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題名 創意策略教學在高中英文作文上的應用
The Use of Invention Strategies in Teaching EFL Senior High School Students` Compositions
作者 黃稽興
Huang, Chi-shing
貢獻者 林啟一
Lin, Chi-yee
黃稽興
Huang, Chi-shing
關鍵詞 創意策略教學
第二外語高中英作文
invention strategy
EFL composition teaching
日期 2004
上傳時間 17-Sep-2009 16:31:49 (UTC+8)
摘要 雖然從一九六Ο年代中期開始，英作文教學法已有不同程度的發展，如Maxine Hairston 所指稱的「作文教學法的革命」，但多數第二外語的英作文仍沿用作品成果取向(product-oriented)而非過程取向(process-oriented)。
      在本研究□，運用目前「過程取向」中的創意策略教學來探討它在第二外語寫作教學上的成效。研究的目的在於回答下列問題： (一) 創意策略教學是否能幫助學生在寫作上有創意、有構思、有想像？(二) 創意策略教學是否會減弱學生在字彙、語言使用及標點符號的能力？(三) 創意策略教學是否能增強學生在作文組織結構方面的能力？(四) 創意策略教學是否能增進第二外語學生的整體寫作能力。
      本研究從二ΟΟ二年九月開始至二ΟΟ四年六月結束，而共有七十二位社會組高中同學參與作文教學課程。前測及後測作品各有九十一篇。評分準則分成下列五項：內容、結構、字彙、語文使用和標點符號。
      研究結果簡略歸納如下：(一) 學生因創意策略運用，更能有效構思取材而激發想像力；(二) 創意策略教學不會減弱學生在字彙、語言使用及標點符號的能力；(三) 創意策略教學未必能增強學生在作文組織結構方面的能力；(四) 創意策略教學確能有效提昇學生整體的英文寫作能力。
      從研究中發現，應用創意策略教學確能增進學生的英作文寫作能力。
In the mid-1960s, the pedagogy of composition has had a different progress, which Maxine Hairston (1982) labeled it as the revolution of the teaching of writing, yet most of the EFL composition writings are still product-oriented rather than process-oriented.
      In this study the current process approach writing, that is, the use of invention strategies is used to examine and compare its effects on EFL high school English writing. The aim of the study is to explore and answer the following questions: (1) Can invention strategies be used to help student-writers generate ideas, gather information and ignite imagination in their writing? (2) Will student-writers` abilities in the use of vocabulary, language use and mechanics be lessened by the use of invention strategies? (3) Can invention strategies be used to help student-writers strengthen the organization of their writing? (4) Will EFL students` overall writing performances improve through the instruction of invention skills?
      The study was conducted from Sept, 2002 to June, 2004, and a total of 72 11-grade senior high school students from social science program participated in the research. There were 182 pieces of students composition writings paired and graded. The criteria of scoring were categorized into five parts: content, organization, vocabulary, language use and mechanics.
      The results are summarized as follows：(1) Invention strategies can help student-writers generate ideas, gather information and ignite imagination in their writing. (2) Student-writers` abilities in the use of vocabulary, language use and mechanics will not be lessened by the use of invention strategies. (3) Invention strategies cannot necessarily help student-writers improve the organization of their writing? (4) Overall, invention strategies can significantly improve the EFL students’writing performances. Besides, EFL student-writers also got the highest average grades in content part. In other words, the students-writers will enrich the content of their compositions through the use of instruction of invention strategies. Judging from the findings, student-writers as well as the writing teachers will gain benefits from the use of invention strategies.
參考文獻 Bates, Linda., Lane, Janet., and Lange, Ellen. (1993).
Writing Clearly. Massachusetts : Heinle & Heinle.
Brown, H. Doughlas. (2001). Teaching by Pictures.
New York: Addison Wesley Longman.
Brown, H. Doughlas. (2001). Teaching by Principles : An
Interactive Approach to Language Pedagogy. New York:
Longman.
Clen, Chin-chen. (1983). “ Grammatical knowledge and Errors in
Written Composition.” Proceedings of the Second
Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 253-257.
Chen, Hsiu-chieh. (1988).”Computer-Assisted Writing in Taiwan:
Methods and Perspectives.” Proceedings of the Fifth
Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 173-191.
Chen, Lih-mei. (2000). “ Portions in Second/Foreign Language
Classroom Assessment. “ English Teaching& Learning. 25
(2), 28-41.
Hairston, M. (1982). “The Winds of Change: Thomas Kuhn and the
Revolution in the Teaching of Writing.” College
Composition and Communication, 33(1), 76-88.
Harmer, Jeremy. (1999). The Practice of English Language
Teaching. New York : Longman.,
Huang, Li-miau. (1997). “ A Case Study on Using Writing
Conference and Peer-group Review in Teaching Composition
in Senior High school.”Proceedings of the Sixth
International Symposium on English Teaching. Taipei:
Crane. 265-281.
Hudelson, Sarah. (1989). Write On Children Writing in ESL New
Jersey : Prentice Hall Regents.
Hughey, Jane B., Wormuth, Deanna R., Hartfiel, V. Faye., and
Jacobs, Holly L., (1983). Teaching ESL composition :
Principles and Techniques. Massachusetts : Newbury House.
Huang, T. L. (1988). Performance Analysis and Teaching EFL
Composition. Taipei: Crane.
Kroll, Barbara. (1991). “ Teaching Writing in the ESL
context.” In Marianne Celce-Muricia (Eds.),Teaching
English as a Second or Foreign Language (pp.245-263).
Massachusetts : Heinle & Heinle.
Li, Chen-ching. (1992). Breaking the Barrier of ESL Writing.
Taipei : Crane.
Liou, Hsien-chin. (1995). “On-line and Off-line Computer
Assisted Writing Revision. “ Proceedings of the Ninth
Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 463-523.
Morenberg, Max., Sommers, Jeff., Donald A., and Kerek, Andrew.
(1999). The Writer’s Options : lessons in Style and
Arrangement. New York : Longman.
Nunan, David. (1999). Second Language Teaching & Learning.
Massachusetts : Heinle & Learning.
Petton, Joy Kreeft. (1994). “ Implementing Writing Workshop
With ESOL Students:Vision and Realities.” TESOL
Quarterly, 28(3), 469-487.
Reid, Joy M. (1993). Teaching ESL Writing. New Jersey: Prentice
Hall Regents.
Reid, Joy M. (1994). The Process of Paragraph Writing. New
