台灣高中生英文記敘文寫作過程之個案研究

A case study of English narrative writing process of Taiwanese senior high students

莊心怡(Hsin-yi Chuang)

指導教授 ： 丁仁教授

國立臺灣師範大學/文學院/英語學系/碩士(2004年)

摘要

本研究主要探討不同程度高中生之記敘文寫作過程。研究對象為九位台灣高一學生。其中三位寫作能力較高、三位為中等程度、三位寫作能力低。這些學生在寫兩篇記敘文時須同時進行有聲思考。之後他們都接受訪談，訪談內容為他們自己所察覺到的中英文寫作過程。最後這些學生的國文老師接受訪談，訪談內容為這些學生中文寫作之表現。
本研究發現，就寫作過程而言，這些不同程度之學生有著許多類似之處，包括他們的寫作過程都是循環的，他們都只擬定粗略的計劃、進展內容時會先寫下他們所想到的，之後再作修正，以及他們修改的效果非常有限。其不同之處在於他們下筆前擬定計畫所花的時間，以及當他們不會表達時所使用的策略。但是這些差異與他們的程度無關。此外，本研究也找出一些有效及無效的寫作策略。對這些學生而言，影響他們寫作表現的是他們的英語語言能力，而非他們的寫作過程。
本研究的另一項發現為這些學生在寫英文作文時，會移轉部份的母語寫作知識及寫作過程。不過，不只母語的寫作能力，還有英語之能力及英語寫作策略之教導，在這些學生的英文寫作表現上都很重要。
當然，為了更了解如何教導台灣學生英文寫作，仍然需要做更多相關的研究。

關鍵字

寫作過程 ； 記敘文 ； 台灣高中生

並列摘要

This study aims to investigate the narrative writing process among senior high students at different writing proficiency levels. The subjects of the study were nine first-year students in one senior high school in Taiwan, three at a higher writing proficiency level, three at the middle level and three at the lowest level. These students were asked to practice think aloud while writing two narrative essays. Then they all received a retrospective interview about the L1 and the L2 writing process perceived by themselves. Finally, these subjects’ Chinese teacher received an interview about these students’ performance in the L1 writing.
In this study, it is found that in terms of the composing process, there exist lots of similarities among these subjects across different proficiency levels, including the recursive writing process, the rough planning, the use of satisficing strategy in drafting, and limited revising/editing. The difference is found in the time spent on the pretask planning and the strategies the subjects adopt when they have difficulty expressing certain ideas. However, such difference is not found related to their writing proficiency levels. Moreover, some effective and ineffective strategies in the composing process are found. To these subjects, it is not the composing process but their L2 linguistic proficiency that affects their performance.
Another finding of this study is that these subjects transfer some of their L1 writing knowledge and writing process into the L2 writing. Yet, not only the L1 writing ability, but also the L2 proficiency and the instruction of the L2 writing strategies matter in these subjects’ L2 writing.
Still, more research needs to be done. Then English educators may know better how to teach Taiwanese students English writing.

並列關鍵字

writing process ； narrative ； Taiwanese senior high students

參考文獻

Cheng, C.K. (1999). The use of think-aloud protocols in investigation of second language reading. Hwa Kang Journal of English Language literature, (5), 3-29.

Hsieh, M.C. (2003). A case study of English reading comprehension strategies used by junior high students. Master’s thesis. Chiayi: National Chiayi University.

Afflerbach, P. & Johnston, P. (1984). Research methodology: on the use of verbal reports in reading research. Journal of Reading Behavior, 16, 307-322.

Arndt, V. (1987). Six writers in search of texts: a protocol-based study of L1 and L2 writing. ELT Journal, 41 (4), 257-267.

Bereiter, C. & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2 (2), 131-156.