A Study on Learning to Write English Source-Based Reports by EFL College Students

大學生撰寫英文研究報告之教學研究

劉顯親(Hsien-Chin Liou)

《英語教學期刊》 40卷2期 (2016/06) Pp. 27-53

https://doi.org/10.6330/ETL.2016.40.2.02

摘要

本文報告一項運用課堂寫作教學以探討外文系大三學生學習引用他人文獻以撰寫英文研究報告之研究。研究對象為29位大三學生，資料蒐集進行一學期17週，包含學生學期初及學期末一項引文知識測驗及課堂引文寫作，學生訪談及教師省思。教學過程之三份單篇文章摘要及期末之研究報告也納入分析。學生表達引文之研究報告極具挑戰，經教學後他們較懂得學術論文寫作，也較能掌握此寫作技巧，增強寫作信心。雖然發現教學能增強學生引文寫作知識及寫作表現，但在期末報告仍存有一些不盡理想之錯誤格式乃至抄襲。論文最後提出教學建議及未來研究方向。

關鍵字

引文使用 ； 教學支援 ； 研究報告

並列摘要

Many L2 students encounter difficulties in writing research reports as such source-based tasks require both complex writing skills and content knowledge. Few studies have documented instructional effects concerning how EFL students acquire the academic skills needed for source-based tasks with pedagogical scaffolding. The current study explored a semester-long process of acquiring such sourceusing literacy by 29 undergraduate English-major students. A presemester test and a source-based summary-response task administered in class assessed the students’ entry level of skills and knowledge. Post-semester measures were obtained after the source-based writing instruction and practice were provided, together with the participants' reflective comments collected in interviews and the teacher-researcher's observations. Three summary assignments of single source articles toward individuals’ research reports were submitted by students for analysis. The findings showed an improvement in both the students’ test scores and in-class summary tasks. Better acknowledgement of sources was found on various writing tasks, but incidents of direct copying and other difficulties still occurred. Completing multip le-source research reports requires complex reading-writing skills which involve text comprehension, summarization, and evidence integration, and the participants still have much room for improvement. Implications, limitations, and future research are also discussed.

並列關鍵字

source use ； pedagogical scaffolding ； research report

參考文獻

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