跳到主要內容

臺灣博碩士論文加值系統

(3.236.84.188) 您好!臺灣時間:2021/08/02 21:59
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:陳薇竹
研究生(外文):Wei-chu Chen
論文名稱:國際明信片交流寫作方案對國中學生英語寫作效益之個案研究: 以台灣高雄八年級生為例
論文名稱(外文):EFFECTS OF A POSTCROSSING WRITING PROJECT ON JUNIOR HIGH SCHOOL STUDENTS’ ENGLISH WRITING: A CASE STUDY OF EIGHTH GRADERS IN KAOHSIUNG, TAIWAN
指導教授:張逸帆張逸帆引用關係
指導教授(外文):Yih-fan Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
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:2015
畢業學年度:103
語文別:英文
論文頁數:113
中文關鍵詞:國際明信片交流跨文化溝通英語寫作電腦輔助溝通合作學習
外文關鍵詞:International postcard exchangeIntercultural communicationEnglish writingComputer-mediated communication (CMC)Cooperative learning
相關次數:
  • 被引用被引用:1
  • 點閱點閱:523
  • 評分評分:
  • 下載下載:67
  • 收藏至我的研究室書目清單書目收藏:2
論文名稱:國際明信片交流寫作方案對台灣八年級學生英語寫作效益之個案研究:以台灣高雄八年級生為例
校所組別:國立高雄師範大學英語學系應用英語碩士班
畢業時間:一百零三學年度下學期
指導教授:張逸帆 博士
研 究 生:陳薇竹

論文摘要
在現今這個全球化的時代,透過電腦輔助溝通的教學方式已變的更為普及。
本論文旨在探討國際明信片交流寫作方案對台灣八年級學生英語寫作學習之效益。本研究以高雄市某所國中八年級同一班的三十四位學生為實驗對象,所有學生皆參與為期十二週的國際明信片交流寫作方案。研究者並將所有參與實驗的學生依學習成就高低實施異質性分組,以合作學習法進行寫作方案的教學活動。
方案實施期間,學生首先學會在Postcrossing的網站上註冊以及學習英文明信片書寫的格式。接著,學生每週閱讀文章及分組合作學習討論後,書寫各自的明信片,並寄出給指定的外國人。最後,研究者針對學生英文寫作的前後測結果,以及學生對英文寫作及國際明信片交流寫作方案看法的前後測問卷進行蒐集、比較以及分析的工作,探討本方案是否有益於提升國中生英語寫作能力,以及是否有效改善其對國際文化溝通及英語寫作的態度。
本研究的主要發現摘要如下:
ㄧ、學生英文作文前後測的總字數、T-Units平均句長和平均分數三面向皆有增長,顯示國際明信片交流寫作方案有助於提升學生英文寫作能力。
二、國際明信片交流寫作方案有利提升學生對英文寫作的動機,並懂得彼此分享討論,從中獲得更多對英語寫作的興趣。
三、國際明信片交流大大地提升了學生對國際交流的正向回應。它有利於學生培養對不同文化及語言的認識、欣賞及包容。
本研究亦發現,國際明信片交流寫作方案有三項限制:參加學生樣本數較少,實驗研究時間有限,以及Postcrossing網站平台的局限。在本研究的結論中也一併提出建議以提升國際交流寫作計畫之效益,希望將來有更多的研究者進一步去探究類似的計畫,以利提升國中生的英語學習。

ABSTRACT

In this age of globalization, learning English through computer-mediated communication (CMC) has become more common than before.
The purpose of the study is to investigate the effects of the Postcrossing Writing Project (PWP) on English writing for eighth graders in Taiwan. The subjects in this study were 34 eighth graders of one class in a junior high school in Kaohsiung, Taiwan. All the subjects participated in the PWP for 12 weeks. In order to implement cooperative learning into the PWP, the researcher took heterogeneous grouping, dividing all the subjects into groups based on their English learning achievement.
During the PWP, the subjects were taught how to register on the Postcrossing website and the format of the postcard writing. After reading the selected articles and doing group discussions, the students wrote and sent postcards to the assigned foreigners. To find out students’ English writing ability and their attitude toward intercultural communication and English writing, pre-tests and post-tests of the students’ English writing performances, pre-study and post-study questionnaires on their responses to English writing and the PWP were gathered, compared and analyzed.
The major findings of this study are summarized as follows:
1. The PWP effectively fostered students’ English writing performance in terms of the total words, mean length of T-Units, and mean scores of their compositions.
2. The PWP positively promoted students’ motivation toward English writing and increased their interest in sharing and discussing with their classmates during the writing process.
3. The PWP greatly promoted the subjects’ positive attitude to intercultural communication. The PWP is beneficial for students to have a better understanding of different cultures, and further, to tolerate and appreciate cultural differences.
However, this PWP has its limitations, such as small sample size, short implementation duration of the experiment, and the limitation of the communication platform. This thesis concludes with suggestions for more effective intercultural writing project and for further research on such projects to enhance junior high school students’ English language learning.

