臺灣博碩士論文加值系統

多年來外籍配偶子女的語言能力與學業表現等議題已經受到相當程度的關注及研究投入，但是關於外籍配偶子女的敘述性寫作的能力卻很少見。本研究的主要目的在於利用故事結構分析、凝結關係(Stein and Glenn, 1979)、敘事結構(Labov, 1972)，比較國小二年級外籍配偶子女和本籍生之敘述性寫作能力的差異。研究對象取自台南縣市地區國小二年級外籍配偶子女27人和本籍生27人，實施連環圖故事、生活經驗、與空間指示共三種不同類型的敘述性寫作，再逐一進行語言樣本的文字稿分析。此外，學童的性別及學業成績表現也列入影響敘述性寫作能力的可能因素。經由敘述性統計及平均數差異的顯著性檢定，本研究結果發現：
一、 本籍生在「序曲」(abstract)的出現次數顯著高於外籍配偶子女。
二、 女生使用「背景介紹」(orientation) 的次數顯著高於男生。
三、 高學業成就表現的學童在「主要情節」(complicating action)、「評價」(evaluation)、「動作」(attempt)、「結果」(consequence)、「凝結句總數」(total cohesive tie)的使用次數顯著高於低學業成就的學童。
四、 在連環圖故事及生活經驗寫作表現上，女生「總字數」和「總詞數」皆顯著高於男生。
五、 在空間圖的寫作部份，外籍配偶子女學童使用「量詞」(quantifier)的次數顯著高於本籍學童。

由上述結果認為，學童的母親國籍、學童的性別、學童的學業成績表現，對於學童敘述性寫作確實具有影響，並對於未來相關研究提出建議。

The language development of children born to Southeast Asian Mothers (CSAM) is an important issue among educators, administrators, and general public in Taiwan. Controversial results about CSAM’s general language competency compared with children born to Taiwanese Mothers (CTM) were found in related studies (e.g., Ko, 2004; Lin, 2005). Literacy, especially the ability to write is an important index for evaluating children’s language development at the school age. Thus, this study aims to investigate and compare the written narratives produced by second-grade CSAM and CTM in three tasks: picture series stories (PSS), personal experience stories (PES), and spatial description (SSP). Moreover, children’s gender and academic achievement were also considered as the factors relating to narrative writing in this study.
The participants were twenty-seven second-grade CSAM and twenty-seven second-grade CTM, respectively, from three schools in Tainan city and county. All participants performed the three mentioned tasks and completed a questionnaire about their general background and reading customs. The written data were first analyzed by the quantitative features, i.e., the length, total phrases, and type token. The narrative structures were analyzed using different systems. The story episode (Stein and Glenn, 1979) and the cohesive ties of the PSS data were categorized, and narrative elements of the PES data were analyzed using Labov’s narrative model (1972), including elements of abstract, orientation, complicating action, evaluation, resolution, and coda. The SSP data were used to access the children’s use of quantifier, referencing base, and instruction sequence in writing.
The results of the study are as follows. First, the differences of children’s family background were not distinctive in PSS writing. Second, the CTM produced significantly more abstract elements than CSAM did; more girls produced orientation and resolution elements than the boys; more children with high academic achievement produced complicating action and evaluation elements than the children with low academic achievement in PES writing. Third, more CSAM used quantifiers in SSP writing than CTM did. Fourth, the girl participants outperformed the boys in the length of the essay and total phrases in both PSS and PES writing tasks. Last, children with high academic achievement had better use of attempt, consequence, evaluation, and total cohesive ties than the children with low academic achievement in PSS writing, while the latter used more incomplete ties than the former.
The results have pedagogical implications for language teachers. First, the use of writing prompts may serve well as an instruction tool to help young children develop structural narrative writing. Story episode (Stein and Glenn, 1979) and Labov’s (1972) narrative structure can also be introduced implicitly with guided pictures. Second, with regard to cohesion, teachers should be aware that low academic achievement is correlated with lack of cohesion in narrative. Teachers can help students develop their skill in using cohesive markers to connect sentences. Third, teachers could encourage young writers by using evaluation effectively to elevate their writing to a higher level.

Abstract (Chinese) i
Abstract (English) ii
Acknowledgements iv
Table of Contents v
List of Tables viii

CHAPTER ONE INTRODUCTION 1
Motivation and Background 1
Purpose of the Study 3
Significance of the Study 5
Research Questions 6
Limitations of the Study 7
Definition of Terms 8

CHAPTER TWO LITERATURE REVIEW 11
Narratives 11
Children’s Narrative Development 12
Factors that Influence Children’s Narrative Development 13
Labov’s Model of Narrative Structure and Types of Evaluation 14
Story Grammar 16
Story Episode 17
Cohesion 18
Cohesive Adequacy 19
Spatial Referential Narratives 20
Quantifiers 21
Writing 22
Factors that Influence Children’s Writing 24
Rating of Narrative Writing 27
Qualitative Measurement 27
Quantitative Measurement 28
CSAM’s Language Ability 30
Qualitative Research 30
Quantitative Research 32

CHAPTER THREE METHODOLOGY 35
Participants 35
Research Design 38
Materials 38
PSS 38
SSP 39
PES 39
Administration of the Writing Tasks 39
The Pilot Study 40
Analysis of Narratives 41
Analysis of PSS 41
Analysis of SSP 46
Analysis of PES 48
The Raters and Inter-rater Reliability 49

CHAPTER FOUR RESULTS AND DISCUSSION 51
Text Length and Word Diversity 51
Text Length 52
Total Phrases 54
CTTR 57
Story Grammar and Evaluation Elements in Narratives 60
Initiation, Attempt, Consequence, and Evaluation 61
Cohesion 65
Spatial Description Patterns 70
Referencing Base 70
Description Sequence 74
Use of Quantifiers 76
Narrative Structure 79

CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS 88
Discussion of the Major Findings 88
Pedagogical Implications 91
Suggestions for Future Study 93

REFERENCES 96

APPENDICES 108
Appendix A Questionnaire for Students 108
Appendix B Questionnaire for Homeroom Teachers 112
Appendix C Pictures of PSS Writing Task 115
Appendix D Picture of SSP Writing Task 116
Appendix E Instructions Given to the Subjects for PSS Writing Task 117
Appendix F Instructions Given to the Subjects for SSP Writing Task 118

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