臺灣博碩士論文加值系統

本論文報告一個為期6年的縱貫英文寫作計畫的第五個學期的寫作活動和研究發現。開始於2006年9月，本縱貫計畫於南台灣一所小學的小一教室中進行英文寫作活動。在過去四個學期裡，這些學生被給予自由寫作的機會、被教導如何構思、如何進行個人及同儕作品校對活動。在2008年9月，這個英文寫作教學計畫的第五個學期，該計畫以英文繪本創作為課室寫作活動主軸，61位三年級學生分組創作兩本英文圖畫書。繪本創作過程中，學生經歷7個主要的英文寫作活動: 1) 閱讀繪本，2) 寫作構思及個人草稿創作，3) 個人及同儕校對作品，4) 創作封面頁，5) 閱讀分享及寫作協商，6) 準備繪本口頭報告，7) 公開口頭發表繪本。
本研究探討上述英文寫作活動的實施情形、學生及老師對這些活動的觀感以及學生的寫作表現。本研究所採用的方法為：課堂觀察、問卷調查、訪談和學生寫作作品分析。研究結果顯示大部分的學生對這些英語寫作活動有正面的評價，他們特別喜歡看到老師展示同學的作品；老師指出幾點英語寫作活動的貢獻，例如，讓學生發展出積極性的學習方式、助益英文學習、學習同儕互助合作。另外，學生在創作第二本書時，他們所寫的字數及句數皆均有明顯增加，而且學生能改正自己或同儕的拼字及文法上的錯誤。這項研究的發現有助於了解，在英語為外國語言的環境下，寫作活動如何實施於年幼的英語學習者的課堂裡。

In southern Taiwan, an ongoing English writing project has been conducted in a primary school since 2006. The students experienced free writing and/or drawing, brainstorming for ideas, classifying words and self- and peer-proofreading in the first four semesters of the project. In September 2008, incorporated into the English curriculum of the fifth semester of the ongoing project were the activities of creating two picture books in groups. To create each picture book, the teacher engaged the 61 third-grade students from two classes in seven writing-related activities, which were: 1) learning about creating picture books, 2) brainstorming for ideas and self-drafting, 3) self- and peer-proofreading, 4) creating front and back covers, 5) shared-reading and conferencing, 6) making the group picture book and practicing an oral presentation, and 7) presenting the group picture book publicly. This study investigated the implementation of the writing activities, the students’ and the instructor’s perceptions towards these writing activities and the students’ writing performance.
Collected and analyzed were the classroom-observation field notes, questionnaire responses, interview records, and the students’ written products. The results showed that the majority of the students held a positive attitude towards the writing activities; they especially liked to see their classmates’ work presented in class. The teacher named several contributions of the writing activities, such as motivating learning and involving, facilitating learning of English, learning about peer cooperation and interaction, and so on. As to the students’ writing performance, they progressed in producing more words and sentences and proofreading the mechanical errors and grammatical errors in Book 2 than Book 1. The findings shed light on the possibility of incorporating writing activities in the English curriculum for Taiwan’s young EFL learners.

