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研究生:陳潔慧
研究生(外文):Chiehhui Chen
論文名稱:探討國小學童在讀者劇場劇本改編活動中的英語寫作
論文名稱(外文):Elementary School Students'' English Writing in a Readers Theater Script Adapting Task
指導教授:葉純純葉純純引用關係
指導教授(外文):Chun-Chun Yeh
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國文學所
學門:人文學門
學類:語言學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:英文
論文頁數:161
中文關鍵詞:讀者劇場國小英語寫作看法劇本改寫英語寫作寫作過程
外文關鍵詞:elementary school EnglishEnglish writingscript adaptingperceptions of writingwriting processreaders theater
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近年來,讀者劇場逐漸在國小及國中的英語教學中受到歡迎,因為讀者劇場不但提供學生有意義的學習情境,並整合英語聽、說、讀、寫以及溝通等多種能力的學習。讀者劇場教學在增進學生閱讀流利度方面已經有一些相關的研究,雖然有些學者建議,學生改編劇本有助於他們的寫作學習,但目前與讀者劇場相關的寫作研究並不多。因此,本研究目的在探討國小學童在讀者劇場之劇本改編活動中對寫作的看法、他們的寫作過程與策略以及寫作成果。
本研究的對象為分為四年級、五年級、以及六年級三組,每組有五位學童,本研究的結果如下:
(1) 讀者劇場劇本改編活動對於三組學生的寫作看法都有正面影響,而學生閱讀劇本的經驗似乎加強他們對改編活動的正面看法,但英語程度則對他們改編活動的看法沒有影響。
(2) 學生的劇本改寫過程顯示強烈的閱讀寫作之間的連結以及寫作 閱讀之間的連結,程度越低的學生越依賴口頭閱讀。寫作過程促使學生使用寫作策略來完成劇本改寫。寫作策略顯示程度較低的學生著重在字彙與句型的學習,而程度較高的學生著重在文法、摘要技巧及想法的學習。
(3) 學生的寫作初稿反映了每一組的寫作問題,程度高的學生有單字及文法的問題,程度低的學生有劇本體裁的問題,而連貫性問題與學生的劇本閱讀經驗相關。從學生的完成劇本可以看出學生對寫作的看法越正面,寫作創新越多。
本研究在教學方面的建議有四項:(1) 教學者應提供一個有意義的整合式學習情境。(2) 小組合作有助於學生的學習。(3) 教師在教學中的角色應為協助者。(4) 學生的年紀、程度與讀者劇場經驗是有效教學中應考慮的因素。
Recently readers theater (RT) has gained its popularity in elementary school and junior high school levels’ English teaching because it integrates multiple language skills in a meaningful context. Some research has been done to investigate reading fluency in RT instruction. Although some researchers suggest that script adapting for RT might improve students’ writing, research regarding RT writing activities is scarce. Therefore, this study aimed to explore elementary school students’ perceptions of writing, writing processes and strategies, and writing products in an RT script adapting task.
The participants in this study were three groups of five fourth graders, five fifth graders and five sixth graders. The major findings were:
1. RT script adapting tasks positively influenced the students’ perceptions of English writing. RT script reading experience seemed to play an important role rather than English proficiency.
2. The writing processes indicated strong reading-to-writing connection and writing-to-reading connection in script adapting. The lower proficiency students relied more on oral reading. The writing task prompted the students to use writing strategies to accomplish the task. The strategies showed that the lower proficiency students focused more on vocabulary and sentence patterns while the higher proficiency students focused more on grammar, summarizing skills and ideas.
3. The students’ writing drafts reflected that the higher proficiency students made more spelling and grammatical errors while the lower proficiency students had problems with the script genre. Incoherence problems were related to their RT script reading experience. The students’ final scripts showed that the percentage of creation was higher with more positive perceptions of writing.
It is suggested that teachers should provide a meaningful and integral learning context, that group work benefits students’ writing, that the teacher’s role serves as a facilitator, and that students’ ages, levels and RT experience are factors in effective instruction.
TABLE OF CONTENTS

