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題名 教師回饋對台灣高中EFL低成就學生段落寫作之效用：「直接訂正法」與「語意重述法」
The Effects of corrective feedback on Taiwan high school EFL low-achievers` paragraph writing: “direct correction” vs. “reformulation”
作者 許凱絨
Hsu, Kaijung
貢獻者 葉潔宇
Yeh, Chieh-yue
許凱絨
Hsu, Kaijung
關鍵詞 低成就學生
段落寫作
語意重述
教師回饋
low-achievers
paragraph writing
reformulation
corrective feedback
日期 2009
上傳時間 11-Oct-2011 17:07:12 (UTC+8)
摘要 本研究針對台灣EFL低成就學生之段落寫作，比較「直接訂正法」與「語意重述法」兩種寫作回饋之成效。本研究對象為台北市某高職學生，共56名學生全程參與這項從2009年9月到2010年1月的研究。進行修改寫作時，教師對實驗組使用「語意重述法」，學生比較原稿與老師保留學生原意但改寫成符合英文語法的段落，並將發現的文法錯誤記錄並自行訂正；對照組則運用「直接訂正法」，學生審視老師直接在上面訂正的原稿。經過看圖英文段落寫作的前測與後測、實驗組與對照組後測結果比較、以及針對實驗組的訪談，研究結果如下：(1)整體性評量上，「語意重述法」對學生改進寫作較為有效；(2)兩組中程度較差之低成就學生進步程度均優於程度較好之低成就學生，尤其實驗組之程度較差者進步程度猶勝於對照組的；(3) 「直接訂正法」對減少學生文法錯誤之功效優於「語意重述法」；(4)絕大多數參與者認為「語意重述法」有助增進寫作能力。論文最後討論此研究在教學上的意涵與提出對之後研究的建議。
This study aimed to compare the efficacy of “direct correction” with that of “reformulation” on Taiwan EFL low-achievers’ paragraph writing. Fifty-six students in a vocational high school in Taipei City participated in this study from Sep. 2009 through Jan. 2010. When conducting revision activities, the teacher implemented the “reformulation” technique in the experimental group. The students compared the originals with the reformulated versions given by the teacher, and detected, recorded, and corrected all the grammatical errors mainly on their own. The control group received the “direct correction” treatment, examining their originals with the teacher’s corrections on them. With the pre-test and the post-test on a paragraph-length English picture description, the comparison of the post-test results between the experimental and control groups, and interviews with the experimental group, the results are as follows: First, in holistic rating, “reformulation” was more helpful than “direct correction” in improving the participants’ writing performance. Second, the low-achievers with lower proficiency benefited more from “reformulation” than those with better proficiency. Third, “direct correction” was more effective than “reformulation” in reducing the participants’ grammatical errors. Fourth, the majority in the experimental group were positive of “reformulation” as a way to improve writing. Finally, some implications for pedagogy and suggestions for future studies were made.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951013
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951013
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh-yueen_US
dc.contributor.author (Authors) 許凱絨zh_TW
dc.contributor.author (Authors) Hsu, Kaijungen_US
dc.creator (作者) 許凱絨zh_TW
dc.creator (作者) Hsu, Kaijungen_US
dc.date (日期) 2009en_US
dc.date.accessioned 11-Oct-2011 17:07:12 (UTC+8)-
dc.date.available 11-Oct-2011 17:07:12 (UTC+8)-
dc.date.issued (上傳時間) 11-Oct-2011 17:07:12 (UTC+8)-
dc.identifier (Other Identifiers) G0096951013en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51653-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 96951013zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究針對台灣EFL低成就學生之段落寫作，比較「直接訂正法」與「語意重述法」兩種寫作回饋之成效。本研究對象為台北市某高職學生，共56名學生全程參與這項從2009年9月到2010年1月的研究。進行修改寫作時，教師對實驗組使用「語意重述法」，學生比較原稿與老師保留學生原意但改寫成符合英文語法的段落，並將發現的文法錯誤記錄並自行訂正；對照組則運用「直接訂正法」，學生審視老師直接在上面訂正的原稿。經過看圖英文段落寫作的前測與後測、實驗組與對照組後測結果比較、以及針對實驗組的訪談，研究結果如下：(1)整體性評量上，「語意重述法」對學生改進寫作較為有效；(2)兩組中程度較差之低成就學生進步程度均優於程度較好之低成就學生，尤其實驗組之程度較差者進步程度猶勝於對照組的；(3) 「直接訂正法」對減少學生文法錯誤之功效優於「語意重述法」；(4)絕大多數參與者認為「語意重述法」有助增進寫作能力。論文最後討論此研究在教學上的意涵與提出對之後研究的建議。zh_TW