TABLE OF CONTENTS Page
CHAPTER ONE INTRODUCTION
Background and Motivation...1
Purposes of the Study...4
Research Questions...4
Definition of Terms...4

CHAPTER TWO LITERATURE REVIEW
Intercultural Communication...7
Language Communication Ability...8
Technology Ability...9
Ability of Getting an Insight into One’s Own Culture...11
Intercultural Education and Students’ Learning Motivations...11
Current Situation of Intercultural Education in Taiwan...13
English Writing...16
Importance of English Writing...17
English Writing and Intercultural Education...18
Computer-mediated Communication (CMC)...20
Computer-mediated Communication (CMC) and English Learning...20
Computer-mediated Communication (CMC) and English Writing...21
Computer-mediated Communication (CMC) and Intercultural Education...22
Cooperative Learning and English Writing...23

CHAPTER THREE METHODOLOGY
Research Participants...27
Teaching Materials...27
Eight Postcards with Selected Topics...28
Worksheets...28
Instruments...29
The Pre-test and Post-test of English Writing Performance...29
The Pre-study Questionnaire on the Student Responses to English Writing...30
The Post-study Questionnaire on the Student Responses to English Writing and the PWP...31
Procedure...32
Pre-study...33
During the Study...33
Post-study...33
Data Analysis...35
A Quantitative Analysis...35
A Qualitative Analysis...36

CHAPTER FOUR RESULTS AND DISCUSSION
Comparison of the Students’ English Writing Performance Before and After the PWP...37
Comparison of the Student Responses to English Writing Before and After the PWP...39
Comparison of the Student Responses to the PWP...42
The Student Responses to Their Rewards, Difficulties and Suggestions for the PWP...51
Rewards...51
Difficulties...53
Suggestions...55

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions...59
Implications...61
Limitations...62
Suggestions...63

REFERENCES...65

APPENDICES
Appendix A: Worksheet 1 (Postcrossing Instruction)...73
Appendix B-1: Worksheet 2 (Moon Festival)...76
Appendix B-2: Worksheet 3 (Chinese New Year)...78
Appendix B-3: Worksheet 4 (Night Markets in Taiwan)...80
Appendix B-4: Worksheet 5 (Dragon Boat Festival)...82
Appendix B-5: Worksheet 6 (Sky Lantern Festival)...84
Appendix B-6: Worksheet 7 (Kaohsiung MRT Stations)...86
Appendix B-7: Worksheet 8 (National Museum of Marine Biology and Aquarium)...88
Appendix B-8: Worksheet 9 (National Palace Museum)...90
Appendix C-1: The Pre-test of English Writing Performance...92
Appendix C-2: The Post-test of English Writing Performance...93
Appendix D-1: The Pre-study Questionnaire on the Student Responses to English Writing (English Version)...94
Appendix D-2: The Pre-study Questionnaire on the Student Responses to English Writing (Chinese Version)...95
Appendix E-1: The Post-study Questionnaire on the Student Responses to English Writing and the PWP (English Version)...96
Appendix E-2: The Post-study Questionnaire on the Student Responses to English Writing and the PWP (Chinese Version)...100
Appendix F-1: Students’ Postcard Works for the Foreigners (Moon Festival)...103
Appendix F-2: Students’ Postcard Works for the Foreigners (Chinese New Year)...104
Appendix F-3: Students’ Postcard Works for the Foreigners (Dragon Boat Festival)...105
Appendix F-4: The Postcard Wall in the Classroom (Postcards Received from All Over the World)...106
Appendix G: Reliability Analysis of the Pre-study Questionnaire on the Student Responses to English Writing...107
Appendix H: Validity Analysis of the Pre-study Questionnaire on the Student Responses to English Writing...108
Appendix I: Reliability Analysis of the Post-study Questionnaire on the Student Responses to English Writing and the PWP...109
Appendix J: Validity Analysis of the Post-study Questionnaire on the Student Responses to English Writing and the PWP...111
Appendix K: The Pearson Correlation Results of Inter-rater Reliabilities...113

