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題名 台灣英語寫作教學之困境與突破
English Writing Education in Taiwan: Challenges and Solutions作者 劉怡君;車蓓群 貢獻者 外文中心 關鍵詞 L2 writing; writing literacy; EFL novice writers; reading to write 日期 2017-10 上傳時間 8-Jul-2026 14:21:40 (UTC+8) 摘要 台灣英語寫作教學問題沉痾已久，通常頭痛醫頭、腳痛醫腳，無法徹底全面的改善體 質。台灣學生的寫作素養發展，一向低落不振，而改善寫作能力需要整體性的規劃才 能根除病灶。大學生英語寫作素養與高中時的寫作教學息息相關，因此，寫作教學應 該將高中與大學整體全面性的規劃。然而目前普遍的做法是高中、大學分開看待。此 教學上的鴻溝與切割思維也反映在學術研究上。一般的第二外語寫作研究也偏向片面 短期的觀察，大多是研究特定時間點、特別教學策略下的特定學生的特定寫作狀況。 這些片段問題的片段探討，常常無法從根源病灶改善英語寫作教學的問題。即便讀寫 能力相關的文獻不少，但是多以L1研究為主，EFL學生的英文寫作素養發展相關文獻 如鳳毛麟角，亟待學者們探討開拓。筆者期待打破研究範疇與視野侷限，透過本研究， 跨越大學與高中兩大時間區塊，整合性並全面性的探索台灣英語寫作教學的問題，從 高中教材設計、教師師資培訓、學測指考分析、到高中與大學生寫作問題總體檢，以 尋求整體性的解決方案。 本研究的研究問題如下： (1) What is the development process of EFL writing literacy? (2) What are the English writing education and issues in high school and university in Taiwan? (3) Does integrated read-writing approach facilitate Taiwanese high school students’ L2 writing proficiency? (4) How high school teachers can be prepared to maximize EFL students’ learning opportunities of writing?
English writing has been daunting to most of the EFL students to learn and writing teachers to teach. Cross nationally, researchers (Ackerman, 1990; Flower, 1990) have observed the transitional difficulties for university L2 writers entering university-level writing from high school-level in order to negotiate academic discourse. In Taiwan, the English writing instruction in high schools usually goes from the practices of sentence translation to paragraph writing; however, the writing instruction in universities usually imports the typical L1 or L2 writing instruction in the Anglo-American contexts. Taiwanese students not only need to learn Western textual conventions and the expectations, but also the habits of mind and the methods of thought that operate in their academic community (Flower, 1990). The general observation about L2 writing is that L2 writers usually lack proficiency on word choice, sentence structure, expression and grammars (Chen, 2002; Silva, 1993). Since university students' writing behavior and ability is strongly influenced by their prior literacy education in high schools (Ackerman, 1990), tracing students' early training on English writing back in their high school can glimpse what writing knowledge students may bring into the writing classrooms in universities and what writing problems university students may encounter. This study attempts (1) to explore the English writing education in high schools and universities in Taiwan, (2) to investigate the issues of English writing from both the students and the teachers' perspectives, and (3) to suggest solutions to facilitate students' transition from writing the level of high school to university. For hundred high school and freshmen Taiwanese students will participate in this study. To understand the writing training provided in high schools, I will compare three versions of the most popular high school textbooks, discuss the writing test of the university entrance examination, interview high school teachers, survey high school students, observe writing classes in high schools. Moreover, I'll explore university students' writing problems through error analysis, students' self-reports, interviewing teachers. Through comparing the data collected from high schools and universities, I'll discuss Taiwanese students' writing issues and suggest implications on teaching.關聯 科技部, MOST103-2410-H004-195-MY3, 103.08-106.07 資料類型 report dc.contributor 外文中心 - dc.creator (作者) 劉怡君;車蓓群 - dc.date (日期) 2017-10 - dc.date.accessioned 8-Jul-2026 14:21:40 (UTC+8) - dc.date.available 8-Jul-2026 14:21:40 (UTC+8) - dc.date.issued (上傳時間) 8-Jul-2026 14:21:40 (UTC+8) - dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=183251 - dc.description.abstract (摘要) 台灣英語寫作教學問題沉痾已久，通常頭痛醫頭、腳痛醫腳，無法徹底全面的改善體 質。