臺灣博碩士論文加值系統

本研究旨在探究台灣英語學習者英文寫作過程中寫作問題及策略使用後設認知覺察(metacognitive awareness)研究。過去許多研究( Flower & Hayes, 1981; Scardamalia& Bereiter, 1987; Zamel, 1983)顯示，熟練寫作者與初學者經歷不同的寫作過程且寫作風格截然不同，致使寫作表現有差異性。因此，本論文欲探討並比較兩種寫作者問題類型及策略使用情況，藉此了解他們的差異。
本研究係以五位熟練寫作者和五位初學者為研究對象。在寫作過程中，他們必須邊寫邊將想法口頭陳述出來。透過有聲思考(think-aloud method)的方式，寫作者的思考歷程、問題型態及對策使用將會揭露出來。再者，當所有有聲思考的資料轉變成逐字稿後，所有問題型態、解決對策將進一步定義、分析。本研究結果發現: (一)兩種寫作者在寫作過程中均遇到三種主要問題型態，即語言(linguistics)、篇章結構(discourse)及內容(content)上的問題。(二)熟練寫作者篇章結構問題比例較另外兩類型的問題多；然而，初學者在語言方面有較多的問題。(三)熟練寫作者能運用多元的策略解決問題；相反的，初學者只訴諸特定的方法且時常選擇放棄解決問題。
本研究提出了熟練寫作者及初學者寫作時可能遭遇的問題類型及他們的解決策略。此外，寫作者後設認知機制(metacognitive monitoring mechanism)的運作也受關注。根據本研究發現，以第二外語學習者為對象的英文寫作教學者應該提昇自我教學成效(teaching effectiveness)，用以加強第二外語學習者的語言能力；並透過課堂的明示教學(explicit instruction)來強化第二外語寫作者寫作之後設認知覺察(metacognitive awareness)。再者，熟練寫作者所運用的策略可提供給初學者，進而提昇他們寫作過程中問題解決能力(problem-solving skills)。

The current study aims to explore the metacognitive awareness of writing problems encountered and the solution strategies employed in the L2 writing task of EFL writers. Research has shown that the experienced and inexperienced writers undergo distinct writing processes and possess different writing styles which result in discrepancy in their writing performances (Flower & Hayes, 1981; Scardamalia & Bereiter, 1987; Zamel 1983). This study intends to explore and compare the experienced and inexperienced EFL writers'' writing problems and solution strategies so as to investigate the differences between the two types of writers.
Five experienced and five inexperienced EFL writers were invited and required to participate in this study. They were asked to write and verbally deliver their ideas during the experiment. Through the think-aloud method, writers'' online thinking processes, problem types, and the solution strategies were revealed. Moreover, the problem types and the solution strategies were defined and analyzed after the think-aloud writing processes were transcribed verbatim. The current study pointed out three major findings. Firstly, both types of writers encountered three major problem types, and they are linguistics, discourse, and content. Secondly, in general, the experienced EFL writers encountered more discourse problems than the other two problem types. However, for the inexperienced writers, they faced more linguistic problems. Thirdly, the experienced EFL writers are able to apply various solution strategies to solve their problems. On the contrary, the inexperienced writers resorted to certain particular strategies and frequently tended to ignore the problems.
This study shows the writing problems and the solution strategies of the experienced and inexperienced EFL writers. In addition, the writers’ metacognitive monitoring mechanism was observed and investigated. Based on the findings, the EFL writing instructors should elevate their teaching effectiveness to improve the EFL writers’ language proficiency and reinforce their metacognitive awareness with explicit instruction. Furthermore, the solution strategies employed by the experienced EFL writers can be brought to the inexperienced writers’ attention so as to enhance their capacity of executing problem-solving procedures.

TABLE OF CONTENTS

CHINESE ABSTRACT i
ENGLISH ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix

CHAPTER ONE INTRODUCTIOON 1
Background of the Study 1
Purposes of the Study 4
Research Questions 5
Definitions of Terms 5
Significance of the Study 7
Summary 8

CHAPTER TWO LITERATURE REVIEW 9
Characteristics of EFL Experienced and Inexperienced Writers 9
Metacognition 14
Flavell''s Definition of Metacognition 14
Knowledge of Cognition and Regulation of Cognition 17
Jacobs and Paris'' Definition of Metacognition 23
Research Studies of EFL Writing in Metacognition 25
Classical Writing Model 26
Flower and Hayes'' Cognitive Process Theory of Writing 26
Scardamalia and Bereiter''s Models of Writing Process 36
Grabe and Kaplan’s Model of Writing Process
as Communicative Language Use 41
Summary 45

CHAPTER THREE METHODOLOGY 47
Subjects 47
Instruments 51
Think-aloud Method 51
Writing task 53
Procedure of Data Collection 54
Pre-training 54
Data Analysis 55
Summary 59

CHAPTER FOUR RESULTS 60
Types of Problems Encountered by
Experienced and Inexperienced Writers 60
Linguistic Problem 63
Discourse Problem 65
Content Problem 71
Solution Strategies Classification 76
Major Differences between Experienced and Inexperienced EFL Writers….97
Summary 105

CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS 107
Summary of Findings 107
The Identified Problem Types 107
The Identified Solution Strategies 108
Differences between Experienced and Inexperienced EFL Writers 109
Discussions 112
More Proper Solution Strategies
Adopted by the Experienced Writers 112
Low Language Proficiency Affects the Problem Types 114
Less Metacognitive Awareness Results in
Failure of Solving Online Problems 116
Pedagogical Implications 117
Delimitations of the Study 118
Suggestions for Future Study 119
Conclusions 121
Summary 121
REFERENCES 123
APPENDIX 132
A Sample of the Inexperienced Writer’s Think-aloud Protocol 132

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