- 學位論文
過程式教學法於大學生英文寫作課的應用
The Use of Process Writing Approach in the EFL University Writing Course
摘要
摘要 對於大部份台灣的學生而言，英文寫作是難以精通的技巧。雖然許多英文寫作老師致力於增進學生英文寫作能力，許多學生仍未在大學入學考試中獲得較高的成績。此一現象意味著大部份的台灣學生在學習英文寫作方面遭遇到困難。 本研究旨在探討過程式寫作教學法於大學生英文寫作課應用的情況。本研究比較受試者接受過程式寫作教學法前後的作文成績及比較學生接受過程式寫作教學法後對於英文寫作態度的轉變。此外，本研究亦探討學生對於過程式寫作教學法和課堂實施活動的回應。 本研究以28位台灣某大學英文系二年級的學生為對象。在一年的研究中，學生接受過程式寫作教學法的寫作課程；在此一課程，學生可學習並練習pre-writing, drafting, revising, editing, publishing五個階段的寫作技巧。學生的作文成績、問卷調查表以及訪談和課堂觀察的資料經分析過後，研究結果如下: 一 、接受過程式寫作教學法後，學生寫作能力有顯著進步。 二 、接受過程式寫作教學法後，學生寫作憂慮感有顯著的降低，惟學生對於英文寫作 的實用性和寫作問題的態度並無改變。 三 、學生對於過程式寫作教學法持正面的態度，因學生能一步步地寫作、有許多練習 寫作的機會、增進寫作的組織、邏輯思考並在這堂寫作課學到一些寫作技巧。此外，學生也喜歡小組討論。 四 、學生認為過程式寫作教學法的活動對他們有幫助。 pre-writing 是學生在這堂課最喜歡的部份，反之，peer editing是學生在這堂課最不喜歡的部份。 五 、某些學生提及過程式寫作教學法的缺點，包括浪費時間、麻煩、教學速度緩慢及 作業過多。 總言之，過程式寫作教學法不僅增進學生的寫作表現也降低學生在寫作上的憂慮感。爰此，研究者建議大學的寫作老師可應用過程式寫作教學法於寫作課中。另外也建議實施小組討論以幫助學生產生寫作想法和刺激思考。值得注意的是，作業份量應謹慎考量，避免過多。最後，研究者建議大學的英文寫作老師可設計某些有趣的活動於課堂中
並列摘要
ABSTRACT English writing is a skill hard to master for most Taiwanese students. Although many English writing teachers strive to enhance the writing ability of their students, their students do not get high grades in the college entrance exams. This suggests that most Taiwanese students encounter difficulties in learning English writing. The purpose of this study was to examine how the process writing approach works in an EFL writing course in a university. Specifically, the students’ writing performance before and after the implementation of process writing approach was compared. The change of students’ attitude toward English writing after the implementation of process writing approach was investigated. Additionally, the students’ responses to the implementation of process writing approach and process writing activities were explored. The participants in this study included 28 English major sophomores at a selected university in Taiwan. In this one-year-long study, the students received a process writing course, which was designed according to the steps of the writing process as to learn and practice prewriting, drafting, revising, editing, and publishing. In data analysis, the students’ scores on their compositions and their responses in questionnaires, classroom observation, and interview were analyzed quantitatively and qualitatively. The findings of the present study were summarized as follows. 1. The implementation of process writing approach helped the students improve their writing performance not only on their overall writing but also on focus, content, organization, style, and convention. 2. The implementation of process writing approach has changed college students’ attitudes toward their anxiety with writing. However, the students’ attitudes toward the usefulness of English writing and writing problems did not change. 3. The students responded positively to the implementation of process writing approach because they wrote step by step, practiced a lot, improved their writing organization, logical thinking as well as learned some writing strategies in the writing course. Small group discussion was helpful for the students. 4. The students felt the process writing activities helpful. Pre-writing was the part the students liked most; peer editing was the part the students liked least in this course. 5. Some students mentioned some disadvantages of the process writing approach, including time-consuming, troublesome, slow teaching speed, and a large amount of homework. In conclusion, the process writing approach not only enhanced the sampling subjects’ writing performance but also lowered their writing anxiety. Thus, it was suggested that the college writing teachers could integrate the process writing approach in their writing courses. Small group discussion could be implemented to help the students generate ideas to write about and stimulate their thinking. However, the loading of homework should be taken into consideration; some interesting activities should be designed while teaching the writing course.