台灣學生的寫作素養發展，一向低落不振，而改善寫作能力需要整體性的規劃才 能根除病灶。大學生英語寫作素養與高中時的寫作教學息息相關，因此，寫作教學應 該將高中與大學整體全面性的規劃。然而目前普遍的做法是高中、大學分開看待。此 教學上的鴻溝與切割思維也反映在學術研究上。一般的第二外語寫作研究也偏向片面 短期的觀察，大多是研究特定時間點、特別教學策略下的特定學生的特定寫作狀況。 這些片段問題的片段探討，常常無法從根源病灶改善英語寫作教學的問題。即便讀寫 能力相關的文獻不少，但是多以L1研究為主，EFL學生的英文寫作素養發展相關文獻 如鳳毛麟角，亟待學者們探討開拓。筆者期待打破研究範疇與視野侷限，透過本研究， 跨越大學與高中兩大時間區塊，整合性並全面性的探索台灣英語寫作教學的問題，從 高中教材設計、教師師資培訓、學測指考分析、到高中與大學生寫作問題總體檢，以 尋求整體性的解決方案。 本研究的研究問題如下： (1) What is the development process of EFL writing literacy? (2) What are the English writing education and issues in high school and university in Taiwan? (3) Does integrated read-writing approach facilitate Taiwanese high school students’ L2 writing proficiency? (4) How high school teachers can be prepared to maximize EFL students’ learning opportunities of writing? - dc.description.abstract (摘要) English writing has been daunting to most of the EFL students to learn and writing teachers to teach. Cross nationally, researchers (Ackerman, 1990; Flower, 1990) have observed the transitional difficulties for university L2 writers entering university-level writing from high school-level in order to negotiate academic discourse. In Taiwan, the English writing instruction in high schools usually goes from the practices of sentence translation to paragraph writing; however, the writing instruction in universities usually imports the typical L1 or L2 writing instruction in the Anglo-American contexts. Taiwanese students not only need to learn Western textual conventions and the expectations, but also the habits of mind and the methods of thought that operate in their academic community (Flower, 1990). The general observation about L2 writing is that L2 writers usually lack proficiency on word choice, sentence structure, expression and grammars (Chen, 2002; Silva, 1993). Since university students' writing behavior and ability is strongly influenced by their prior literacy education in high schools (Ackerman, 1990), tracing students' early training on English writing back in their high school can glimpse what writing knowledge students may bring into the writing classrooms in universities and what writing problems university students may encounter. This study attempts (1) to explore the English writing education in high schools and universities in Taiwan, (2) to investigate the issues of English writing from both the students and the teachers' perspectives, and (3) to suggest solutions to facilitate students' transition from writing the level of high school to university. For hundred high school and freshmen Taiwanese students will participate in this study. To understand the writing training provided in high schools, I will compare three versions of the most popular high school textbooks, discuss the writing test of the university entrance examination, interview high school teachers, survey high school students, observe writing classes in high schools. Moreover, I'll explore university students' writing problems through error analysis, students' self-reports, interviewing teachers. Through comparing the data collected from high schools and universities, I'll discuss Taiwanese students' writing issues and suggest implications on teaching. - dc.format.extent 116 bytes - dc.format.mimetype text/html - dc.relation (關聯) 科技部, MOST103-2410-H004-195-MY3, 103.08-106.07 - dc.subject (關鍵詞) L2 writing; writing literacy; EFL novice writers; reading to write - dc.title (題名) 台灣英語寫作教學之困境與突破 - dc.title (題名) English Writing Education in Taiwan: Challenges and Solutions - dc.type (資料類型) report -
