- 學位論文
從文字書寫到圖文創作—以大學學生英文寫作學習為案例—
From Written Texts to Picture Writing Practices: An Investigation into EFL University Students’ Learning of Writing through the Use of Picture Prompts
摘要
第二語言學習研究者常指出圖示提示(picture prompt) 對於外語學習者寫作發展之重要性。然而，針對學習者如何透過圖示提示以幫助寫作歷程之實證研究仍相當缺乏。因此本研究採質性取徑之個案研究法，研究圖示提示及第二外語學習者寫作歷程交互影響之情形。研究目的為檢視四位以英文為第二外語學習的臺灣大學生如何藉由圖示提示創作出不同文體之寫作（比較與對照、論說文、敘事文）。資料蒐集的工具包含學生的寫作作品及深度訪談，並採用批判論述分析法(Critical Discourse Analysis)進行資料分析。分析過程主要分為三層架構：描述 (description)、解讀 (interpretation)、闡釋 (explanation)，以區分出寫作在社會實踐中所涉及之三大層面：文本(text)、互動 (interaction)、社會實踐 (social practice)；同時強調不同語篇(context of situation)及語境(context of culture)之特質將如何影響學生寫作歷程。研究結果發現圖示提示能幫助第二外語學習者在寫作歷程中會結合多種模式（口語、視覺、書寫）及情境資源，並將其再脈絡化 (recontextualisation)。此外，大多數以英文為第二語言的學習者仍受制於當前所處之寫作情境。然而，有些學習者在寫作時，會針對文體架構及語言用字方面展現其創意。總結而言，此研究顯示英文學習者寫作歷程及圖示提示應用於寫作中兩者間之動態關係。根據研究結果，提出相關建議，將多模式資源融入第二外語寫作課程設計中，可落實教學效能，提升學習動機與成果。
並列摘要
Researchers of second language learning have suggested that the use of picture prompts in academic writing is of great importance for its benefits. However, very few studies have empirically documented how learners actually write with assistance of picture prompts. Therefore, this study adopts an in-depth qualitative case study approach to explore the interplay between the use of picture prompts and EFL students’ writing practices in the particular community. Four Taiwanese EFL university students are chosen as focal research participants, focusing on what and how they learn and write three different genres (comparison-contrast, argumentation, narration) guided by the chosen picture prompts. Students’ written products, talk around texts, and interviews are collected and analyzed by Critical Discourse Analysis approach (Fairclough, 2003). Three levels of analysis (description, interpretation, explanation) are undertaken to uncover these three elements of writing as social practices (text, interaction, social practice), emphasizing how textual and contextual features shape or are shaped by students’ writing as social practices. Two major findings derive from the data analysis. First, picture prompts serve as the nudge to motivate EFL student-writers recontextualizing multimodal resources (oral, visual, written) across different contexts into their target writing practices, and some of which are shown in linguistic features of their written works. Secondly, most of EFL students adhere to conventions of the specific community they are situated whereas on some occasions demonstrate their creativities in making variations on generic structures or language use. Overall, the research findings reveal the dynamic relationship between EFL students’ writing practices and the use of picture prompts, providing relevant implications for integrating multimodal elements in the EFL writing course design.