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題名 使用圖片提示對於高低成就高中學生英文作文之影響
The effects of using pictures as prompts on english writing performance of high and Low achievers in senior high school
作者 蔡孟芬
Tsai, Meng Feng
貢獻者 林啟一
Lin, Chi Yee
蔡孟芬
Tsai, Meng Feng
關鍵詞 英文寫作
圖片提示
English writing
picture prompts
日期 2008
上傳時間 9-十二月-2010 12:20:01 (UTC+8)
摘要 有許多的研究已經證實圖片提示提供具體且相關的訊息有助於英文寫作。本研究的目的是要探討使用圖片提示對於高低成就高中學生英文作文的內容、結構、字彙及整體寫作表現之影響。本研究的對象是108位屏東縣某所高中的高三學生，根據全民英檢寫作測驗的成績，他們被均分成兩個高成就群和兩個低成就群。他們填寫問卷(一)提供他們的背景資料。接著實施兩型記敘文寫作測驗，高成就群(一)及低成就群(一)接受只有引導句的寫作測驗；高成就群(二)及低成就群(二)則接受另一型提供引導句加圖片提示的寫作測驗。所有的研究對象填寫問卷(二)提供他們對英文寫作的態度，而高成就群(二)及低成就群(二)接著再填寫問卷(三)提供他們對圖片提示的看法。最後的小組訪談旨在更進一步瞭解學生對於圖片提示的觀感及寫作態度動機的轉變。
本研究的主要發現如下：（1）圖片提示對於高分群學生的寫作的內容、結構，及整體的寫作表現有幫助，但是對於單字沒有明顯的幫助。（2）圖片提示對於低分群學生的內容、結構、字彙及整體寫作表現都無任何明顯的幫助。（3）高低成就學生都對圖片提示抱持正面的態度，並且因為有圖片提示更願意從事英文寫作。
Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts.
The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.
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Anderson, P. S., & Lapp, D. (1988). Language skills in elementary education. New York: MacMillan Publishing Company.
Arnheim, R. (1993). Learning by looking and thinking. Educational Horizons, 71 (2), 94-98.
Baker, E. L., & Quellmalz, E. (1979). Effects of writing prompt modality on writing performance, results of pilot studies: effects of variations in writing task stimuli on the analysis of student writing performance. Studies in Measurement and Methodology. Work Unit 1: Design and Use of Tests. Los Angeles: California University, Los Angeles Center for the Study of Evaluation. (ERIC Document Reproduction Service No. ED 213 278)
Bates, L. (1991). The effects on the structure of young children`s written narrative of using a sequence of pictures or a single picture as a stimulus. Reading, 25(3),2-10.
Bingham, A. B., Rembold, K. L., & Yussen, S. R. (1981). Identifying main ideas in picture stories: a new measure and a developmental investigation: Wisconsin Center for Education Research, Madison. (ERIC Document Reproduction
Service No. ED 239238)
Brennan, A. (1990). Creative activities in the language experience approach to teaching reading. Unpublished M.A. Thesis, Kean College.
Byrne, D. (1988). Teaching writing skills. England: Longman.
Cameron, J. R. & Platter, E. E. (1969). The literate adolescent in an age of mass media. (ERIC Document Reproduction Service No. ED 032208)
Canning, C. (1998). Visual perception and language learning. TESOL Arabia News, 6:1, November 1998, 8-9.
Canning-Wilson, Christine. (1999). Using pictures in EFL and ESL classrooms. Paper selected from the Current Trends in English Language Testing Conference.
Canning, C. (2001). Visuals & language learning: is there a connection? The Weekly Column: Article 48.
Carter, P. A., Holland, S. M., Mladic, S. L., Sarbiewski, G. M., & Sebastian, D. M. (1998). Improving student writing skills using wordless picture books. M.A. Action Research Project, Saint Xavier University and IRI/Skylight.
