同儕互閱與教師評改對非母語學童的引導式英文寫作教學成效之研究

The Effect of Peer-Review and Teacher-Review in Young NNS Learners' Guided Writing Instruction

陳璧清(Pi-Ching Chen) ； 林以俐(Yi-Li Lin)

《屏東教育大學學報-教育類》 32期 (2009/03) Pp. 333-358

摘要

傳統的文法教學因抹煞兒童實際溝通時的創造力和學習動機而飽受批評，語言專家學者們建議現代的英語教師應幫助初學者經由統整且真實的語言情境中建構文法概念，寫作即為一種文法習得的有效途徑，尤其在校訂的階段。本研究旨在探討英語學習兒童經由情境化的引導式寫作練習來習得句法知識的成效，並藉此了解他們對於兩種不同的文章修訂方式—同儕互評和教師評改—的態度與看法。本兼具質化與量化之研究主要包含兩個階段：第一階段為引導式寫作教學，第二階段為問卷調查。研究對象為五十四位不同英語程度的國小六年級學童，經由情境化的引導式寫作教學教學，針對小學生們對於這兩種評改方式的看法進行比較和分析。此外，本研究亦採用問卷調查方式探究英語學習兒童對於情境化句法教學、同儕互評、教師評改和修訂文章等活動的態度與看法。研究結果顯示英語學習兒童普遍認為教師的建議是比較有用且有趣的，但在和同學互相評改文章的過程中也體驗到合作學習的樂趣。大部分的研究對象都肯定整個寫作過程對於句法知識習得的成效。

關鍵字

同儕互閱 ； 教師評改 ； 引導式寫作 ； 學習者的態度

並列摘要

For decades, the traditional grammar instruction has been attacked for jeopardizing children's creation and motivation for functional communication. Therefore, it is strongly emphasized that modern language teachers shall help young learners frame their grammatical concepts through integral and authentic contexts. Writing is widely recognized as an effective medium of grammar acquisition, especially through the process of editing. This study examined the efficacy of contextualized guided-writing exercises to construct young non-native speaking (NNS) learners' grammatical concepts and understood their attitudes toward two different styles of editing - peer review and teacher review. This qualitative and quantitative study included both a guided-writing instruction and a questionnaire survey. A total sample of 54 sixth graders with different English proficiency levels were selected from an elementary school in Taiwan. Through a contextualized guided-writing instruction, young learners' perceptions toward each review style were compared and analyzed. Besides, the study conducted a questionnaire survey to collect the data for understanding young NNS learners' attitudes toward contextualized grammar instruction, peer review, teacher review, and revision. The results showed that young NNS learners considered teacher comments were more significantly interesting and effective, that they did enjoy the process of collaborative learning, and that most of them acknowledged the efficacy of the whole contextual guided writing session to the construction of their syntactical concepts.

並列關鍵字

peer review ； teacher review ； guided writing ； learners' attitudes

參考文獻

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