CHINESE ABSTRACT i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER ONE: INTRODUCTION 1
1.1 Background of the study 1
1.2 Statement of the problem 2
1.3 Purpose and research questions 4
1.4 Significance of the study 4
CHAPTER TWO: LITERATURE REVIEW 6
2.1 Whole language in English education 6
2.1.1 Definition of whole language 6
2.1.2 Whole language classroom versus traditional classroom 8
2.1.3 Using literature in the whole language classroom 10
2.1.4 Activities responding to literature 11
2.2 Reading-writing connection 12
2.2.1 Reading and writing as language skills 12
2.2.2 Reading and writing as a whole 12
2.2.3 Literature as a model for writing 13
2.2.4 Empirical studies on reading-writing connection 14
2.3 Readers theater 17
2.3.1 Definition of readers theater 18
2.3.2 Readers theater instruction 18
2.3.3 Benefits of readers theater 19
2.4 Readers theater and script writing 20
2.4.1 Script writing for RT 21
2.4.2 RT script adapting instruction 22
2.4.3 RT script writing in classrooms 24
2.4.4 From reading to writing: An empirical study in an ESL class 25
2.4.5 RT Studies in Taiwan 27
2.5 L2 writing development 28
2.5.1 Use of L1 in L2 writing 28
2.5.2 Composing process and strategies 30
2.5.3 Collaborative writing 31
CHAPTER THREE: METHODOLOGY 34
3.1 Setting and participants 34
3.1.1 Participants 34
3.1.2 Participants'' RT experience 35
3.2 Research design 36
3.2.1 Time and grouping 36
3.2.2 Materials 37
3.2.3 Procedure 38
3.3 Data collection and analysis 41
3.3.1 Students’ discussion 41
3.3.2 The teacher’s reflexive journals 42
3.3.3 Students’ draft and final product 42
3.3.4 Pre- and post-instruction group interviews with the students 43
3.4 Reliability 45
CHAPTER FOUR: RESULTS AND DISCUSSION 47
4.1 Perceptions of writing 47
4.1.1 Results from pre-instruction interviews 47
4.1.2 Results from post-instruction interviews 52
4.1.3 Discussion 56
4.2 Writing process and strategies 67
4.2.1 Results: writing process 67
4.2.2 Results: writing strategies 73
4.2.3 Discussion 88
4.3 Writing products 96
4.3.1 Analysis of the students'' drafts 97
4.3.2 Analysis of the students'' final products 100
4.3.3 Discussion 103
CHAPTER FIVE: CONCLUSION 110
5.1 Summary of the major findings 110
5.2 Pedagogical implications 112
5.3 Limitations and suggestions for future research 114
REFERENCES 115
APPENDICES 121
Appendix 1 Story map worksheet 121
Appendix 2 A sample of group discussion 124
Appendix 3 A sample of the teacher’s reflexive journals 125
Appendix 4 A sample of pre-instruction interviews 126
Appendix 5 A sample of post-instruction interviews 127
Appendix 6 The drafts 128
Appendix 7 The final products 140

LIST OF TABLES

Table 3.1 Levels of STYLE and JET tests 37
Table 3.2 Time of instruction for each group 39
Table 3.3 Inter-rater reliability 46
Table 4.1 Results from pre-instruction interviews 48
Table 4.2 Results from post-instruction interviews 52
Table 4.3 Comparison of three groups'' perceptions of writing 64
Table 4.4 RT script reading experience of three groups 65
Table 4.5 Writing strategies 74
Table 4.6 Writing processes of three groups 94
Table 4.7 Comparison of writing strategies used by three groups 95
Table 4.8 Analysis of draft— The fourth-grade group 98
Table 4.9 Analysis of draft— The fifth-grade group 99
Table 4.10 Analysis of draft— The sixth-grade group 100
Table 4.11 Analysis of creation in the final products 101
Table 4.12 The percentage of each category in three groups 103
Table 4.13 The frequency of each category in three groups 108

LIST OF FIGURES

Figure 3.1 Research Design 36
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