| dc.contributor.advisor | 林啟一 | zh_TW |
| dc.contributor.author (Authors) | 江燕秋 | zh_TW |
| dc.creator (作者) | 江燕秋 | zh_TW |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 18-Sep-2009 16:41:44 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 16:41:44 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 16:41:44 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0088951006 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35984 | - |
| 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) | 88951006 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 在臺灣國中英語課程的寫作部份，一向只有片段的填空、改寫句子或翻譯等，加強文法及句型結構的練習，而忽略能讓學生自我表達的創意寫作。對英語能力相當有限的國中生而言，若能提供有效、有趣的寫作指導，他們也能應用語言能力並發揮創意，寫出有趣的文章。 本研究在探討由看圖說故事進而寫故事，對國中生寫作能力的影響。本研究以台北市某國中兩班三年級，六十位學生為研究對象，先施以一次先前研究，作為主要研究的設計及實施之參考，再以三個故事為主題進行六篇記敘文的寫作。其中三篇只給作文題目及引導句，稱為題目引導式寫作；另三篇則提供題目加圖片，稱為圖片引導式寫作。整個研究內容另包括三次問卷及一系列的訪談。問卷一及問卷三在了解受測學生在研究前、研究後的寫作態度及動機的轉變；問卷二及訪談旨在了解學生對於圖片做為輔助教材的觀感。 本研究的主要發現如下：（1）圖片有助於學生寫故事的組織及架構，（2）圖片提供語料及文意，有助於學生發展故事內容及長度，（3）圖片刺激學生想像力，增加學生故事的創意，（4）學生在經過圖片式的寫作引導之後，對英文作文表現出比較積極的學習態度及動機。 | zh_TW |
| dc.description.abstract (摘要) | For junior high students in Taiwan, writing activities have been restricted to grammar-oriented exercises. Creative writing that engages students in using the target language communicatively has been neglected. Students at this level of proficiency, if provided with effective and stimulating writing instruction, are also able to compose fascinating stories. The purpose of this study is to explore the effectiveness of pictures on junior high students’ narrative writing. Subjects in this study are sixty ninth-graders from two classes in a junior high school in Taipei city. Instruments consist of a pilot study, three student surveys, six narrative writing assignments and a series of one-to-one interviews. Findings are summarized as follows: First, picture aids facilitate students’ organizational skills for story writing. Second, pictorial presentation provides students with linguistic resources that help to enrich their story content. Third, pictorial images stimulate students’ imagination and add creativity to their stories. Furthermore, writing improvements through pictorial instruction also lead to the students’ positive attitude toward writing and stronger motivation as well. | en_US |
| dc.description.tableofcontents | Page Chinese Abstract……………………………………………………vii English Abstract………………………………………………………………viii 1. Introduction……………………………………………………………..1 1.1 Motivation & Goal……………………………………………….….2 1.2 Purpose of the Study…………………………………………….…..4 1.3 Significance of the Study………………………………………….5 1.4 Research Questions………………………………………………….5 2. Literature Review……………………………………………......6 2.1 EFL Writing at Elementary Level……………………………………6 2.2 Stories for Language Learning…………………………………….8 2.3 The Effect of Visual Stimuli on Language Learning……………9 2.4 Pictures to Guide Writing…………………………………………11 2.4.1 Picture Aids to Improve Writing Organization……… …12 2.4.2 Pictures to Enrich the Content……………………………….13 2.4.3 Picture Aids to Facilitate Creativity…………………… .13 2.4.4 Pictures to Foster Motivation………………………………. 15 3. Research Design……………………………………………… .