基於篇章銜接與連貫理論之寫作教學策略研究―以中級華語學習者為例

A Study on the Strategies of Teaching Writing Skills to Intermediate Chinese Learner：Based on the Theory of Discourse Coherence and Cohesion

曾淯銘(Yu-Ming Tseng)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400078

摘要

從第二語言教學研究來看，「寫」的教學往往被認為沒有「聽」和「說」那麼緊迫重要。但寫作在第二語言和外語學習上屬於較難的階段，通常要放在學習其他技能之後才學習，因其難而帶來寫作教學與研究的難度，也使得篇章寫作領域的研究顯得缺乏。
本研究採「行動研究法」，進行為期十週的行動歷程。資料蒐集方式包含學生寫作語料、學後反思、課堂觀察記錄、前後測與學生作品。研究旨在探討中級華語學習者產出之寫作篇章，分析中級華語學習者寫作歷程及轉變，最後討論適用於中級華語學習者之寫作教學策略。
研究結果顯示，要寫出一篇前後語義連貫且銜接合宜的說明文，首要宜提升學生的篇章架構與組織能力，包含構思與內容的安排；其次是設法讓學生思考如何將句段甚至段落的許多思想連結起來，達到語義連貫的效果。最後，養成重複審看文本的寫作習慣，將能有效提升寫作篇章連貫。
整體而言，說明文篇章教學有其成效，依學習者於寫作檢核表各項進步幅度多寡排序為「篇章組織」、「篇章銜接與連貫」、「篇章內容」與「格式標點」。最後根據研究成果與結論提出建議，以作為未來有興趣從事華語寫作教學之教師參考。

關鍵字

銜接 ； 寫作教學 ； 中級華語學習者 ； 連貫

並列摘要

From the perspective of studies on second language, the teaching of “writing” is usually overlooked, compare to “listening” and “speaking”. Furthermore, writing is in the harder phase of foreign language learning, typically learned after other three skills. It also brings difficulties on research of teaching of writing, and caused the lack of related research.
This study adopted action research, the whole period of action is ten weeks. The data came from writing materials of the students, post-learning reflection, record of classroom observation, pre- and post- test, and works of the students. The purpose of this study is to discuss discourse written by the students, and to analyze the development and transformation of intermediate CSL learners. Finally, appropriate strategies for teaching of writing for intermediate CSL learners were also discussed.
The study finds that in order to write a coherent expositive discourse, the first ability to be learned is the structure and organization of a passage, including brainstorming and the arrangement of content; second, the teachers should try to make students think how to connect thoughts between sentences and paragraphs, and make the discourse coherent. Finally, to form a habit of reviewing discourse repeatedly is an effective way to make the discourse more coherent.
Overall, the teaching of expositive discourse is effective. According to progressive range of learners’ result check list, the sequence, from large to small is “organization of discourse”, “discourse coherence and cohesion”, “discourse content”, and “punctuation”. The conclusions and suggestions were presented according to the results, for the reference of future study and teaching on CSL writing.

並列關鍵字

Coherence ； Cohesion ； teaching of writing ； Intermediate CSL learners

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