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Title: 讀寫結合教學於高中英文寫作教學之研究
Teaching Reading-writing Connection to High School EFL Writers
Authors: 黃沁瑞
Huang, Qin-Rui
Contributors: 劉怡君
Liu, Yi Chun
Huang, Qin-Rui
Keywords: 讀寫結合
Reading-writing connection
writerly reading
writing outcomes
audience awareness
rhetorical strategy
Date: 2020
Issue Date: 2020-08-03 18:32:40 (UTC+8)
Abstract: 由於讀寫結合教學於高中英文寫作教學的相關研究較少,本研究試圖探討讀寫結合教學對高中生英文寫作表現和修辭策略策略的影響,以及學生對讀寫結合教學的看法。兩個高三班級分為實驗組和對照組,參與十五週的寫作教學。第一週進行看圖作文初試,之後實驗組接受額外的「範文寫作」,「寫作式閱讀」,以及注意用字、指涉語等的「挖礦」練習。實驗組除了理解寫作基本架構,「如何」運用文法句型、用字遣詞外,他們也須站在作者的角度去思考讀者與寫作目的,思考作者「為何」運用這些策略並達到什麼效果。而對照組仍舊進行傳統的文法翻譯教學,並無了解寫作策略背後的原因。第八週時進行第一次複試,題型亦為看圖作文,背後假設為實驗組由於有考慮到讀者為大考評審老師,因此會使用許多較複雜的字彙和句型。最後一週則進行第二次複試,題型為寫一封信給自己身邊親近的人去澄清誤會,取得諒解。背後假設為實驗組考慮到讀者為親近的人,將使用更多口語用法,句型也較簡單。研究結果符合預期假設:實驗組在兩次複試寫作表現上皆顯著優於對照組,顯示讀寫結合的教學更能增進學生寫作能力。修辭策略分析發現實驗組比起對照組有更佳的讀者覺察,能針對不同對象使用不同修辭策略,並且能使用更多修辭策略來達到溝通目的。問卷調查則發現學生多半肯定讀寫結合教學,但也反映需要更多練習及更有趣的閱讀題材。本研究亦提供英文寫作教學上的建議。
Due to the paucity of related research in teaching reading-writing connection (RWC) to EFL high school writers, this research investigates how RWC pedagogy affected Taiwanese novice writers’ rhetorical strategies and writing outcomes. Two classes of twelfth-graders were divided into experimental group and control group. The pedagogy lasted for 15 weeks. Pretest, in the form of picture-based narrative, was administered in the first week. After that, experimental group received extra RWC activities including modeling, writerly reading, and mining. Students in the experimental group not only learned basic writing principles, knowing “how” to manage pattern and word usage, but also read in writers’ shoes, considered their readers and the writing purpose, thinking “why” writers used certain rhetorical strategies and what effects they had achieved. On the other hand, students in the control group received the traditional grammar translation teaching, without thinking the reasons behind the rhetorical strategies. The first writing posttest, also in the form of picture-based narrative, was administered in the eighth week. The hypothesis was that students of experimental group considered their readers to be professional graders, and they used more sophisticated patterns and words. The second writing posttest was administered in the last week; students were asked to write a letter to people close to them to explain and clarify a misunderstanding to earn their forgiveness. The hypothesis was that students of experimental group considered their reader and used more colloquial phrases and simpler patterns. The results corresponded to the hypotheses: Analysis of writing outcomes revealed that students of experimental group were significantly better than those of control group, suggesting that RWC could better benefit students’ writing. Analysis of rhetorical strategy suggested that students of the experimental group had better sense of audience awareness. They could adjust their rhetorical strategies based on different readers. They also applied more rhetorical strategies to reach effective communication. Students’ questionnaires revealed that most of them agreed that RWC pedagogy enhanced their writing and that reading and writing should be taught together. However, they also reported that more practice and more interesting topic for reading were needed. This research also provides pedagogical implication and suggestion for English writing.
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