REFERENCES
Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87, 157-167.
Alessi, S. M. & Trollip, S. R. (2001). Multimedia for Learning: Methods and Development (3rd ed.). Boston: Allyn and Bacon.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Bell, D. (2001). An introduction to cybercultures. London: Routledge.
Brislin, R. (1993). Understanding culture’s influence on behavior. Fort Worth, TX: Harcourt Brace & Company.
Brown, H. (2000). Principles of language and teaching (4th Ed.).White Plain, NY: Longman.
Brown, H.D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall.
Byrne, D. (1988). Teaching writing skills. New York: Longman.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing , Applied Linguistics, 1(1), 1-47.
Chang, Y. L. (1992). Contact of the three dimensions of language and culture: Methods and perspectives of an e-mail writing program. Kaohsiung Normal University Journal, 3, 57-77.
Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching testing and research. London: Cambridge University.
Cheng, L.-J. & Tsai, M.-T. (2002). The use of cross-curricula e-mail exchanges to promote English writing in a technology college context. In The proceedings of the sixth international conference on multimedia language education (pp. 137-150). Taipei: Crane.
Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions. Journal for the Theory of Social Behavior, 30, 1, 27-50.600-631.
Chomsky, N. (1965). Aspect of the theory of syntax. Cambridge, MA: MIT Press.
Chou, H. C. (2009). Effects of weblog-based writing instruction on English writing performance of vocational high school students. Unpublished master’s thesis. Kaohsiung: National Kaohsiung Normal University.
Chung, M. C. (2005). Effects of three theme-based projects on English learning for a CMC group and a non-CMC group in junior high school in Taiwan. Unpublished master’s thesis. Kaohsiung: National Kaohsiung Normal University.
Collins, H. T .(1997).East of Gibraltar, West of Japan: Question and Answers about Global Education.(ERIC Document Reproduction Service No.ED424187)
Congress, E. W. G. E. (2002). The Maastricht Global Education Declaration.Retrieved on November, 22, 2004.
Cope, B., & Kalantzis, M. (Eds.). (1993). The powers of literacy: A genre approach to teach writing. London: Falmer Press.
Dean, J. (1997). Dealing with problems in intercultural communication: A study of negotiation of meaning in native-nonnative speaker interaction. Netherlands Tilburg University Press.
Eggen, P., & Kauchak, D. (1994). Educational psychology: Classroom connections. New York: Macmillam College Publishing Company.
Farr, M. (1985). Children’s early writing development. Advances in writing research: Vol. 1. Norwood, NJ: ABLEX.
Frizler, K. (1995). The Internet as an educational tool in ESOL writing instruction. Unpublished Master’s thesis, San Francisco State University.
http://thecity.sfsu.edu/~funweb/thesis.htm
Gaies, S. J. (1980). T-unit analysis in second language research: applications, problems, and limitations. TESOL Quarterly, 14(1), 53-60.
Gibbs, D., & Krause, K. L. (Eds.). (2000). Cyberlines: Languages and cultures of the internet. Albert Park, Australia: James Nicholas Publishers.
Gilliom, M.E.(1997).What is Global Education? (ERIC Document Reproduction Service No.ED424187)
Graves, D. (1978). Balance the basics: Let them write. New York: Ford Foundation.
Gundlach, R., McLance, J. B., Stott, F. M., & McNamee, G. D. (1985). The social foundations of children’s early writing development. In M. Farr (Ed.), Children’s early writing development. Advances in writing research: Vol. 1. (pp. 1-58). Norwood, NJ: ABLEX.
Hamilton, M. (2003). Opening the Door of the ‘Chatroom’ in the EFL Classroom. Modern English Teacher, 12(4), 52-57.
Harking, J., Turner, G., & Dawn, T. (2001). Teaching young adults. London: Routledge Falmer.
Herskovits, M. J. (1948). Man and his works: The science of cultural anthropology. New York: Knopf.
Hertz-Lazarowitz, R. & Bar-Natan, I. (2002). Writing development of Arab and Jewish students using cooperative learning (CL) and computer-mediated communication. Computer & Education, 39(1), 19-36.
Hofstede, G.: 1997, Cultures and Organizations: Software of the Mind (McGraw Hill, New York, NY).
Hunt, K. (1965). Grammatical structures written at three grade levels. (Report No. 3). Champaign, IL, USA: NCTE. (ERIC Document Reproduction Service No. ED113735). Retrieved November 25, 2010, from EBSCOHost ERIC database.
Hyland, K. (2003). Second Language Writing. New York: Cambridge University Press.
Hymes, D. (1972). On communicative competence, In J. B. Pride & J. Holmes (Eds.), Sociolinguistics, (pp. 29-41). New York: Penguin Books.
Johns, A. M. (1997). Text, role, and context: Developing academic literacies. New York: Cambridge University Press.
Keller, J. M. (1983). Motivational design of instruction. In C. E. Reigeluth. (Ed.),Instructional design theories and models: An overview of their current status(pp. 383-434). Hillsdale, NJ: Lawrence Erlbaum.
Lauring, Jakob (2011). "Intercultural Organizational Communication: The Social Organizing of Interaction in International Encounters".Journal of Business and Communication 48.3: 231-55.
Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. London: Oxford University Press.
Li, R. C. & Hart, R. S. (1996). What can the World Wide Web offer ESL teachers? TESOL Journal, 6(2). 5-10.
Liao, C. C. (2000). Intercultural emailing. Taipei: Crane.