Chen, K. T., Huang, T. S., Lin, S. E., Lin, C. I., & Li, C. L. (1993). The pamphlet of item writing skills and scoring guides for the writing ability test on the JCEE. Taipei: College Entrance Examination Center.
Chiang, M. C. (1999). The effects of model-based instruction on Chinese students’ English writing. Master’s Thesis. National Taiwan Normal University.
Chiang, Y. C. (2003). A study of picture-elicited narratives for developing junior high school students’ English writing competence. Master’s Thesis. National Chengchi University.
Chien, C. Y. (2007). The effect of different types of picture prompts on writing performance. Master’s Thesis. National Taiwan Normal University.
Cole, J. C. & McLeod, J. S. (1999). Children’s writing ability: the impact of the pictorial stimulus. Psychology in the Schools, Vol. 36(4).
Collins, A., & Gentner, D. (1980). A framework for a cognitive theory of writing. In L.W. Gregg and E. R. Steinberg (Eds.), Cognitive Processes in Writing. (pp. 51-72). New Jersey: Lawrence Erlbaum Associates.
Crawford, M., Chaffin, R., & Glenn, J. (1983). Male and female language in a picture-description task. Philadelphia, PA: Paper presented at the Meeting of the Eastern Psychological Association. (ERIC Document Reproduction Service No. ED 240 852)
D’Angelo, K. (1979). Wordless picture books: also for the writer. Journal of Language Art, 56. (7)813-814.
Davies, D. (1983). Sex role stereotyping in children`s imaginative writing. In H. Cowie (Ed.), The Development of Children`s Imaginative Writing (pp. 73-88). New York: St. Martin`s Press.
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Dunn, R. (1983). Can students identify their own learning styles? When it’s important to them. They can. Educational Leadership 40, 60-62.
Fang, Z. (1996). Illustrations, text, and the child reader. What are pictures in children’s storybooks for? Read. Horizons 37: 130–142.
Flowers, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
Funderburk, C. (1986). A review of research in children’s writing. (ERIC Document Reproduction Service No. ED 280063)
Fusco, E., & Noren, C. (1988). Wordless books: an early language development program. Littleton, MA: Sundance Publishers & Distributors, Inc.
Golub, L. S. (1969). A model for teaching composition. (ERIC Document Reproduction Service No. ED 031496)
Gowan, J. C. (1978). Incubation, imagery and creativity. Journal of Mental Imagery. 2 (spring 1978): 23-32.
Hammerly, H. (1995). What visual aids can and cannot do in second language teaching. Mosaic, v2 n3 p11-18 Spr. 1995
Hooper, S. R., Montgomery, J., Swartz, C., Reed, M. S., Sandler, A. D., Levine, M. D., Watson, T. E., & Wasileski, T. (1994). Measurement of written language expression. Baltimore: Paul H. Brookes.
Hou, U. F. (2007). A study on picture aided composition instruction in junior high school. Master’s Thesis. National Taiwan Normal University.
Hugh, R. A., Nurss, J. R., & Wood, D. (1987). Making opportunities for elaborated language in early childhood classrooms. The Reading Teacher, 35 (8), 928-933.
Hsu, M. H. 許美華 (1991)。作文教學之「新」思------引導式圖片聯想法。國教天地，90，4，144，98-105頁。
Joshua, M. B. (2007). The effects of pictures and prompts on the writing of students in primary grades: action research by graduate students at California State University, Northridge. Action in Teacher Education, 29 (2), 80-93.
Kuhn, D., Langer, J., Kohlberg, L., & Haan, N. S. (1977). The development of formal operations in logical and moral judgment. Genetic Psychology Monographs, 95, 97-188.
Langer, S. (1976). Philosophy in a new key. Cambridge: Harvard University Press.
Lee, L. (1994). L2 Writing: using pictures as a guided writing environment. Paper presented at the Rocky Mountain Modern Language Association Conference, Plattsburgh.
