較大的寫作困難，而且比較擔心於寫作時犯錯。寫作能力較佳的學生於寫作過程中則較能注重專業內容、使用較高階的字彙、且較少引用範本中所提供的字彙。
並列摘要
This study reports on implementing task-based learning (TBL) approach into an elective course, ＂English Writing for Business,＂ offered to junior students of English as a Foreign Language (EFL) in the first twelve weeks of the semester course, for two hours per week. Students were asked to complete three correspondence tasks rooted in real-life business contexts: enquiry, negotiation and complaint. Students' performance was evaluated from a variety of pre- and post-writing measured by three types of online evaluation. Two questionnaires about writing strategies and writing difficulties were administered at the end of the instruction. The results indicated that students made significant improvement in most linguistic and content-based parameters and the analysis results by the three types of online evaluation were significantly correlated. An independent sample t-test revealed that there was a significant difference in individual type of strategy use among students with different post-writing ability. In addition, students with weaker writing proficiency showed greater overall writing difficulties and were concerned more with surface errors. But, proficient students were more aware of content knowledge, expressed more words of higher levels and had fewer possibilities to borrow words from the model texts in the post-writing.