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研究生:陳佳鈴
研究生(外文):Jia-Ling Chen
論文名稱:台灣高中英文寫作教學調查分析:態度、現況與需求
論文名稱(外文):Perspectives on English Writing Instruction in Senior High Schools in Taiwan : Attitudes, the Current Situation, and Needs
指導教授:邱靖雅邱靖雅引用關係
指導教授(外文):Ching-Ya Chiu
學位類別:碩士
校院名稱:立德大學
系所名稱:應用英語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2009
畢業學年度:98
語文別:英文
論文頁數:100
中文關鍵詞:高中英文寫作英文寫作教學寫作態度
外文關鍵詞:English writing in senior high schoolswriting attitudesEnglish writing instruction
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在台灣,學生的英文寫作能力相當受重視。但是根據近年來大考中心的統計資料,高中生的英文作文成績普遍不高,因此本研究主要目的在於從數個面向來探討台灣高中的英文寫作教學,包含了學生與老師對英文寫作的態度、現況與需求。本研究旨在探討台灣高中學生與英文老師對英文寫作教學的看法。本研究的對象為613位高三學生,以及10位高中英文教師。研究的主要工具為學生問卷、教師問卷與半結構式訪談。
本研究的主要發現如下:
一、學生對於英文寫作有著正面的態度,他們認為英文寫作是很重要的,可是他們在寫作的時候會遇到數種困難,例如字彙有限或是文法錯誤。因而對英文寫作感到焦慮,並且缺乏寫作動機。
二、老師對於英文寫作有著正面的態度,老師認為英文寫作對學生未來的生活是很實用的,可是老師在教授英文寫作的時候,會遇到各方面的困難,例如班級規模過大或是批改作文的時間太長。
三、百分之七十的學生在高三的時候才開始上英文寫作課和寫英文作文,大多數的老師是以成品導向的方式來教授英文寫作課,而且上課內容為考試導向的編排。
四、學生和老師都一致認為需要更多的時間來上英文寫作課。
根據研究結果,本研究者提出教學上的建議與未來的研究。
In Taiwan, students' writing performance is highly emphasized. However, according to recent statistics from the College Entrance Examination Center (CEEC), senior high school students' scores in English writing are disappointingly low. Therefore, the purpose of this study was to investigate English writing instruction in senior high schools in Taiwan from several perspectives, including students' and teachers' attitudes, the current situation and future needs. The participants of this study consisted of 613 senior high school students and ten English teachers. Student questionnaires, teacher questionnaires, and semi-structured interviews were the major instruments for data collection.
The major findings were as follows:
1. Students' attitudes toward English writing were positive. They thought English writing was important for them. However, they encountered several difficulties, such as insufficient vocabulary and grammatical errors when writing English compositions. Thus felt anxious about English writing and lacked motivation to write.
2. Teachers had positive attitudes toward English writing. They thought English writing was practical for students' future lives. However, teachers encountered a variety of problems when teaching English writing, such as large class sizes and the heavy time burden of correcting students' compositions.
3. Seventy percent of the students had English writing classes in the third year. Most of the teachers employed a product-oriented approach and used test-oriented materials in English writing classes.
4. Both students and teachers consistently agreed that they needed more time for English writing classes.
On the basis of these findings, several pedagogical implications are raised, along with
suggestions for further related research.
