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題名 A Case Study of Narrative Structure in EFL Stories of Taiwanese College English Majors
臺灣英語系大學生故事寫作之結構分析：以某大學為例
作者 林汶宣
Lin,Wen-hsuan
貢獻者 黃麗儀教授
Huang , Li-yi
林汶宣
Lin,Wen-hsuan
關鍵詞 故事寫作
敘事結構
story-writing
narrative structure
EFL writing
日期 2004
上傳時間 17-九月-2009 16:28:28 (UTC+8)
摘要 本研究旨在分析臺灣英語系大學生在英語故事寫作方面的表現。研究對象為二十位某大學英語系三年級學生，藉由分析這些學生寫作的故事所呈現出的敘事結構，期望能發現學生寫作故事的模式，寫作上的長處與弱點，在寫作方面遇到的困難，以及文化背景是否影響其寫作表現。
研究結果顯示，學生寫作的故事呈現不同的敘事結構，而這些敘事結構反映出他們對於英語故事的基本元素已有初步的了解，但仍需要老師進一步在文體區隔、內容、以及校訂等方面給予指導，以增強其故事寫作技巧。此外，學生的作品中表現了許多文化特徵，這些特徵也同樣可在泰國、越南、不丹等學生的故事作品中發現，因此，本研究或許可作為亞洲文化間具有高度相似性的證明。
The purpose of this study is to investigate the story-writing performance of college English majors in Taiwan in terms of narrative structure. A total of twenty stories composed by twenty junior English majors of one national university were analyzed based on the conventional English story structure. The collected stories were part of the students’ normal school work rather than specially designed tasks.
Through a narrative structure analysis of the collected data, different structural patterns were discovered, including (1) Description, (2) Abbreviated Story, (3) Complete Story, (4) Lengthened Story, and (5) Complex Story. The structural uses not only reflect the learners’ writing styles but also represent their strengths and weaknesses in writing. Overall, the results show that although these students have possessed the basic knowledge of the structural conventions, they still need instruction in terms of content, editing, genre-distinction, or formal devices to enhance their story-writing skills.
In addition, cultural characteristics were discovered in the writings. The preferences observed coincide with the characteristics of narrative writings of Bhutanese, Vietnamese, and Thai cultures in many ways. Therefore, the findings of this study may also serve as evidence for the great similarities that existed among Asian cultures.
參考文獻 Arnaudet, M. L. & Barrett, M. E. (1990). Paragraph development: a guide for students of English (2nd edition). New Jersey: Prentice Hall.
Bartlett, F. C. (1932). Remembering. Cambridge, England: Cambridge University Press.
Bearse, C. I. (1992). The fairy tale connection in children’s stories: Cinderella meets Sleeping Beauty. The Reading Teacher, 45 (9), 688-695.
Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
Bush, B. J., McCall, C. J., & Thompson, P. L. (1992). Stimulating children to read and write through Jack tales. The Reading Teacher, 45 (7), 554-555.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Cheng, Yun-kuei. (2000). The application of “transformed folktales” to story writing: The case of the Penguin Family in Yang Min junior high school in Kaohsiung. Master’s thesis, National Kaohsiung Normal University.
Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. New York: Cambridge University Press.
Daiute, C. & Dalton, B. (1993). Collaboration Between Children Learning to Write: Can Novices Be Masters? Cognition and Instruction, 10 (4), 281-333.
Domino, G. & Hannah, M. (1987). A comparative analysis of social values in Chinese and American children. Journal of Cross-Cultural Psychology, 18, 58-77.
Dupie, L. S. (2003). You Can Write A Short Story: Part 1. http://writingcorner.com/young/shortstory-1.htm
Ellis, S. (2003). Story-writing, planning, and activity. Reading, 37 (1), 27-31.
Fitzgerald, J. & Teasley, A. B. (1986). Effects of instruction in narrative structure on children’s writing. Journal of Educational Psychology, 78, (6), 424-432.
Frank, M. (1986). Modern English Part II: Sentences & Complex Structures. (2nd edition). New Jersey: Prentice Hall Regents.
Freeman, S. (1987). Response to student writing. Urbana, IL: National Council of Teachers of English. [NCTE Research Report No. 23.]
Garvie, E. (1990). Story as vehicle: Teaching English to young children. Clevedon: Multicultural Matters, Ltd.
Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing: an applied linguistic perspective. London; New York: Longman.
Hedberg, N. & Westby, C. (1993). Analyzing story-telling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.
Helmers, M. H. (1994). Writing students: composition, testimonials, and representations of students. Albany, N.Y.: State University of New York Press.