Jersey : Prentice Hall Regents.
Reid, Joy M. (1996). Basic Writing. New Jersey : Prentice Hall
Regents.
Silva, Tony. (1993). “ The ESL Research and Its
Implications.” TESOL Quarterly, 27(4), 657-677.Silverman,
Jay., Hughes, Elaine, and Weinbroer, Diana Roberts.(1990).
Rules of Thumbs. New York : Mcgrow-Hill
Spack, Ruth. (1984).”Invention Strategies and the ESL College
Composition Student.” TESOL Quartely, 18(4), 649-670.
Taylor, Barry P. (1976). “ Teaching Composition to Low-level
ESL Students.” TESOL Quarterly, 10(3), 309-320.
Tsui, A.B.M. (1999). “ Young ESL Writers’ Responses to Peer
and Teacher Comments in Writing.“ Proceedings of the
Eighth Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 95-109.
Tung, Chi-an. (1996). “ The Teaching of Basic Writing: A More
Effective Approach.” Proceedings of the twelfth
Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 363-379.
Uruza, Carole. (1987). “ You Stopped Too Soon: Second Language
Children Composing and Revising.” TESOL Quarterly, 21
(2), 279-305.
Wang, Hsu Samuel et al. (1995). “ Intelligent CALL for EFL
Writing Courseware Development and Evaluation."
Proceedings of the Ninth Conference on English Teaching
and Learning in the Republic of China. Taipei: Crane.
443-464.
Witbeck, Michael C. (1976). “ Peer Correction Procedures for
Intermediate and Advanced ESL Composition Lessons.” TESOL
Quarterly, 10(3), 321-326.
Winer, Lise. (1992). “Spinach to Chocolate: Changing Awareness
and Attitudes in ESL Writing Teachers.” TESOL Quarterly,
26(1), 57-79.
Wright, Andrew. (1989) Pictures for Language Learning. New
York: Cambridge.
Yi, Ching-ching. (1997). “ Successful Cooperation in EFL
Teaching: A Case Study in Writing.” Proceedings of the
Ninth Conference on English Teaching and Learning in the
Republic of China. Taipei: Crane. 253-271.
Zamel, Vivian. (1980). “ Re-evaluating Sentence-Combing
Practice.” TESOL Quarterly, 14(1), 81-90.
描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
88951012
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0088951012
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (Authors) 黃稽興zh_TW
dc.contributor.author (Authors) Huang, Chi-shingen_US
dc.creator (作者) 黃稽興zh_TW
dc.creator (作者) Huang, Chi-shingen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:31:49 (UTC+8)-
dc.date.available 17-Sep-2009 16:31:49 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:31:49 (UTC+8)-
dc.identifier (Other Identifiers) G0088951012en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33411-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 88951012zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 雖然從一九六Ο年代中期開始，英作文教學法已有不同程度的發展，如Maxine Hairston 所指稱的「作文教學法的革命」，但多數第二外語的英作文仍沿用作品成果取向(product-oriented)而非過程取向(process-oriented)。
      在本研究□，運用目前「過程取向」中的創意策略教學來探討它在第二外語寫作教學上的成效。研究的目的在於回答下列問題： (一) 創意策略教學是否能幫助學生在寫作上有創意、有構思、有想像？(二) 創意策略教學是否會減弱學生在字彙、語言使用及標點符號的能力？(三) 創意策略教學是否能增強學生在作文組織結構方面的能力？(四) 創意策略教學是否能增進第二外語學生的整體寫作能力。
      本研究從二ΟΟ二年九月開始至二ΟΟ四年六月結束，而共有七十二位社會組高中同學參與作文教學課程。前測及後測作品各有九十一篇。評分準則分成下列五項：內容、結構、字彙、語文使用和標點符號。
      研究結果簡略歸納如下：(一) 學生因創意策略運用，更能有效構思取材而激發想像力；(二) 創意策略教學不會減弱學生在字彙、語言使用及標點符號的能力；(三) 創意策略教學未必能增強學生在作文組織結構方面的能力；(四) 創意策略教學確能有效提昇學生整體的英文寫作能力。
      從研究中發現，應用創意策略教學確能增進學生的英作文寫作能力。		zh_TW
dc.description.abstract (摘要) In the mid-1960s, the pedagogy of composition has had a different progress, which Maxine Hairston (1982) labeled it as the revolution of the teaching of writing, yet most of the EFL composition writings are still product-oriented rather than process-oriented.
      In this study the current process approach writing, that is, the use of invention strategies is used to examine and compare its effects on EFL high school English writing. The aim of the study is to explore and answer the following questions: (1) Can invention strategies be used to help student-writers generate ideas, gather information and ignite imagination in their writing? (2) Will student-writers` abilities in the use of vocabulary, language use and mechanics be lessened by the use of invention strategies? (3) Can invention strategies be used to help student-writers strengthen the organization of their writing? (4) Will EFL students` overall writing performances improve through the instruction of invention skills?
      The study was conducted from Sept, 2002 to June, 2004, and a total of 72 11-grade senior high school students from social science program participated in the research. There were 182 pieces of students composition writings paired and graded. The criteria of scoring were categorized into five parts: content, organization, vocabulary, language use and mechanics.
      The results are summarized as follows：(1) Invention strategies can help student-writers generate ideas, gather information and ignite imagination in their writing. (2) Student-writers` abilities in the use of vocabulary, language use and mechanics will not be lessened by the use of invention strategies. (3) Invention strategies cannot necessarily help student-writers improve the organization of their writing? (4) Overall, invention strategies can significantly improve the EFL students’writing performances. Besides, EFL student-writers also got the highest average grades in content part. In other words, the students-writers will enrich the content of their compositions through the use of instruction of invention strategies. Judging from the findings, student-writers as well as the writing teachers will gain benefits from the use of invention strategies.		en_US
dc.description.tableofcontents Page
     Acknowledgement……………………………………………………… iii
     List of Tables………………………… …………………………… vii
     List of Figures …………………………………………………… viii
     Chinese Abstract …………………………………………………… ix
     English Abstract …………………………………………………… x
     