Liaw, Meei-ling, & Robert J. Johnson. (2001). E-mail writing as a cross-cultural learning experience. System, 29, 235-251.
Lin, P. H. (2004). A study of senior high school students’ responses to the Sino-American Net-meeting, E-paling, and on-line forum. Unpublished master’s thesis. Kaohsiung: National Kaohsiung Normal University.
Lu, Q. X. (2003). The Effects of Using Cross-cultural E-mail Exchange Projects on Developing Taiwanese Junior High School Students’ Linguistic Skills and Cultural Awareness: A Case Study of Seventeen Junior High School Students. Unpublished master’s thesis. Taipei: National Taiwan Normal University.
Marquardt, M. J., & Kearsley, G. (1999). Technology-based learning: Maximizing human performance and corporate success. Boca Raton, FL: St. Lucie Press.
Mayora, C. A. (2006). Integrating Multimedia Technology in a High School EFL Program. English Teaching Forum, 44(3), 14-20.
Merryfield, M. M.(1998). Pedagogy for global perspectives in education: Studies of teachers’ thinking and practice. Theory and Research in Social Education, 26(3), 342-379.
National Commission on Writing. (2004). Writing: A ticket to work...Or a ticket out. Retrieved March 28, 2011, from http://www.collegeboard.com/prod_downloads/writingcom/writing-ticket-to-work.pdf
Negroponte, N. (1995). Being digital. London: Hodder & Stoughton.
Peng, I. C. (2007). The Effect of English E-mail Exchange on English Instruction Between Two Senior High Schools. Unpublished master’s thesis. Kaohsiung: National Kaohsiung Normal University.
Peyton, J. K., & Staton, J. (1991). Writing our lives: Reflections on dialogue journal writing with adults learning English. Englewood Cliffs, NJ: Regents Prentice Hall and Center for Applied Linguistics.
Phinney, M. (1988). Computers, composition and second language learning. In Pennington, M. C. (Ed.), Teaching languages with computers: The state of the art (pp. 81-96). San Francisco: Athenlstan.
Phinney, M. (1991). Computer-assisted writing and writing apprehension in ESL students. In Dunkel, P. (Ed.), Computer-assisted language learning and testing: Research issues and practice (pp. 189-204). New York: Newbury House, A Division of Harper Collins Publishers Inc.
Rassool, N. (1999). Literacy for sustainable development in the age of information. Clevedon, England: Multilingual Matters.
Reid, J., & Powers, J. (1993). Extending the benefits of small-group collaboration to the ESL writer. TESOL Journal, 2(4), 25-32.
Romiszowski, A. & Manson, R. (2004). Computer-mediated communication. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 397-431). Mahwah, NJ: Lawrence Erlbaum.
Sanaoui, R., & Lapkin, S. (1992). A case study of an FSL senior secondary course integrating computer networking. The Canadian Modern Language Review, 43(3), 524-552.
Saunders, N. (2007). Emerging tools, emerging communities: Building a case for blogging in a second language. Retrieved March, 2009, from http://studentweb.usq.edu.au/home/W0056107/html/research.html
Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. New York: The McGraw-Hill Companies.
Slavin, R. E. (1994). Educational psychology: Theory and practice. Boston: Allyn & Bacon.
Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4(1), 82-119. Retrieved April 20, 2011, from http://llt.msu.edu/vol4num1/sotillo/default.html
Stein, S. (1988). Explorations in making meaning: A case study. Retrieved from ERIC database. (ED293161)
Stubbs, M. (1987). An educational theory of (written) language. Retrieved from ERIC database. (ED346738)
Thompson, D. (1993). One ENFI path: From Galludet to distance learning. In B. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms: Promises and realities (pp. 210–227). New York: Cambridge University Press.
Tribble, C. (1996). Writing. New York: Oxford University.
Tu, K.Y. (2011). English writing performance and meaning co-construction for Taiwanese students in a vocational high school: a case study of a teddy bear project between Taiwan and Turkey. Unpublished master’s thesis. Kaohsiung: National Kaohsiung Normal University.
Ulanoff, S. (1993). Dialogue journal writing and the mediated development of writing: How do second language learners engaged in authentic writing activities develop as writers? Dissertation Abstracts International, 54(7), 2542A.
Vygotsky, L. S. (1978). Mind in society. Cambridge: MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Wang, Ai-lin. “English Instruction Through Computer-mediated cross-cultural exchanges: A Model of Communicative Writing.” 淡江外語論叢,第一卷, 160-178頁,民國八十七年十二月。
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24 (1), 1-14.
Wei, C. L. (2007). e-TESOL A comprehensive guide to Internet-based TESL/TEFL. Taipei: Kaun Tang.
Yeung, A. S. W. & Ferry, B. (2002). Developing a peer learning community through the use of CMC. Retrieved from ERIC database. (ED472042)
大學入學考試中心(College Entrance Examination Center, CEEC, 2013)。102年學科能力測驗英語考科非選擇題評分說明。選才電子報 223。2013年3月,取自http://www.ceec.edu.tw/CeecMag/Articles/223/223-06b.html
林青雅 (Lin, C. Y.) (2010)。運用創意教學提升國中英語學習動機與成就之行動研究(未出版之碩士論文)。國立彰化師範大學教育學系,彰化縣。
周珮儀 (Chou, P. Y.) (2010)。全球教育課程方案簡介:概念、架構與目標。教師天地,168(10)。12-18。
國立臺灣師範大學心理與教育測驗研究發展中心。國中教育會考考試科目與題 型,取自http://cap.ntnu.edu.tw/test_2.html
教育部 (2008a)。97年國民中小學課程綱要英語學習領域。2011年3月17,取自http://www.edu.tw/eje/content.aspx?site_content_sn=15326
許芳菊 (Hsu, F. C.) (2006)。孩子,自信迎接未來競爭。天下雜誌--2006教育特刊,8-12。
簡良燕 (Chien, L. Y.) (2006)。國民中學教師實施資訊科技融入英語教學之行動研究(未出版之碩士論文)。國立臺灣師範大學教育系,臺北市。