dc.description.abstract (摘要) This study aimed to compare the efficacy of “direct correction” with that of “reformulation” on Taiwan EFL low-achievers’ paragraph writing. Fifty-six students in a vocational high school in Taipei City participated in this study from Sep. 2009 through Jan. 2010. When conducting revision activities, the teacher implemented the “reformulation” technique in the experimental group. The students compared the originals with the reformulated versions given by the teacher, and detected, recorded, and corrected all the grammatical errors mainly on their own. The control group received the “direct correction” treatment, examining their originals with the teacher’s corrections on them. With the pre-test and the post-test on a paragraph-length English picture description, the comparison of the post-test results between the experimental and control groups, and interviews with the experimental group, the results are as follows: First, in holistic rating, “reformulation” was more helpful than “direct correction” in improving the participants’ writing performance. Second, the low-achievers with lower proficiency benefited more from “reformulation” than those with better proficiency. Third, “direct correction” was more effective than “reformulation” in reducing the participants’ grammatical errors. Fourth, the majority in the experimental group were positive of “reformulation” as a way to improve writing. Finally, some implications for pedagogy and suggestions for future studies were made.en_US
dc.description.tableofcontents Acknowledgements……………………………………………………...…………iv
Chinese Abstract……………………………………………………………………viii
English Abstract…………………………………………………………………….ix
Chapter One: Introduction……………………………………………….……….1
Background and Motivation……………………………………….…………..1
Purpose and Value of the Study………………………………………………..3
Definition of Terms…………………………………………………………….4
Chapter Two: Literature Review…………………………………….……………5
Noticing in Second Language Acquisition (SLA)……………………………..5
Language Processing……………………………………………………...7
Input-intake-output Hypothesis…………………………………………...9
Corrective Feedback in Writing……………………………………………….10
Reformulation…………………………………………………………….12
Research Questions…………………………………………………………….15
Chapter Three: Methodology…………………………………….………………..17
Participants……………………………………………………………………..17
Instruments……………………………………………………………………..18
EBCT in 2009……………………………………………………………..18
GEPT Elementary Level Writing Test…………………………………….19
GEPT Holistic Scoring Guide……………………………………………..19
Reformulation……………………………………………………………...20
Error Record Form………………………………………………………...21
Error Classification System……………………………………………….21
Interview…………………………………………………………………..22
Procedures……………………………………………………………………...22
Step 1: Sampling and Orientation…………………………………………23
Step 2: Pre-test…………………………………………………………….23
Step 3: Rating and Grouping……………………………………………....23
Intra-rater Reliability…………………………………………………24
Inter-rater Reliability……………………………………………........25
Step 4: Treatment………………………………………………………….26
The Experimental Group……………………………………………..26
The Control Group…………………………………………………...27
Step 5: Post-test and Rating……………………………………………….28
Step 6: Interview…………………………………………………………..28
Data Analysis…………………………………………………………………...29
Chapter Four: Results…………………………………….………………………..32
RQ1……………………………………………………………………………..32
RQ 2………………………………………………………………………….....34
RQ 3…………………………………………………………………………….37
The Experimental Group………………………………………………….38
The Control Group………………………………………………………...40
The Experimental Group vs. the Control Group…………………………..41
RQ 4…………………………………………………………………………….44
Students’ Views on Reformulation as a Way to Improve Writing…………46
Easy Parts for Students…………………………………………………….46
Difficult Parts for Students………………………………………………...47
Students’ Suggestions……………………………………………………...49
Students’ Change in Writing Behavior…………………………………….49
Chapter Five: Discussion and Conclusion…………….…………………….……..51
Summary and Discussion……………………………………………………….51