Table of Contents

ACKNOWLEDGMENTS………………………..……………….. i
CHINESE ABSTRACT…………………………..……………... iii
ENGLISH ABSTRACT…….…………………………................ iv
TABLE OF CONTENTS…………………….………………….. vi
LIST OF TABLES…………………………….…………………. x
CHAPTER ONE: INTRODUCTION………...………………... 1
1.1 Background…………...……………………………………… 1
1.2 Motivation…………………...……………………………….. 6
1.3 Purpose and Research Questions…………………………… 8
1.4 Significance of the Study…………………..………………... 9
1.5 Definition of Terms…………………………………………... 10
CHAPTER TWO: LITERATURE REVIEW…...…………….. 13
2.1 Reasons for Incorporating Writing into the EFL Curriculum……………………………………………………
13
2.1.1 Writing as a learned skill………..……………….……. 14
2.1.2 Writing being appropriate in any levels……………… 16
2.1.3 Writing facilitating language learning………..……..... 19
2.1.4 Writing promoting thinking…..……………..………... 21
2.1.5 More merits of writing………..…………..…………… 22
2.1.6 Literature supporting the integrated-instruction……. 24
2.1.7 EFL writing related studies………………..…….……. 26
2.2 Young Children and Writing………………………………... 28
2.2.1 Development of children’s writing………..…………... 28
2.2.2 Children’s writing principles…………….…................. 30
2.2.3 Strategies for assisting young children writing………. 34
2.3 More Theories to be Considered for Writing Practice…….. 38
2.3.1 Krashen’s Input Hypothesis………………..…………. 39
2.3.2 Swain’s Output Hypothesis……………….…………... 40
2.3.3 Vygotsky’s Learning Theory…………..……………… 41
2.3.4 Cambourne’s assertion of children learning writing in the natural way……………………………………….
42
2.4 Approaches to Teaching Writing……………………….…… 45
2.4.1 Language Experience Approach (LEA)………..…….. 47
2.4.2 Interactive Writing Approach (IWA)……………….... 49
2.4.3 Process Writing Approach (PWA)…………..………... 52
CHAPTER THREE: METHOD………………………………... 58
3.1 Setting………………...………………………………………. 58
3.2 Participants……………...…………………………………… 62
3.3 Writing Practice……………………...………………………. 65
3.3.1 Goal……………………..………………………………. 65
3.3.2 Materials…………….....……………………………….. 66
3.3.3 Weekly activities…………………...…..………………. 68
3.4 Data Collection and Data Analysis…………………………. 72
CHAPTER FOUR: FINDINGS AND DISCUSSION…………. 79
4.1 The Implementation of the Writing Activities……………... 79
4.1.1 Rationale or literature of the writing activities…........ 79
4.1.2 Description of the writing activities………..…………. 82
4.2 Students’ Perceptions of the Writing Activities…................. 106
4.2.1 Positive attitudes toward the writing activities………. 107
4.2.2 Difficult in self-drafting and choosing sentences…….. 110
4.2.3 Shyness in self-presentation….....……………………... 114
4.2.4 Beneficial to language learning……………..………… 115
4.3 Teacher’s Perceptions of the Writing Activities…………..... 117
4.3.1 Changing attitude of teaching writing………………... 117
4.3.2 Learning through teaching writing………..………….. 118
4.3.3 Reflective teaching………...………..………………….. 119
4.3.4 Students’ applying what have been learned….…...….. 119
4.3.5 Brainstorming being the easiest………….…..……….. 120
4.3.6 Enforcing four language skills………………………… 122
4.3.7 Valuing writing………......…………………………….. 123
4.4 Difficulties the Teacher Encountered and the Solutions…... 123
4.4.1 Solving the classroom-order problem…………….…... 124
4.4.2 Setting students’ disputes………………....…………… 125
4.4.3 Adjusting time flexibly……………....………………… 126
4.4.4 Developing learning sheets……………..…..…………. 127
4.5 Students’ Writing Performance…………..…………………. 128
4.5.1 Self-drafted sentences…………….....…………………. 129
4.5.2 Sentence patterns……………..…..……………………. 133
4.5.3 Self- and peer-proofreading…...………………………. 137
CHAPTER FIVE: CONCLUSION AND IMPLICATION........ 143
5.1 Summary of the Findings…………………………………..... 143
5.2 Conclusions…………...……………………………………… 146
5.3 Pedagogical Implications……………………..……………... 149
5.4 Limitations and Suggestions for Future Research..……….. 153
REFERENCES……..……………………………………………. 156
APPENDICES……………………..…………………………….. 163
Appendix A……………………………………………………...... 163
Appendix B…………..………………………………………....... 164
Appendix C………………………..…………………………....... 166
Appendix D……………………………………...……………….. 167
Appendix E……………………………………………………...... 171
Appendix F………………………………………………...…....... 177
Appendix G………………………………………………………. 180
Appendix H………………...…………………………………….. 181
Appendix I……………………………..………………………… 183
Appendix J………………………………………..……………… 203
Appendix K…………………………………………………...….. 204
Appendix L……………………………………………………...... 205
Appendix M………………………………………………………. 206
Appendix N……………………...……………………………….. 209
Appendix O…………………………...………………………….. 210
Appendix P-1…………………………………………………....... 211
Appendix P-2…………………………………………………....... 212
Appendix P-3…………………………………………………....... 213

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