臺灣博碩士論文加值系統

如何運用策略對於自主學習是非常重要的。目前為止，尤其是在英語為外國語(EFL)的語境中，專門探討寫作策略的文獻極少。本研究的目的在探討不同英語能力之大學生的寫作策略及寫作困擾。184位英語系的學生參與填寫兩份寫作策略及寫作困擾的問卷。此問卷調查研究產生幾個重大發現：(1) 一般而言，台灣大學生在寫作時，使用寫作策略的頻率並不高；(2) 相較於擬稿及校正階段，大學生在寫作階段運用最多的策略，而擬稿時寫作策略運用最少；(3) 高、中及低成就學生使用策略的頻率無顯著差異。英語能力影響策略使用的類型，而非策略使用的頻率，即不同英語能力之大學生在寫作時，使用不同策略，但策略使用的頻率卻很相近；(4) 英語能力不足是造成學生寫作困擾的主因。學生在組織文章內容時(discourse level)感到最困難的是文章架構往往受中文思維的影響，而在撰寫語句時(sentence level)，則感到字彙能力不足；(5) 學生英語能力對其寫作困擾的類型及程度有顯著影響，即不同英語能力之學生有不同的寫作困擾，而中、低成就學生比高成就學生之寫作困擾更加嚴重。作者根據此研究結果提出在英語教學及對未來相關研究之建議，以供參考。

Use of strategies is a key to learner autonomy. Up to date, very few empirical studies have explored writing strategies, in particular, in the context of EFL. The purpose of the study was to examine writing strategies and writing difficulties among college students with different levels of English proficiency. 184 English majors were asked to complete two questionnaires of writing strategies and writing difficulties. Several significant results were found in this survey research. First, writing strategies were moderately used among college students. Second, more strategies were used in the writing stage than in the planning or editing stage. The planning stage received the least strategy use. Third, high-, mid- and low-achievers used writing strategies with equivalent frequency. English proficiency affected type of strategy use, rather than frequency of strategy use. College students of differing ability had preference over different strategies, but the frequency of strategy use remained the same among these learners. Fourth, insufficient English competence was mainly responsible for student writing difficulties. First language interference was found to be the greatest writing difficulty in the discourse level, and insufficient vocabulary knowledge, in the sentence level. Last, English proficiency significantly affected both type and degree of writing difficulties. College students of differing ability had different writing problems, and mid- and low-achievers encountered greater writing difficulties than their high-achieving counterparts. Pedagogical implications and suggestions for future research were provided to conclude the study.

Abstract(Chinese)............................................. i
Abstract……………………………………………………………………… ii
Acknowledgements……………………………………………………………iii
Table of Contents………………………………………………………… iv
Tables…………………………………………………………………………vi
Chapter One
Introduction………………………………………………………………… 1
Problem Statement……………………………………………………. 3
Purpose of the Study…………………………………………………5
Research Questions…………………………………………………… 5
Significance of the Study………………………………………….7
Definitions of Terms…………………………………………………8
Chapter Two
Literature Review………………………………………………………… 11
Language Learning Strategies……………………………………… 11
Language Learning Strategies and English Proficiency……… 13
Writing Strategies and English Proficiency…………………… 16
Writing Difficulties………………………………………………… 21
Summary………………………………………………………………… 23
Chapter Three
Methodology………………………………………………………………… 25
Subjects………………………………………………………………… 25
Instruments…………………………………………………………… 26
Data Collection Procedures………………………………………… 34
Data Analysis………………………………………………………… 37
Chapter Four
Results……………………………………………………………………… 38
Validity and Reliability of the Questionnaires……………… 38
Semester Grade of English Writing………………………………. 39
Learner Characteristics……………………………………………. 40
Results of Questionnaires………………………………………… 43
Results of Post-questionnaire Interviews……………………… 62
Summary of Results…………………………………………………… 64
Chapter Five
Conclusions…………………………………………………………………66
Discussion……………………………………………………………… 66
Pedagogical Implications………………………………………… 69
Suggestions for Further Research………………………………… 70
References……………………………………………………………… 71
Appendix A: Writing Strategy and Writing Difficulty
Questionnaire……………………………………………… 79
Appendix B: Writing Strategy and Writing Difficulty
Questionnaire (Chinese)………………………………… 83

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