臺灣博碩士論文加值系統

高職生的英文寫作教學一直以來較被不注重。但仍有許多高職生在面臨升學及找工作時，必須使用到英文寫作。本研究為質化研究，目前為調查臺灣高職學生對於英文學習上的學習策略。此研究針對高職生之英文寫作的策略採用、英文寫作面臨到的困難、及對於英文寫作的一些看法及建議。
英文寫作有別於母語寫作，高職生在英文寫作時，因為不同的寫作結構及有限的英文能力，常面臨許多困難。因此，為了瞭解高職生是如何從事寫作英文，本研究將分別探討受測者的英文寫作過程中，英文寫作之策略運用、英文寫作困難及對英文寫作之相關想法。
本研究針對十五位高職生進行英文寫作實驗。這十五位學生必須先完成一篇英文書信的寫作。他們在寫作完畢，必須個別與研究者進行十至十五分鐘之非正式訪談。訪談後必須填寫一份調查。整個過程都會以錄音的方式進行，提供未來更深入的分析和研究。本研究結果顯示，高職生寫作者會運用不同的策略來進行他們的寫作。此外，本研究也指出這些受測者遭遇大的寫作困難大多為字彙能力有限。受測者也指出他們對於目前高職寫作課的一些看法，研究者將這些看法分為三大部份：學校行政相關、老師教學相關、及寫作者本身相關的看法。此歸納成果其相關想法和建議可提供學校行政、教師、及學生等各方做為提升英文寫作運作、教學、及學習之參考。
研究者希望藉由本研究結果，能進一步說明在未來統測考試中，臺灣高職生要如何為英文寫作做準備，並能讓學校、老師、及學生一同努力朝向更有效的英文寫作。

Vocational high school students in Taiwan receive little attention on their English writing. Therefore, the purpose of this research is to investigate these EFL learners’ English language learning strategies and their difficulties in English writing. The participants are fifteen senior vocational high school female students majoring in accounting. Each participant was informed to perform a writing task of an assigned topic by the researcher. After completing the writing task, a semi-structured interview was conducted with each participant. Interview questions were centered on their strategies employed for the writing task, their difficulties they encountered and ways to tackle their problems during the writing process, and their thoughts and suggestions about English writing. A questionnaire was distributed to these participants after the interview to investigate their general difficulties in L2 writing. This is a case study of the qualitative research and the researcher intended to take a close look of these learners and give a detailed description of these fifteen individual cases. Data were collected and analyzed based on interview transcription and the questionnaire they filled out. Each participant signed a consent form and agreed to be tape-recorded during their interviews.
This research provides some good insights on what strategies these vocational high school students apply to their writing. By understanding the strategies they employ and difficulties they encounter, the teachers may further assist their writing difficulties and motivate them to write more. The results offer some suggestions to school administration, teachers, and learners to reflect on L2 writing of EFL education at vocational high schools and to adjust the EFL learners’ attitudes to improve their writing skill in the future.

TABLE OF CONTENTS
Acknowledgements i
Chinese Abstract iii
English Abstract iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
Chapter One: Introduction 1
1.1 Background of the Study 1
1.2 The Problem Statement 3
1.3 Purpose of the Study 5
1.4 Definition of Terms 6
1.5 Research Questions 8
1.6 Significance of the Study 9
1.7 Conclusion 10
Chapter Two: Literature Review 12
2.1 Language Learning Strategies 12
2.1.1 Definition of Language Learning Strategies 12
2.1.2 O’Malley et al.’s Taxonomy 13
2.2 The Studies of Language Learning Strategies and English Writing 16
2.3 Difficulties in L2 Writing 19
2.4 Phenomena of EFL Education in Vocational High Schools 22
2.5 Conclusion 25
Chapter Three: Methodology 27
3.1 Research Design 27
3.2 Participants 27
3.3 Instrumentation 28
3.4 Data Collection Procedure 32
3.4.1 Subject Selection Procedures 32
3.4.2 Performing a Writing Task 33
3.4.3 Interviews with Fifteen Participants 33
3.4.4 Filling out the Questionnaire 35
3.5 Data Analysis Method 35
3.5.1 Interview Data Relevant to Strategies Used 35
3.5.2 Questionnaire Data Relevant to Difficulties 40
3.5.3 Interview Data Relevant to Thoughts and Suggestions 41
3.6 Conclusion 43
Chapter Four: Results 46
4.1 The Writing Task 46
4.2 The Interview 49
4.2.1 Strategies Employed 49
4.2.1.1 Metacognitive Strategies 49
4.2.1.2 Social Affective Strategies 52
4.2.1.3 Cognitive Strategies 55
4.2.2 Data about Learners’ Thoughts and Suggestions 58
4.3 Questionnaire 61
4.3.1 Difficulties in English Writing 61
4.4 Conclusion 64
Chapter Five: Discussions and Conclusions 65
5.1 Findings and Discussions 65
5.1.1 Research Question One 65
5.1.2 Research Question Two 68
5.1.3 Research Question Three: 70
5.2 Pedagogical Implications 73
5.3 Limitations of the Study 74
5.4 Suggestions for Further Studies 76
5.5 Conclusion 77
References: 79
Appendix 88
Appendix One: Consent Form 88
Appendix Two: Writing Task Description 89
Appendix Three: Questionnaire 90
Appendix Four: A Sample of the Participant’s Interview Transcription 91

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