以讀促寫:文學作品閱讀融入寫作教學對中國英語學習者寫作品質的影響

Linking Literacies: Effects of a Literature-Based Model on Chinese EFL Learners’ Writing Quality

姜少華(Shaohua Jiang)

指導教授 ： 王藹玲

淡江大學/外國語文學院/英文學系博士班/博士(2017年)

https://doi.org/10.6846/TKU.2017.00996

摘要

本研究旨在探討：將文學作品閱讀融入英語寫作教學中對提升中國大學生英語寫作品質之效能影響。作為中國英語教育的核心，英語寫作教學一直備倍受英語教學研究者的關注。將閱讀融入寫作教學，以讀促寫，在國外英語寫作教學中已經得到大規模應用。文學作品因其文體特點也被推薦作為教學材料應用到英語教學中。因此，本研究將二者有效結合，探索將文學作品閱讀融入寫作教學對中國英語學習者寫作品質的影響實屬必要。
本研究的對象為中國東南部某大學66名修習┌英語寫作┘的二年級英文系學生。他們來自兩個英語能力等級測試為中級的普通教學班。其中，一個班級被隨機分配為對照組，接受傳統的英語寫作教學法；另一個班級為實驗組，將文學作品閱讀融入寫作教學的方式。本研究採用了前測加後測的實驗設計。所有實驗對象被要求在前測和後測中分別在規定時間內撰寫一篇英語作文。隨後，將收集的學生英語習作從總體品質，語法能力，語篇能力和寫作策略能力等四個維度進行分析。此外，針對實驗組學生對於把文學作品閱讀結合到寫作課堂教學中的認知和態度通過開放式問卷展開調查。
通過量化分析，研究結果顯示，實驗組在英語寫作質量的四個方面均取得明顯進步。相對於對照組，實驗組的同學在總體品質，語法能力和策略能力取得更好的成績。問卷調查結果表明，大多數學生對閱讀文學作品和閱讀與寫作結合的英語寫作教學持有支持態度。實驗結果證明，在英語寫作課上閱讀文學作品有助於提高英語學習者的寫作品質。

關鍵字

讀寫結合 ； 已讀促寫 ； 文學作品閱讀 ； 英語寫作教學 ； 寫作品質

並列摘要

This study drawing on theories of reading/writing connected writing instruction and literature-based instruction aims to investigate the effects of incorporating a literature-based model into English composition class on Chinese EFL learners’ writing quality. As the core part of English language teaching in China, the studies of English writing instruction to Chinese EFL learners attract ELT scholars’ attentions home and abroad. This study seeks to address the research gap by obtaining an in-depth understanding of integrating reading children’s literature into a reading/writing connected English composition class in China.
This research study was carried out in a university located in the southeast of China. The participants for the study were 66 intermediate-level English majors from two intact classes (one control class and one experimental class) enrolled in an English writing course. Participants in the control group received a conventional Chinese English writing instruction, while a literature-based model was integrated into English writing instruction to students in the experimental group. This study employed a pretest/posttest quasi-experimental design, in which the participants were asked to compose an argumentative essay at pretest and posttest respectively. A follow-up survey was conducted via open-ended questionnaire to investigate experimental students' perceptions of incorporating a literature-based model in their English writing class from three different perspectives. Quantitative data were collected from the analysis of participants’ English essays composed at pretest and posttest in overall quality, grammatical competence, discourse competence, and strategic competence. Qualitative data were collected from experimental group's responses to the open-ended questionnaire after the posttest.
After one-semester instructional training, research results obtained from the analysis of both quantitative and qualitative data indicated that the experimental group made significant improvements in all four aspects of writing quality from pretest to posttest and made better achievements in grammatical competence, strategic competence and overall writing quality than the control group did. Based on experimental participants’ responses to the questionnaire, a majority of students had a positive attitude towards connecting reading and writing in writing instruction, reading children's fictions and doing reading/writing integrated writing tasks in English composition class. This study proved that a literature-based model could provide EFL learners a viable means of improving writing quality.

並列關鍵字

Linking literacies ； Reading for Writing ； Literature-based model ； EFL writing instruction ； writing quality

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