Hillocks, G. Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Conference on Research in English/ERIC Clearinghouse on Reading and Communication Skills.
Hunt, K. W. (1965). Grammatical structures written at three grade levels (Revised Report No. 3). Urbana, IL: National Council of Teachers of English.
IEA International Study of Written Composition (1983, November). Instrument/Questionnaire Series (IEA/WR). Unpublished manuscripts. University of Illinois, Curriculum Laboratory, Urbana.
Indrasuta, C. (1988). Narrative Styles in the Writing of Thai and American Students. In A. C. Purves (Ed.) Writing across Languages and Cultures. Issues in Contrastive Rhetoric. Newbury Park, CA: Sage.
Javidi, A. & Javidi, M. (1997). Cross-cultural analysis of interpersonal bonding : A look at East and West. In L. Samovar & R. E. Porter (Eds.). Intercutural communication, 87-94. Belmont, CA: Wadsworth.
Jiang, Yan-qiu. (2002). A study of picture-elicited narratives for developing junior high school students’ English writing competence. Master’s thesis, National Chengchi University.
Klingensmith, M. (2003). How to Write a Short Story. http://members.fortunecity.com/mrk/help/story.html
Labov, W. (1972). Language in the Inner City. Oxford: Basil Blackwell.
Leavell, A. & Ioannides, A. (1993). Using Character Development to Improve Story Writing. Teaching Exceptional Children, 25(4), 41-45.
Liles, B. (1987). Episode organization and cohesive conjunctions in narratives of children with and without language disorders. Journal of Speech and Hearing Research, 30, 185-196.
Lien, Shu-ling. (2003). The effects of computer story weaver program on second grade students’ writing skills and attitudes. Master’s thesis, Taipei Municipal Teacher’s College.
Loban, W. (1976). Language development: Kindergarten through grade twelve. Urbana, IL: National Council of Teachers of English
Longacre, R. E. (1983). The grammar of discourse. New York and London: Plenum Press.
Lukens, R. J. (1982). A critical handbook of children’s literature (2nd edition). Glenview, IL: Scott, Foresman.
Mandler, J. M. & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
Maranda, J. M. & Maranda, N. S. (1970). Structural models in folklore and transformational essays. The Hague, Netherlands: Mouton.
Marsh, G. (1992). 43%: A commentary on aims an assessments in the teaching of literary writing. In M. Monteith, & R. Miles. (Eds.) Teaching creative writing: Theory and Practice. Buckingham ; Philadelphia: Open University Press.
Martin, J. (1989). Factual writing: Exploring and challenging social reality. Oxford and New York: Oxford University Press.
Martin, J. R. & Rothery, J. (1986). What a Functional Approach Can Show Teachers. In B. Couture (Ed.) Functional Approaches to Writing: Research Perspectives. Norwood, NJ: Ablex.
Matsuyama, U. K. (1983). Can story grammar speak Japanese? The Reading Teacher, March, 666-669.
McCabe, A. (1996). Chameleon readers: Teaching children to appreciate all kinds of good stories. New York: McGraw-Hill.
Minsky, M. L. (1988). The Society of Mind. New York: Simon and Schuster.
Montgomery, J. K. & Kahn, N. (2003). You are going to be an author-Using narrative for adolescent language intervention. Communication Disorders Quarterly, 24, 5.
Murphy, P. (2003). Discovering the ending in the beginning. Language Arts, 80 (6), 461-469.
Paley, V. G. (1990).The boy who would be a helicopter. Cambridge, MA: Harvard University Press.
Peterson, C. & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum Press.
Pullum, T. (1998). Promoting writing with folktales. English Journal, 87 (2), 96-97.
Rogers, J. (1992). Teaching the craft of writing. In M. Monteith, & R. Miles. (Eds.) Teaching creative writing: Theory and Practice. Buckingham ; Philadelphia: Open University Press.
Rumelhart, D. E. (1975). Notes on a schema for stories. In D. Bobrow and A. Collins (Eds.) Representation and Understanding. New York: Academic Press.
Silva, T. (1992). Research agendas for ESL writing: Differences in ESL and NES writing. Paper presented at the 27th Annual TESOL Convention. Vancouver, BC, March.
Sipe, L. R. (1993). Using transformations of traditional stories: Making the reading-writing connection. The Reading Teacher, 47 (1), 18-26.
Soter, A. (1988). “The Second Language Learner and Cultural Transfer in Narration.” In A. C. Purves (Ed.) Writing across Languages and Cultures. Issues in Contrastive Rhetoric. Newbury Park, CA: Sage.
