- 學位論文
師生英文對話日記對台灣高中生英文寫作之影響
A Study of the Effects of Student-teacher Dialogue Journals on EFL Writing in High Schools in Taiwan
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摘要
本研究主旨在探討師生對話日記對於高中學生英文寫作的效益。特別針對學生在實施對話日記寫作活動前後，英文寫作流利度、態度和寫作能力的變化來分析。 本研究以桃園縣內壢高中的一班41位同學為研究對象，這些學生利用課餘時間參與為期十四週的師生對話日記寫作活動。在活動前後，研究者以一份寫作焦慮量表測試並了解學生對於寫作焦慮感之差異；活動後，並以一份問卷調查表了解學生對師生對話日記活動的看法。研究者並根據學生所寫的英文日記，以字數、所費時間、句子結構成熟度及語言功能來分析英文寫作流利度及能力上之改變。根據統計資料分析結果，研究發現如下: 1. 師生對話日記確能增加學生英文寫作之流利度。在參與師生對話日記寫作活動後，學生對於英文寫作之焦慮感明顯降低，不僅愈寫愈多，且花費的時間明顯少。 2. 師生對話日記能有效提昇學生之英文寫作能力。研究者以語言功能分析日記內容發現學生不但明顯增加使用語言功能的次數，並且增加了不同語言功能的使用。 3. 問卷調查結果顯示，參與本研究的學生對於師生對話日記大多數抱持肯定的態度。他們認為師生對話日記能讓他們在無壓力的情境下改進英文寫作能力。 本研究建議，除了傳統式的英文作文教學，英語教師應該多多提供學生具有真實性、溝通性及互動性的英文寫作機會，師生對話日記就是良好的選擇。但實施此類活動需考慮到學生的個體性及老師本身教學負擔等因素。因此，研究者建議老師可嘗試不同之英文對話日記，如同儕交換日記，以期增加英文寫作教學之多元性與豐富性。
並列摘要
This study examines the effects of student-teacher dialogue journal writing on the writing skills of EFL senior high school students in Taiwan. Dialogue journal writing seeks to promote written fluency and writing ability by allowing students to write freely on topics of their choice. Spelling and form are not marked or graded. The subjects in the study were 41 Neili Senior High School students from one class. They took part in a dialogue journal writing activity from September 2002 to December 2002. The differences in students’ written fluency, before and after the activity, were analyzed in terms of the t-test results of three elements: word count, the time students spent on their journals, and the syntactic maturity of their writing; in addition, the Daly-Miller Writing Apprehension Test (1995a) was applied for analysis of the students’ first two and last two journal entries. The differences in the students’ writing ability were also analyzed with respect to their use of various language functions. The findings of this study reveal that dialogue journal writing helps students improve their written fluency in terms of increased word count, decreased amount of time spent on writing, and a decrease in apprehensive feelings about writing in English. The students’ writing ability also improved with respect to the use of a greater variety of language functions. It was also found that nearly all the students held a positive attitude toward the dialogue journal writing activity. Based on the findings, the researcher suggests that EFL teachers provide students with chances to experiment with diverse forms of writing. Asking students to write dialogue journals is a good way to achieve such diversity. When using dialogue journals, EFL teachers should respond to their students as individuals and tailor their journal responses accordingly.
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