TABLE OF CONTENTS
Abstract (Chinese)......i
Abstract (English)......ii
Acknowledges......iv
Table of Contents......vi
List of Tables......xi
List of Figures......xv
CHAPTER ONE INTRODUCTION
Background and Motivation......1
Purpose of the Study......3
Research Questions......4
Significance of the Study......5
Limitations of the Study......5
Definition of Terms......6
CHAPTER TWO LITERATURE REVIEW
Writing Instruction......8
Product-oriented Writing......9
Process-oriented Writing......10
Writing Anxiety and Writing Motivation......12
Writing Anxiety......12
Writing Motivation......14
The Current Situation of English Writing in Senior High Schools in Taiwan......15
Difficulties Students Encounter in Learning English Writing......18
Problems Teachers Encounter in Teaching English Writing......19
CHAPTER THREE METHODLOGY
Research Design......21
Participants......22
Instruments......24
Questionnaire of Students' Attitudes toward English Writing (QSA)......25
Questionnaire of Teachers' Attitudes toward English Writing Instruction
(QTA)......25
Survey of the Current Situation of English Writing Instruction
from Students' Perspectives (SCWS)......26
Survey of the Current Situation of English Writing Instruction
from Teachers' Perspectives (SCWT)......27
Student Interviews......28
Teacher Interviews......28
Procedures......29
The Pilot Study......29
The Formal Study......30
Data Analysis......32
CHAPTER FOUR RESULTS AND DISCUSSION
The General Information of the Student Participants......33
The General Information of the Teacher Participants......35
Results for Research Question One......36
Discussion of Research Question One......45
Results for Research Question Two......47
Discussion of Research Question Two......53
Results for Research Question Three......55
Discussion of Research Question Three......80
Results for Research Question Four......84
Discussion of Research Question Four......91
CHAPTER FIVE CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
Conclusion......95
Pedagogical Implications......97
Suggestions for Future Studies......99
REFERENCES......101
APPENDICES......109
Appendix A Pennsylvania Writing Assessment Domain Scoring Guide......110
Appendix B Questionnaire of Students' Attitudes toward English Writing (QSA)......111
Appendix C Questionnaire of Students' Attitudes toward English Writing (QSA) (Chinese Version)......115
Appendix D Questionnaire of Teachers' Attitudes toward English Writing Instruction (QTA)......118
Appendix E Questionnaire of Teachers' Attitudes toward English Writing Instruction (QTA) (Chinese Version)......121
Appendix F Survey of the Current Situation of English Writing Instruction from Students' Perspectives (SCWS)......124
Appendix G Survey of the Current Situation of English Writing Instruction from Students' Perspectives (SCWS) (Chinese Version)......134
Appendix H Survey of the Current Situation of English Writing Instruction from Teachers' Perspectives (SCWT)......141
Appendix I Survey of the Current Situation of English Writing Instruction from Teachers' Perspectives (SCWT) (Chinese Version)......153
Appendix J Interview Questions for Students......162
Appendix K Interview Questions for Students (Chinese Version)......163
Appendix L Interview Questions for Teachers.......164
Appendix M Interview Questions for Teachers (Chinese Version)......165
Appendix N Samples of Students' Interview Transcription......166
Appendix O Samples of teachers' Interview Transcription......171
Appendix P The Frequency of Students' Responses of the Current Situation of English Writing Instruction ......175
Appendix Q The Frequency of Teachers' Responses of the Current Situation of English Writing Instruction......186
Appendix R Vita......195



LIST OF TABLES
Table 3.1 The Student Participants in the Present Study......23
Table 3.2 The Teacher Participants in the Present Study......23
Table 3.3 The Student Participants in the Interview ......23
Table 3.4 The Teacher Participants in the Interview ......24
Table 3.5 The relationship between school writing situation and sections of the SCWS......27
Table 3.12 The relationship between instructional situation and sections of the SCWT......28
Table 4.1 General Information of the Student Participants......34
Table 4.2 General Information of the Teacher Participants......35
Table 4.3 The Frequency of Items for Students' Beliefs of Writing......37