Stein, C. L. (2004). Analysis of narratives of Bhutanese and rural American 7-year old children: Issues of story grammar and culture. Narrative Inquiry, 14(2), 369-394.
Stein, N. & Glenn, C. (1979). An analysis for story comprehension in elementary school. In R, Freedle (Ed.) New directions in discourse processing Vol. 2. Norwood, NJ: Ablex.
Taylor, E. K. (2000). Using folktales. Cambridge: Cambridge University Press.
Thorndyke, P. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
Tickoo, A. (2001). How to create a crisis: empowering the ESL writer with lessons from narrative art. International Journal of Applied Linguistics, 11 (1), 21-36.
Vardell, S. M. & Burris, N. A. (1986). Learning to write: A developmental/literacy perspective. (ERIC Document Reproduction Service No. ED 280073)
Wajnryb, R. (2003). Stories: Narrative activities in the language classroom. Cambridge University Press.
Watson, J. J. (1991). An integral setting tells more than when and where. The Reading Teacher, 44 (9), 628-646.
Winterowd, W. R. & Murray, P. Y. (1985). English: Writing and Skills. San Diego: Coronado Publishers.
Zisnner, W. (1994). On writing well (5th edition). New York: Harper & Row.
描述 碩士
國立政治大學
語言學研究所
91555010
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0915550101
資料類型 thesis
dc.contributor.advisor 黃麗儀教授zh_TW
dc.contributor.advisor Huang , Li-yien_US
dc.contributor.author (作者) 林汶宣zh_TW
dc.contributor.author (作者) Lin,Wen-hsuanen_US
dc.creator (作者) 林汶宣zh_TW
dc.creator (作者) Lin,Wen-hsuanen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-九月-2009 16:28:28 (UTC+8)-
dc.date.available 17-九月-2009 16:28:28 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:28:28 (UTC+8)-
dc.identifier (其他 識別碼) G0915550101en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33396-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 91555010zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在分析臺灣英語系大學生在英語故事寫作方面的表現。研究對象為二十位某大學英語系三年級學生，藉由分析這些學生寫作的故事所呈現出的敘事結構，期望能發現學生寫作故事的模式，寫作上的長處與弱點，在寫作方面遇到的困難，以及文化背景是否影響其寫作表現。
研究結果顯示，學生寫作的故事呈現不同的敘事結構，而這些敘事結構反映出他們對於英語故事的基本元素已有初步的了解，但仍需要老師進一步在文體區隔、內容、以及校訂等方面給予指導，以增強其故事寫作技巧。此外，學生的作品中表現了許多文化特徵，這些特徵也同樣可在泰國、越南、不丹等學生的故事作品中發現，因此，本研究或許可作為亞洲文化間具有高度相似性的證明。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to investigate the story-writing performance of college English majors in Taiwan in terms of narrative structure. A total of twenty stories composed by twenty junior English majors of one national university were analyzed based on the conventional English story structure. The collected stories were part of the students’ normal school work rather than specially designed tasks.
Through a narrative structure analysis of the collected data, different structural patterns were discovered, including (1) Description, (2) Abbreviated Story, (3) Complete Story, (4) Lengthened Story, and (5) Complex Story. The structural uses not only reflect the learners’ writing styles but also represent their strengths and weaknesses in writing. Overall, the results show that although these students have possessed the basic knowledge of the structural conventions, they still need instruction in terms of content, editing, genre-distinction, or formal devices to enhance their story-writing skills.