Helpfulness in Low-achievers’ Writing: Reformulation vs. Direct Error Correction…………………………………………………………………….…51
1. Direct error correction may not be so helpful in learners’ writing……..……………………………………………………………51
2. Modified reformulation technique appears effective…………………...52
3. “Memory” and “time” can make a difference…………………………..53
Effect of Modified Reformulation on Low-achievers at Different Proficiency Levels…………………………………………………………………………...54
Change in Errors after Treatment……………………………………………….58
Students’ Views on Reformulation as a Way to Improve Writing………………61
Students’ Views on Reformulation Activities………………………….…..62
Students’ Suggestions on Reformulation and Change in Writing Behavior…………………………………………………………………...64
Implications of the Study……………………………………………………….66
Limitations……………………………………………………………………...68
Suggestions for Further Studies………………………………………………...69
Conclusion……………………………………………………………………...70
References……………………………………………………………………………72
Appendixes…………………………………………………………………………...79		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951013en_US
dc.subject (關鍵詞) 低成就學生zh_TW
dc.subject (關鍵詞) 段落寫作zh_TW
dc.subject (關鍵詞) 語意重述zh_TW
dc.subject (關鍵詞) 教師回饋zh_TW
dc.subject (關鍵詞) low-achieversen_US
dc.subject (關鍵詞) paragraph writingen_US
dc.subject (關鍵詞) reformulationen_US
dc.subject (關鍵詞) corrective feedbacken_US
dc.title (題名) 教師回饋對台灣高中EFL低成就學生段落寫作之效用：「直接訂正法」與「語意重述法」zh_TW
dc.title (題名) The Effects of corrective feedback on Taiwan high school EFL low-achievers` paragraph writing: “direct correction” vs. “reformulation”en_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-257.zh_TW
dc.relation.reference (參考文獻) Baars, B. (1988). A cognitive theory of consciousness. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69-84.zh_TW
dc.relation.reference (參考文獻) Bitchener J., Young, S., & Cameron. D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.zh_TW
dc.relation.reference (參考文獻) Chaudron, C. (1985). Intake: On models and methods for discovering learners’ processing of input. Studies in Second Language Acquisition, 7 (1), 1-14.zh_TW
dc.relation.reference (參考文獻) Cohen, A. D. (1987). Student processing of feedback on their compositions. In Rubin, W., & Rubin, J. (Eds.), Learner Strategies in Language Learning, 57-69. London: Prentice Hall International.zh_TW
dc.relation.reference (參考文獻) Cohen, A. D. (1982). Writing like a native: The process of reformulation. (ERIC ED 224 338).zh_TW
dc.relation.reference (參考文獻) Cohen, A. D. (1983). Reformulating second-language compositions: A potential source of input for the learner. (ERIC ED 228 866).zh_TW
dc.relation.reference (參考文獻) Cohen, A. D. (1989). Reformulation: A technique for providing advanced feedback in writing. Guidelines: A Periodical for Classroom Language Teachers, 11 (2), 1-9.zh_TW
dc.relation.reference (參考文獻) Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.zh_TW
dc.relation.reference (參考文獻) Dekeyster, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Diliberto, J. A. (2004). Improving Descriptive Sentence Writing in Elementary Students. Preventing School Failure, 48(4), 34-36.zh_TW
dc.relation.reference (參考文獻) Gass, S.M. (1988). Integrating research areas: A framework for second language studies. Applied linguistics, 9, 198-217.zh_TW
dc.relation.reference (參考文獻) Gregg, N., and Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35, 7-12.zh_TW
dc.relation.reference (參考文獻) Ellis, N. (1999). Cognitive approaches to SLA. Annual Review of Applied Linguistics, 19, 22-42.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1990). Instructed second language acquisition: Learning in the classroom. Oxford: Blackwell.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51 (1), 1-46.zh_TW
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