臺灣博碩士論文加值系統

有許多的研究已經證實圖片提示提供具體且相關的訊息有助於英文寫作。本研究的目的是要探討使用圖片提示對於高低成就高中學生英文作文的內容、結構、字彙及整體寫作表現之影響。本研究的對象是108位屏東縣某所高中的高三學生，根據全民英檢寫作測驗的成績，他們被均分成兩個高成就群和兩個低成就群。他們填寫問卷(一)提供他們的背景資料。接著實施兩型記敘文寫作測驗，高成就群(一)及低成就群(一)接受只有引導句的寫作測驗；高成就群(二)及低成就群(二)則接受另一型提供引導句加圖片提示的寫作測驗。所有的研究對象填寫問卷(二)提供他們對英文寫作的態度，而高成就群(二)及低成就群(二)接著再填寫問卷(三)提供他們對圖片提示的看法。最後的小組訪談旨在更進一步瞭解學生對於圖片提示的觀感及寫作態度動機的轉變。
本研究的主要發現如下：（1）圖片提示對於高分群學生的寫作的內容、結構，及整體的寫作表現有幫助，但是對於單字沒有明顯的幫助。（2）圖片提示對於低分群學生的內容、結構、字彙及整體寫作表現都無任何明顯的幫助。（3）高低成就學生都對圖片提示抱持正面的態度，並且因為有圖片提示更願意從事英文寫作。

Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts.
The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.

1 Introduction 1
1.1 Motivation and Goal 2
1.2 Purpose of the Study 4
1.3 Significance of the Study 4
1.4 Organization of the Chapters 5
2 Literature Review 6
2.1 Discoveries and Stimuli in Prewriting Stage 6
2.2 The Effects of Visual Stimuli on Language Learning 8
2.3 Wordless Picture Books for Language Learning 9
2.4 Pictures for Guided Writing 10
2.4.1 Pictures to Improve Writing Content 11
2.4.2 Pictures to Improve Writing Organization 12
2.4.3 Pictures to Promote Writing Motivation 14
2.5 Picture Prompts for Different Language Learners 14
2.6 Research Questions 17
3 Methodology 18
3.1 Participants 18
3.2 Instruments 21
3.2.1 A GEPT Writing Test (as a Pre-test) 21
3.2.2 Questionnaire I 21
3.2.3 Two Types of Narrative Writing Tests 21
3.2.4 Questionnaire II 22
3.2.5 Questionnaire III 22
3.2.6 Interviews 23
3.3 Procedures 23
3.3.1 A GEPT Writing Test and Questionnaire I 24
3.3.2 Grouping Participants into Two Proficiency Levels 25
3.3.3 Two Types of Narrative Writing Tests 25
3.3.3.1 The Rating Scale 26
3.3.3.2 Inter-rater Reliability 26
3.3.4 Questionnaire II and Questionnaire III 28
3.3.5 Interviews 29
3.4 Data Analysis 30
4 Results 31
4.1 The Effects of Picture Prompts on Students’ Writing Performance in Content, Organization, Vocabulary, Overall Writing Performance and Writing Attitudes 31
4.1.1 Research Question 1: What effects does it have on the content of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 32
4.1.2 Research Question 2: What effects does it have on the organization of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 34
4.1.3 Research Question 3: What effects does it have on the vocabulary of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 36
4.1.4 Research Question 4: What effects does it have on high achievers’ and low achievers’ overall writing performance to use pictures as prompts for narrative writing? 38
4.1.5 Research Question 5: What are the participants’ attitudes toward English writing after they are given pictures as prompts? 40
4.1.5.1 Students’ Attitudes toward Writing 40

4.1.5.2 Students’ Attitudes toward Picture Prompts 45
4.2 Interviews 51
4.2.1 Interview Question 1: Do you think picture prompts will enrich or restrict the content of your English writing? Why? 51
4.2.2 Interview Question 2: Do you agree that picture prompts assist you in organizing your English writing? Why? 52
4.2.3 Interview Question 3: Do you think picture prompts will contribute to vocabulary richness in English writing? Why? 53
4.2.4 Interview Question 4: Do you find picture prompts will promote your attitude toward English writing? Why? 53
4.2.5 Interview Question 5: Do you think picture prompts stop you from getting more ideas and creativity? 54
5 Discussion 56
5.1 Summary of the Results 56
5.2 Pedagogical Implications 61
5.3 Limitations of the Study 62
5.4 Recommendations for Further Studies 64
References 66
Appendix 1 73
Appendix 2 74
Appendix 3 75
Appendix 4 76
Appendix 5 77
Appendix 6 78
Appendix 7 79
Appendix 8 80
Appendix 9 81
Appendix 10 82

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