整合教學策略融入英文基礎寫作班

Integrating Three Teaching Strategies into an EFL Basic Writing Class

張淑英(Shu-Ying Chang) ； 董綺安(Chi-An Tung) ； 彭芳美(Fang-May Peng)

《國立臺中科技大學通識教育學報》 1期 (2012/12) Pp. 225-239

https://doi.org/10.7052/JGE.201212.0225

摘要

更正學生句子技巧的錯誤，長期以來一直是英文寫作老師的夢魘。為解決這個問題，本研究融合以校訂為主的句子技巧及校稿技巧的教授，再加上同儕錯誤更正的練習三個策略，實施於大一英文寫作班。本研究的目的在於探討融入此三教學策略於大學英文基礎寫作班，對下列三方面的影響：（一）提升學生英文句子的技巧（包含文法、用字、拼字、大小寫及標點符號等）、（二）改善學生校稿的技巧及（三）減少學生文法、用字、拼字、大小寫及標點符號等的錯誤，進而提升整體的寫作能力。本研究透過研究者自行設計的期末問卷、「句子技巧」前後測、「同儕錯誤更正」前後測及「英文段落寫作」前後測等，以驗證研究成效。結果顯示：融入此三教學策略於英語為外語之基礎寫作教學，對上述三個研究項目皆有正面的影響。本研究將可提供英文寫作老師一個改善學生句子技巧錯誤有效且具體可行的選擇。

關鍵字

句子技巧 ； 校稿技巧 ； 同儕錯誤更正

並列摘要

Correcting students' errors in sentence skills (i.e. grammar, word use, mechanics, and punctuation) has long been English writing teachers' nightmare. To relieve teachers' sense of frustration and help students develop learner autonomy, three teaching strategies-the instruction of English sentence skills, the demonstration of proofreading skills, and the practice of peer error correction-were integrated into a college freshman English writing class in Taiwan. The purpose of the paper was to report the implementation of the strategies and their effects on students' English sentence skills, proofreading skills, and overall English writing performance. Pretests, posttests, and a teacher-designed survey were used as instruments to measure the effects of the strategies. Results showed that incorporating the three teaching strategies into EFL basic writing instruction could sharpen students' sentence skills, better their proofreading skills, and reduce their sentence-skills errors in writing, which led to the improvement of their overall English writing performance.

並列關鍵字

sentence skills ； proofreading skills ； peer error correction

參考文獻

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