Lin, L. & Fox, T. (1999). Implementing video in the elementary school English classroom. Proceedings of the English international symposium on English teaching in the Republic of China. Taipei: The Crane Publishing Co. Ltd.
Lin, S. H. (2007). A case study of model-based writing instruction in senior high school English class. Master’s Thesis. National Chengchi University.
Liu, C. L. (2008). The effect of writing prompts on EFL writing performance. Master’s Thesis. Taipei Municipal University of Education.
Liu, J. (2006). On pre-writing activities. Sino-US English Teaching, Vol. 3, No.5.
McGarvey, L.T. (1999). Using aesthetic work to inspire storytelling, writing and illustration. (ERIC Document Reproduction Service No. ED 430247)
McGee, L. & Thompkins, G. (1983). Wordless picture books are for older readers, too. Journal of Reading, 27 (2), 120-123.
Mosenthal, P. B., Conley, M. W., Colella, A., & Davidson-Mosenthal, R. (1985). The influence of prior knowledge and teacher lesson structure on children`s production of narratives. Elementary School Journal, 85(5), 621-634.
Murray, Donald M. (1984). Write to learn. NY: Holt, Rinehart & Winston, Inc.
Ogden, D. H. (1993). Cognitive style influence in reacting to pictures. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. New Orleans, LA. (ERIC Document Reproduction Service No. ED 366 629)
Paivio, A. (1974). Images, propositions, and knowledge. In J. M. Nicolas, (Ed.) Images, Perception and Knowledge. Boston, MA: D. Reidel.
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Pettersson, R. (1986). Image-word-image. Journal of Visual Verbal Languaging, 6 (Fall), 7 - 21.
Pramono, H. (2005). Prepositions and pictures in the English learning materials. K@ta, 7(2), 94-103. Retrieved October, 12, 2006, from http://puslit,petra.ac.id/journals/letters/
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Schweizer, M. L. (1999). The effect of content, style, and color of picture prompts on narrative writing: an analysis of fifth and eighth grade students’ writing. Unpublished doctoral dissertation, Virginia Tech, Blacksburg, Virginia.
Sinatra, R. (1973). A visual strategy plan for writing and organization improvement. Paper presented at New York State Educational Communications Competition, November, 1973.
Sinatra, R. (1981). Visual compositions and the writing process. New York: St. John’s University Paper presented at the Annual Meeting of the Canadian Council of Teachers of English (14th, Vancouver, Canada, May 11-16).
Sinatra, R. (1986). Visual literacy connections to thinking, reading and writing. Springfield, IL: Charles C. Thomas.
Stallard, C. K. (1974). An analysis of the writing behavior of good student writers. Reach in the Teaching of English, 8, 206-218.
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Stewig, J.W. (1992). Reading pictures, reading text: some similarities. New Advocate 5(1): 11–22.
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Tseng, J. Y. (2002). Research on the teaching of composition-writing via pictures. Master’s Thesis. National Chiayi University.
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White, R. V. (1978). Communication in writing: the problem of cueing. England. (ERIC Document Reproduction Service No. ED 168 302)
Wu, Y. L. (2008). Examining writing from pictures as an instructional approach in grades 1 to 6: using writing ability indicators from the nine year curriculum. Journal of Educational Research and Development 4 (2).
Yang, S. J. (2004). The effects of different teaching strategies and learning styles on primary school students’ composition learning. Master’s Thesis. National Hsinchu University of Education.