In addition, cultural characteristics were discovered in the writings. The preferences observed coincide with the characteristics of narrative writings of Bhutanese, Vietnamese, and Thai cultures in many ways. Therefore, the findings of this study may also serve as evidence for the great similarities that existed among Asian cultures.		en_US
dc.description.tableofcontents Acknowledgements………………………………………………………iv
Table of Contents………………………………………………………v
List of Tables……………………………………………………… vii
List of Figures…………………………………………………… viii
Chinese Abstract………………………………………………………ix
English Abstract……………………………………………………… x

CHAPTER
1. INTRODUCTION
1.1 Background and Motivation 1
1.2 Purpose of the Present Study 3
1.3 Research Questions 4
1.4 Organization of the Thesis 4

2. LITERATURE REVIEW
2.1 Typical Structure of English Stories 7
2.2 Previous Studies on Narrative Writing 12

3. THE STUDY
3.1 Participants 25
3.2 The Setting 25
3.3 The Writing Task 27
3.4 Analytic Approaches 28

4. DATA ANALYSIS AND DISCUSSION
4.1 Narrative Structure Analysis 31
4.1.1 Description 34
4.1.2 Abbreviated Story 37
4.1.3 Complete Story 41
4.1.4 Lengthened Story 45
4.1.5 Complex Story 50
4.2 Summary and Discussion 54

5. CONCLUSION
5.1 Summary of the Findings 61
5.2 Pedagogical Implications 64
5.3 Limitations of the Present Study 67
5.4 Recommendations for Future Research 68

REFERENCES 70

APPENDIX 77		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0915550101en_US
dc.subject (關鍵詞) 故事寫作zh_TW
dc.subject (關鍵詞) 敘事結構zh_TW
dc.subject (關鍵詞) story-writingen_US
dc.subject (關鍵詞) narrative structureen_US
dc.subject (關鍵詞) EFL writingen_US
dc.title (題名) A Case Study of Narrative Structure in EFL Stories of Taiwanese College English Majorszh_TW
dc.title (題名) 臺灣英語系大學生故事寫作之結構分析：以某大學為例zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Arnaudet, M. L. & Barrett, M. E. (1990). Paragraph development: a guide for students of English (2nd edition). New Jersey: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Bartlett, F. C. (1932). Remembering. Cambridge, England: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bearse, C. I. (1992). The fairy tale connection in children’s stories: Cinderella meets Sleeping Beauty. The Reading Teacher, 45 (9), 688-695.zh_TW
dc.relation.reference (參考文獻) Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bush, B. J., McCall, C. J., & Thompson, P. L. (1992). Stimulating children to read and write through Jack tales. The Reading Teacher, 45 (7), 554-555.zh_TW
dc.relation.reference (參考文獻) Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Cheng, Yun-kuei. (2000). The application of “transformed folktales” to story writing: The case of the Penguin Family in Yang Min junior high school in Kaohsiung. Master’s thesis, National Kaohsiung Normal University.zh_TW
dc.relation.reference (參考文獻) Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Daiute, C. & Dalton, B. (1993). Collaboration Between Children Learning to Write: Can Novices Be Masters? Cognition and Instruction, 10 (4), 281-333.zh_TW
dc.relation.reference (參考文獻) Domino, G. & Hannah, M. (1987). A comparative analysis of social values in Chinese and American children. Journal of Cross-Cultural Psychology, 18, 58-77.zh_TW
dc.relation.reference (參考文獻) Dupie, L. S. (2003). You Can Write A Short Story: Part 1. http://writingcorner.com/young/shortstory-1.htmzh_TW
dc.relation.reference (參考文獻) Ellis, S. (2003). Story-writing, planning, and activity. Reading, 37 (1), 27-31.zh_TW
dc.relation.reference (參考文獻) Fitzgerald, J. & Teasley, A. B. (1986). Effects of instruction in narrative structure on children’s writing. Journal of Educational Psychology, 78, (6), 424-432.zh_TW
dc.relation.reference (參考文獻) Frank, M. (1986). Modern English Part II: Sentences & Complex Structures. (2nd edition). New Jersey: Prentice Hall Regents.zh_TW
dc.relation.reference (參考文獻) Freeman, S. (1987). Response to student writing. Urbana, IL: National Council of Teachers of English. [NCTE Research Report No. 23.]zh_TW
dc.relation.reference (參考文獻) Garvie, E. (1990). Story as vehicle: Teaching English to young children. Clevedon: Multicultural Matters, Ltd.zh_TW
dc.relation.reference (參考文獻) Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing: an applied linguistic perspective. London; New York: Longman.zh_TW
dc.relation.reference (參考文獻) Hedberg, N. & Westby, C. (1993). Analyzing story-telling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.zh_TW
dc.relation.reference (參考文獻) Helmers, M. H. (1994). Writing students: composition, testimonials, and representations of students. Albany, N.Y.: State University of New York Press.zh_TW
dc.relation.reference (參考文獻) Hillocks, G. Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Conference on Research in English/ERIC Clearinghouse on Reading and Communication Skills.zh_TW