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 宋曜廷、張國恩、侯惠澤(2005)。資訊科技融入教學:借鏡美國經驗,反思臺灣發展。教育研究集刊,51(1),31-62。
2. 張國恩(2002)。從學習科技的發展看資訊科技融入教學的內涵。北縣教育,41,16-25。
3. 吳裕益(1980)。國中高、低成就學生家庭背景及心理特質之比較研究。教育學刊,2,161-198。
4. 張登智(2010)。資訊科技融入教學相關著作權問題之研究。國民教育,51(2),54-64。
5. 張國恩(1999)。資訊融入各科教學之內涵與實施。資訊與教育雙月刊,72,2-9。
6. 何榮桂(2002)。臺灣資訊教育的現況與發展-兼論資訊科技融入教學。資訊與教育 雜誌,87,22-31。
7. 袁媛、許錦芳(2007)。資訊融入教學對國中資源班數學低成就學生學習影響之個案研究。教育科學期刊,7(1),36-57。
8. 林建宏、周倩(2014)。我國大專院校資訊科系之資訊倫理相關課程開設現況研究。教育科學研究期刊,59(1),197-228。
9. 林佳秀、張自立、辛懷梓(2013)。透過「學習共同體」模式進行補教教學之研究。國民教育,54(1),105-111。
10. 李翠玲(1993)。如何教國中低成就班級-英語教學錦囊。人文及社會學科教學通訊,4,39-52。
11. 朱家儀、黃秀霜、陳惠萍(2013)。「攜手計畫課後扶助方案」補救教學方法之探究。課程與教學季刊,16(1),93-114。
12. 蔡進雄(2004)。學校轉型領導的理論與實際。教育研究月刊,119,53-65。
13. 黃俊傑(2006)。組織公民行為在學校組織革新的啟示。學校行政雙月刊,43,134-145。
14. 范熾文(2004)。國小校長轉型、互易領導與學校組織績效之研究。花蓮師院學報,19,21-40。
15. 林明地(2000)。助長學校組織學習的關鍵:校長轉型領導。學校行政雙月刊,8,4-11。
 
無相關點閱論文