     Chapter
     1. Introduction……………………………………………… 1
     1.1 Background of the Study…………………… ……… 1
     1.2 Motivation and Goal …………………… …………… 3
     1.3 Purpose of the Study ………………………………… 4
     1.4 Significance of the Study ………………………… 4
     1.5 Research Questions ………………………………… 5
     1.6 Definition of the Terms ………………… ………… 6
     
     2. Literature Review……………………………………… 9
     2.1 The Model of Written Product………………………… 9
     2.2 The Shift of Writing Paradigm……………………… 10
     2.3 The Beginning of Process Writing…………………… 11
     2.4 The Use of Invention Strategies …………………… 12
     2.5 The Classification of Invention Strategies……… 12
     2.6 The Use of Invention Strategies in EFL Writing …13
     2.6.1 Brainstorming………………………………………………14
     2.6.2 (Focused) Free Writing………………………………… 15
     2.6.3 Listing………………………………………………………15
     2.6.4 Journal Writing……………………………………………16
     2.7 The Grading of Invention Strategies…………………17
     2.8 Limitations of Invention Strategies…………………17
     
     3. Research Method……………………………………………19
     3.1 Subjects…………………………………………………… 19
     3.2 Materials……………………………………………………20
     3.3 Procedure………………………………………………… 21
     3.3.1 Stage1：Reading………………………………………… 21
     3.3.2 Stage2：Pre-test Writing……………………………… 22
     3.3.3 Stage3：Invention Strategy Teaching…………………22
     3.3.4 Stage4：Post-test Writing…………………………… 26
     3.4 Data Analysis…………………………………………… 26
     