Table 4.4 The Frequency of Items for Writing Anxiety......40
Table 4.5 The Frequency of Items for the Motivation to Write......43
Table 4.6 The Frequency of Items for Teachers' Beliefs of Writing ......48
Table 4.7 The Frequency of Items for the Difficulties Teachers Encounter in Teaching English writing......51
Table 4.8 The Distribution of Each Answer Section (Students)......55
Table 4.9 Frequency Distribution of Each Chosen Item in A1 and B2......56
Table 4.10 Frequency Distribution of Each Chosen Item in A2 and C1......56
Table 4.11 Frequency Distribution of Each Chosen Item in A3 and B3......58
Table 4.12 Frequency Distribution of Each Chosen Item in A4 and B4......58
Table 4.13 Frequency Distribution of Each Chosen Item in A5 and B5......58
Table 4.14 Frequency Distribution of Each Chosen Item in A6 and B6......59
Table 4.15 Frequency Distribution of Each Chosen Item in A7 and C2......61
Table 4.16 Frequency Distribution of Each Chosen Item in A8 and C3......61
Table 4.17 Frequency Distribution of Each Chosen Item in A9 and C4......62
Table 4.18 Frequency Distribution of Each Chosen Item in A10 and C5......62
Table 4.19 Frequency Distribution of Each Chosen Item in A11 and C6......62
Table 4.20 Frequency Distribution of Each Chosen Item in A12 and C7......63
Table 4.21 Frequency Distribution of Each Chosen Item in A13 and C8......63
Table 4.22 Frequency Distribution of Each Chosen Item in A14 and C9......64
Table 4.23 Frequency Distribution of Each Chosen Item in A15, B7, C10 and D8......64
Table 4.24 Frequency Distribution of Each Chosen Item in D1......65
Table 4.25 Frequency Distribution of Each Chosen Item in B1 and D2......66
Table 4.26 Frequency Distribution of Each Chosen Item in D3......66
Table 4.27 Frequency Distribution of Each Chosen Item in D4......66
Table 4.28 Frequency Distribution of Each Chosen Item in D5......67
Table 4.29 Frequency Distribution of Each Chosen Item in D6......67
Table 4.30 Frequency Distribution of Each Chosen Item in D7......67
Table 4.31 The Distribution of Each Answer Section (Teacher)......68
Table 4.32 Frequency Distribution of Each Chosen Item in A1 and B1......69
Table 4.33 Frequency Distribution of Each Chosen Item in A2 and C1......69
Table 4.34 Frequency Distribution of Each Chosen Item in A3 and B2......71
Table 4.35 Frequency Distribution of Each Chosen Item in A4 and B3......71
Table 4.36 Frequency Distribution of Each Chosen Item in A5 and B4......71
Table 4.37 Frequency Distribution of Each Chosen Item in A6 and B5......72
Table 4.38 Frequency Distribution of Each Chosen Item in A7 and B6......72
Table 4.39 Frequency Distribution of Each Chosen Item in A8 and C2......72
Table 4.40 Frequency Distribution of Each Chosen Item in A9 and C3......74
Table 4.41 Frequency Distribution of Each Chosen Item in A10 and C4......74
Table 4.42 Frequency Distribution of Each Chosen Item in A11 and C5......75
Table 4.43 Frequency Distribution of Each Chosen Item in A12 and C6......75
Table 4.44 Frequency Distribution of Each Chosen Item in A13 and C7......77
Table 4.45 Frequency Distribution of Each Chosen Item in A14 and C8......77
Table 4.46 Frequency Distribution of Each Chosen Item in A15 and C9......77
Table 4.47 Frequency Distribution of Each Chosen Item in A16 and C10......78
Table 4.48 Frequency Distribution of Each Chosen Item in A17 and C11......78
Table 4.49 Frequency Distribution of Each Chosen Item in A18 and C12......78
Table 4.50 Frequency Distribution of Each Chosen Item in A19 and C13......75
Table 4.51 Frequency Distribution of Each Chosen Item in A20 and C14......76
Table 4.52 Frequency Distribution of Each Chosen Item in A21 and C15......76
Table 4.53 Frequency Distribution of Each Chosen Item in A22 and C16......79
Table 4.54 Frequency Distribution of Each Chosen Item in A23 and C17......79
Table 4.55 Frequency Distribution of Each Chosen Item in B7......79
Table 4.56 Responses from Student Interview Question Seven......85
Table 4.57 Responses from Student Interview Question Eight......86
Table 4.58 Responses from Student Interview Question Nine......87
Table 4.59 Responses from Teacher Interview Question Six......88
Table 4.60 Responses from Teacher Interview Question Seven......90



LIST OF FIGURES
Figure 3.1 A flow chart of the study......31
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