描述 碩士
國立政治大學
英語教學碩士在職專班
95951014
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095951014
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi Yeeen_US
dc.contributor.author (作者) 蔡孟芬zh_TW
dc.contributor.author (作者) Tsai, Meng Fengen_US
dc.creator (作者) 蔡孟芬zh_TW
dc.creator (作者) Tsai, Meng Fengen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-十二月-2010 12:20:01 (UTC+8)-
dc.date.available 9-十二月-2010 12:20:01 (UTC+8)-
dc.date.issued (上傳時間) 9-十二月-2010 12:20:01 (UTC+8)-
dc.identifier (其他 識別碼) G0095951014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/49892-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 95951014zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 有許多的研究已經證實圖片提示提供具體且相關的訊息有助於英文寫作。本研究的目的是要探討使用圖片提示對於高低成就高中學生英文作文的內容、結構、字彙及整體寫作表現之影響。本研究的對象是108位屏東縣某所高中的高三學生，根據全民英檢寫作測驗的成績，他們被均分成兩個高成就群和兩個低成就群。他們填寫問卷(一)提供他們的背景資料。接著實施兩型記敘文寫作測驗，高成就群(一)及低成就群(一)接受只有引導句的寫作測驗；高成就群(二)及低成就群(二)則接受另一型提供引導句加圖片提示的寫作測驗。所有的研究對象填寫問卷(二)提供他們對英文寫作的態度，而高成就群(二)及低成就群(二)接著再填寫問卷(三)提供他們對圖片提示的看法。最後的小組訪談旨在更進一步瞭解學生對於圖片提示的觀感及寫作態度動機的轉變。
本研究的主要發現如下：（1）圖片提示對於高分群學生的寫作的內容、結構，及整體的寫作表現有幫助，但是對於單字沒有明顯的幫助。（2）圖片提示對於低分群學生的內容、結構、字彙及整體寫作表現都無任何明顯的幫助。（3）高低成就學生都對圖片提示抱持正面的態度，並且因為有圖片提示更願意從事英文寫作。		zh_TW
dc.description.abstract (摘要) Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts.
The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.		en_US
dc.description.tableofcontents 1 Introduction 1
1.1 Motivation and Goal 2
1.2 Purpose of the Study 4
1.3 Significance of the Study 4
1.4 Organization of the Chapters 5
2 Literature Review 6
2.1 Discoveries and Stimuli in Prewriting Stage 6
2.2 The Effects of Visual Stimuli on Language Learning 8
2.3 Wordless Picture Books for Language Learning 9
2.4 Pictures for Guided Writing 10
2.4.1 Pictures to Improve Writing Content 11
2.4.2 Pictures to Improve Writing Organization 12
2.4.3 Pictures to Promote Writing Motivation 14
2.5 Picture Prompts for Different Language Learners 14
2.6 Research Questions 17
3 Methodology 18
3.1 Participants 18
3.2 Instruments 21
3.2.1 A GEPT Writing Test (as a Pre-test) 21
3.2.2 Questionnaire I 21
3.2.3 Two Types of Narrative Writing Tests 21
3.2.4 Questionnaire II 22
3.2.5 Questionnaire III 22
3.2.6 Interviews 23
3.3 Procedures 23
3.3.1 A GEPT Writing Test and Questionnaire I 24
3.3.2 Grouping Participants into Two Proficiency Levels 25
3.3.3 Two Types of Narrative Writing Tests 25
3.3.3.1 The Rating Scale 26
3.3.3.2 Inter-rater Reliability 26
3.3.4 Questionnaire II and Questionnaire III 28
3.3.5 Interviews 29
3.4 Data Analysis 30
4 Results 31
4.1 The Effects of Picture Prompts on Students’ Writing Performance in Content, Organization, Vocabulary, Overall Writing Performance and Writing Attitudes 31
4.1.1 Research Question 1: What effects does it have on the content of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 32
4.1.2 Research Question 2: What effects does it have on the organization of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 34
4.1.3 Research Question 3: What effects does it have on the vocabulary of high achievers’ and low achievers’ English writing to use pictures as prompts for narrative writing? 36
4.1.4 Research Question 4: What effects does it have on high achievers’ and low achievers’ overall writing performance to use pictures as prompts for narrative writing? 38
4.1.5 Research Question 5: What are the participants’ attitudes toward English writing after they are given pictures as prompts? 40
4.1.5.1 Students’ Attitudes toward Writing 40

4.1.5.2 Students’ Attitudes toward Picture Prompts 45
4.2 Interviews 51