     4. Results………………………………………………………29
     4.1 Students Performance in the Pre-test Writing…… 30
     4.2 Students Performance in the Post-test Writing……30
     4.3 The Comparison of Changes between Pre-test and
      Post-test……………………………………………………31
     4.4 Answers to Research Questions…………………………33
     
     5. Discussion……………………………………………… 36
     5.1 Summary of the Major Findings……………………… 36
     5.2 Pedagogical Implications…………………………… 37
     5.2.1 A Solid Foundation of English Proficiency……… 38
     5.2.2 The Knowledge of Writing Expertise……………… 39
     5.2.3 The Positive Attitudes Towards
      Composition Writing………………………………………40
     5.3 The Limitations of This Study …………………… 40
     5.4 Suggestions for Future Studies……………………… 41
     
     References ………………………………………………………… 43
     
     Appendixes…………………………………………………………… 47
     A. A List of Abbreviation for Correction …………… 47
     B. An Error Check List…………………………………… 48
     C. Examples of Graded Composition
      Counterpart Writings…………………………………… 49
     D. Composition Writing Examples
      by the Use of Brainstorming……………………………56
     E. Some Excerpts of Participant Students
      Journal Writing……………………………………………65
     
     
      List of Tables
      page
     Table 3.4 The Grading Scale of Composition Writings………26
     Table 4.0 Average Scores of Pre-test Writings…………… 29
     Table 4.2 Average Scores of Post-test Writings…………… 30
     Table 4.3 Changes of Grades
      between Pre-test and Post-test…………………… 31
     
     
      List of Figures
      page
     Figure 4.3 The Graph of Grade Changes Between
      Pre-test and Post-test…………………………………32		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/#G0088951012en_US
dc.subject (關鍵詞) 創意策略教學zh_TW
dc.subject (關鍵詞) 第二外語高中英作文zh_TW
dc.subject (關鍵詞) invention strategyen_US
dc.subject (關鍵詞) EFL composition teachingen_US
dc.title (題名) 創意策略教學在高中英文作文上的應用zh_TW
dc.title (題名) The Use of Invention Strategies in Teaching EFL Senior High School Students` Compositionsen_US
dc.type (資料類型) thesisen
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dc.relation.reference (參考文獻) Writing Clearly. Massachusetts : Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Brown, H. Doughlas. (2001). Teaching by Pictures.zh_TW
dc.relation.reference (參考文獻) New York: Addison Wesley Longman.zh_TW
dc.relation.reference (參考文獻) Brown, H. Doughlas. (2001). Teaching by Principles : Anzh_TW
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dc.relation.reference (參考文獻) Longman.zh_TW
dc.relation.reference (參考文獻) Clen, Chin-chen. (1983). “ Grammatical knowledge and Errors inzh_TW
dc.relation.reference (參考文獻) Written Composition.” Proceedings of the Secondzh_TW
dc.relation.reference (參考文獻) Conference on English Teaching and Learning in thezh_TW
dc.relation.reference (參考文獻) Republic of China. Taipei: Crane. 253-257.zh_TW
dc.relation.reference (參考文獻) Chen, Hsiu-chieh. (1988).”Computer-Assisted Writing in Taiwan:zh_TW
dc.relation.reference (參考文獻) Methods and Perspectives.” Proceedings of the Fifthzh_TW
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dc.relation.reference (參考文獻) Hudelson, Sarah. (1989). Write On Children Writing in ESL Newzh_TW
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dc.relation.reference (參考文獻) Huang, T. L. (1988). Performance Analysis and Teaching EFLzh_TW
dc.relation.reference (參考文獻) Composition. Taipei: Crane.zh_TW
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dc.relation.reference (參考文獻) context.” In Marianne Celce-Muricia (Eds.),Teachingzh_TW
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dc.relation.reference (參考文獻) Assisted Writing Revision. “ Proceedings of the Ninthzh_TW
dc.relation.reference (參考文獻) Conference on English Teaching and Learning in thezh_TW
dc.relation.reference (參考文獻) Republic of China. Taipei: Crane. 463-523.zh_TW
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dc.relation.reference (參考文獻) (1999). The Writer’s Options : lessons in Style andzh_TW
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dc.relation.reference (參考文獻) Massachusetts : Heinle & Learning.zh_TW
dc.relation.reference (參考文獻) Petton, Joy Kreeft. (1994). “ Implementing Writing Workshopzh_TW
dc.relation.reference (參考文獻) With ESOL Students:Vision and Realities.” TESOLzh_TW
dc.relation.reference (參考文獻) Quarterly, 28(3), 469-487.zh_TW
dc.relation.reference (參考文獻) Reid, Joy M. (1993). Teaching ESL Writing. New Jersey: Prenticezh_TW
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