…..17 3.1 Subjects……………………………………………………………17 3.2 Instruments…………………………………………………………..17 3.2.1 Survey I……………………………………………………… ..18 3.2.2 Pilot Study……………………………………………………. .18 3.2.3 Six Narrative Writing Assignments……………………………19 3.2.4 Survey II………………………………………………………. .19 3.2.5 Survey III……………………………………………………… 19 3.2.6 Individual Interview…………………………………………… 20 3.3 Data Collection and Analysis………………………………… 20 3.4 Procedures of the Pilot Study……………………………………21 3.4.1 Topic-guided 1………………………………………………….. 22 3.4.1.1 Teacher modeling…………………………… ..… 22 3.4.1.2 Grouping……………………………………………….… ..22 3.4.1.3 Brainstorming……………………………………………… 23 3.4.1.4 Idea-sharing and note-taking……………………………….23 3.4.1.5 Drafting……………………………………………………. .23 3.4.2. Picture-guided 1………………………………………………..24 3.4.3 Results of the Pilot Study………………………………… 25 4. Data Analysis and Discussion……………………………….32 4.1 Students’ Organizational Skills…………………… 32 4.1.1 Complete Story Frame………………………………………33 4.1.2 Students’ Writing Coherence………………………………..34 4.2 Language Resources………………………………………………37 4.2.1 Content Length………………………………………………37 4.2.2 Lexical Richness…………………………………………….39 4.2.2.1 Picture-Elicited Vocabulary Words in PG 2………...41 4.2.2.2 Picture-Elicited Vocabulary Words in PG 3………...43 4.2.2.3 Picture-Elicited Vocabulary Words in PG 4………...47 4.3 Creativity…………………………………………………………..49 4.3.1 Grading of Creativity ……………………………………….54 4.3.2 Qualitative Analysis of Creativity…………………………..55 4.3.2.1 Story Backgrounds in TG 2 and PG 2……………...56 4.3.2.2 Characters in TG 2 and PG 2…………………….....57 4.3.2.3 Storylines in TG 2 and PG 2…..……………………59 4.3.2.4 Story Backgrounds in TG 3 and PG 3………………64 4.3.2.5 Characters in TG 3 and PG 3………………………..66 4.3.2.6 Storylines in TG 3 and PG 3………………………..68 4.3.2.7 Story Backgrounds in TG 4 and PG 4………..…..…71 4.3.2.8 Characters in TG 4 and PG 4…………………….…73 4.3.2.9 Storylines in TG 4 and PG 4………………………..76 4.4 Opinions in Survey II on Picture-Based Compositions…..82 4.5 Interview Findings…………………………………………………83 4.6 Change of Attitude toward Writing……………………………92 5. Conclusions and Discussion………………………………………95 5.1 Summary of the Findings………………………………………95 5.2 Pedagogical Implication………………………………………98 5.3 Problems and Limitations……………………………………99 5.4 Suggestions for Further Studies………………………….100 References………………………………………………………………102 Appendices 1. Survey I…………………………………………………………106 2. Survey II………………………..…………………………….107 3. Survey III…………………………………………………….108 4. Evaluation Criteria Rubric……………………………...109 5. TG 1……………………………………………………..…...110 6. PG 1…………………………………………………………..111 7. TG 2……………………………………………………… ….112 8. TG 3……………………………………………………………113 9. TG 4…….……………………………………………………114 10. PG 2: Student Writing Samples………………………………115 11. PG 3: Student Writing Samples………………………….118 12. PG 4:StudentWriting Samples…………………………….120 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0088951006 | en_US |
| dc.subject (關鍵詞) | pictorial instruction | en_US |
| dc.subject (關鍵詞) | story writing | en_US |
| dc.subject (關鍵詞) | picture-guided material | en_US |
| dc.subject (關鍵詞) | learning style | en_US |
| dc.subject (關鍵詞) | creativity | en_US |
| dc.subject (關鍵詞) | visual stimuli | en_US |
| dc.title (題名) | 由看圖說故事引導國中生短文寫作 | zh_TW |
| dc.title (題名) | A Study of Picture-Elicited Narratives for Developing Junior High School Students` English Writing Competence | en_US |
| dc.type (資料類型) | thesis | en |
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