dc.relation.reference (參考文獻) Hunt, K. W. (1965). Grammatical structures written at three grade levels (Revised Report No. 3). Urbana, IL: National Council of Teachers of English.zh_TW
dc.relation.reference (參考文獻) IEA International Study of Written Composition (1983, November). Instrument/Questionnaire Series (IEA/WR). Unpublished manuscripts. University of Illinois, Curriculum Laboratory, Urbana.zh_TW
dc.relation.reference (參考文獻) Indrasuta, C. (1988). Narrative Styles in the Writing of Thai and American Students. In A. C. Purves (Ed.) Writing across Languages and Cultures. Issues in Contrastive Rhetoric. Newbury Park, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Javidi, A. & Javidi, M. (1997). Cross-cultural analysis of interpersonal bonding : A look at East and West. In L. Samovar & R. E. Porter (Eds.). Intercutural communication, 87-94. Belmont, CA: Wadsworth.zh_TW
dc.relation.reference (參考文獻) Jiang, Yan-qiu. (2002). A study of picture-elicited narratives for developing junior high school students’ English writing competence. Master’s thesis, National Chengchi University.zh_TW
dc.relation.reference (參考文獻) Klingensmith, M. (2003). How to Write a Short Story. http://members.fortunecity.com/mrk/help/story.htmlzh_TW
dc.relation.reference (參考文獻) Labov, W. (1972). Language in the Inner City. Oxford: Basil Blackwell.zh_TW
dc.relation.reference (參考文獻) Leavell, A. & Ioannides, A. (1993). Using Character Development to Improve Story Writing. Teaching Exceptional Children, 25(4), 41-45.zh_TW
dc.relation.reference (參考文獻) Liles, B. (1987). Episode organization and cohesive conjunctions in narratives of children with and without language disorders. Journal of Speech and Hearing Research, 30, 185-196.zh_TW
dc.relation.reference (參考文獻) Lien, Shu-ling. (2003). The effects of computer story weaver program on second grade students’ writing skills and attitudes. Master’s thesis, Taipei Municipal Teacher’s College.zh_TW
dc.relation.reference (參考文獻) Loban, W. (1976). Language development: Kindergarten through grade twelve. Urbana, IL: National Council of Teachers of Englishzh_TW
dc.relation.reference (參考文獻) Longacre, R. E. (1983). The grammar of discourse. New York and London: Plenum Press.zh_TW
dc.relation.reference (參考文獻) Lukens, R. J. (1982). A critical handbook of children’s literature (2nd edition). Glenview, IL: Scott, Foresman.zh_TW
dc.relation.reference (參考文獻) Mandler, J. M. & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.zh_TW
dc.relation.reference (參考文獻) Maranda, J. M. & Maranda, N. S. (1970). Structural models in folklore and transformational essays. The Hague, Netherlands: Mouton.zh_TW
dc.relation.reference (參考文獻) Marsh, G. (1992). 43%: A commentary on aims an assessments in the teaching of literary writing. In M. Monteith, & R. Miles. (Eds.) Teaching creative writing: Theory and Practice. Buckingham ; Philadelphia: Open University Press.zh_TW
dc.relation.reference (參考文獻) Martin, J. (1989). Factual writing: Exploring and challenging social reality. Oxford and New York: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Martin, J. R. & Rothery, J. (1986). What a Functional Approach Can Show Teachers. In B. Couture (Ed.) Functional Approaches to Writing: Research Perspectives. Norwood, NJ: Ablex.zh_TW
dc.relation.reference (參考文獻) Matsuyama, U. K. (1983). Can story grammar speak Japanese? The Reading Teacher, March, 666-669.zh_TW
dc.relation.reference (參考文獻) McCabe, A. (1996). Chameleon readers: Teaching children to appreciate all kinds of good stories. New York: McGraw-Hill.zh_TW
dc.relation.reference (參考文獻) Minsky, M. L. (1988). The Society of Mind. New York: Simon and Schuster.zh_TW
dc.relation.reference (參考文獻) Montgomery, J. K. & Kahn, N. (2003). You are going to be an author-Using narrative for adolescent language intervention. Communication Disorders Quarterly, 24, 5.zh_TW
dc.relation.reference (參考文獻) Murphy, P. (2003). Discovering the ending in the beginning. Language Arts, 80 (6), 461-469.zh_TW
dc.relation.reference (參考文獻) Paley, V. G. (1990).The boy who would be a helicopter. Cambridge, MA: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Peterson, C. & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum Press.zh_TW
dc.relation.reference (參考文獻) Pullum, T. (1998). Promoting writing with folktales. English Journal, 87 (2), 96-97.zh_TW
dc.relation.reference (參考文獻) Rogers, J. (1992). Teaching the craft of writing. In M. Monteith, & R. Miles. (Eds.) Teaching creative writing: Theory and Practice. Buckingham ; Philadelphia: Open University Press.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E. (1975). Notes on a schema for stories. In D. Bobrow and A. Collins (Eds.) Representation and Understanding. New York: Academic Press.zh_TW
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