4.2.1 Interview Question 1: Do you think picture prompts will enrich or restrict the content of your English writing? Why? 51
4.2.2 Interview Question 2: Do you agree that picture prompts assist you in organizing your English writing? Why? 52
4.2.3 Interview Question 3: Do you think picture prompts will contribute to vocabulary richness in English writing? Why? 53
4.2.4 Interview Question 4: Do you find picture prompts will promote your attitude toward English writing? Why? 53
4.2.5 Interview Question 5: Do you think picture prompts stop you from getting more ideas and creativity? 54
5 Discussion 56
5.1 Summary of the Results 56
5.2 Pedagogical Implications 61
5.3 Limitations of the Study 62
5.4 Recommendations for Further Studies 64
References 66
Appendix 1 73
Appendix 2 74
Appendix 3 75
Appendix 4 76
Appendix 5 77
Appendix 6 78
Appendix 7 79
Appendix 8 80
Appendix 9 81
Appendix 10 82		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095951014en_US
dc.subject (關鍵詞) 英文寫作zh_TW
dc.subject (關鍵詞) 圖片提示zh_TW
dc.subject (關鍵詞) English writingen_US
dc.subject (關鍵詞) picture promptsen_US
dc.title (題名) 使用圖片提示對於高低成就高中學生英文作文之影響zh_TW
dc.title (題名) The effects of using pictures as prompts on english writing performance of high and Low achievers in senior high schoolen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alejandro, A. (1994). Like happy dreams—integrating visual arts, writing, and reading. Language Arts, Jan 1994. Vol. 71, 12-21zh_TW
dc.relation.reference (參考文獻) Anderson, P. S., & Lapp, D. (1988). Language skills in elementary education. New York: MacMillan Publishing Company.zh_TW
dc.relation.reference (參考文獻) Arnheim, R. (1993). Learning by looking and thinking. Educational Horizons, 71 (2), 94-98.zh_TW
dc.relation.reference (參考文獻) Baker, E. L., & Quellmalz, E. (1979). Effects of writing prompt modality on writing performance, results of pilot studies: effects of variations in writing task stimuli on the analysis of student writing performance. Studies in Measurement and Methodology. Work Unit 1: Design and Use of Tests. Los Angeles: California University, Los Angeles Center for the Study of Evaluation. (ERIC Document Reproduction Service No. ED 213 278)zh_TW
dc.relation.reference (參考文獻) Bates, L. (1991). The effects on the structure of young children`s written narrative of using a sequence of pictures or a single picture as a stimulus. Reading, 25(3),2-10.zh_TW
dc.relation.reference (參考文獻) Bingham, A. B., Rembold, K. L., & Yussen, S. R. (1981). Identifying main ideas in picture stories: a new measure and a developmental investigation: Wisconsin Center for Education Research, Madison. (ERIC Document Reproductionzh_TW
dc.relation.reference (參考文獻) Service No. ED 239238)zh_TW
dc.relation.reference (參考文獻) Brennan, A. (1990). Creative activities in the language experience approach to teaching reading. Unpublished M.A. Thesis, Kean College.zh_TW
dc.relation.reference (參考文獻) Byrne, D. (1988). Teaching writing skills. England: Longman.zh_TW
dc.relation.reference (參考文獻) Cameron, J. R. & Platter, E. E. (1969). The literate adolescent in an age of mass media. (ERIC Document Reproduction Service No. ED 032208)zh_TW
dc.relation.reference (參考文獻) Canning, C. (1998). Visual perception and language learning. TESOL Arabia News, 6:1, November 1998, 8-9.zh_TW
dc.relation.reference (參考文獻) Canning-Wilson, Christine. (1999). Using pictures in EFL and ESL classrooms. Paper selected from the Current Trends in English Language Testing Conference.zh_TW
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