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| Title | 連繫功能詞與主題推進教學對增進EFL低成就者的寫作連貫性之研究 The improvement of coherence in EFL low achievers` writing through the instruction of cohesive devices and thematic progression |
| Creator | 林舒悠 Lin, Su Yu |
| Contributor | 余明忠 Yu, Ming Chung 林舒悠 Lin, Su Yu |
| Key Words | 連繫功能詞 主題推進 寫作連慣性 Cohesive Devices Thematic Progression Writing Coherence |
| Date | 2011 |
| Date Issued | 17-Apr-2012 09:31:09 (UTC+8) |
| Summary | 英文作文教學在英語學習上是不可或缺的一環，而實際上在台灣，英文作文教學仍是透過分析文法和句型來進行的，但這樣的方式忽略了英文寫作能夠成功的主要關鍵——連貫性。由於連貫性的晦澀難解，教師與學生皆會認為在教授和學習寫出有連貫性的文章是很複雜的。本文藉由教導學生如何於寫作時運用連繫功能詞(cohesive devices)和主題推進(thematic progression)兩種策略來探究作文中的連貫性，以研究其增進高中生英文寫作表現的可能性。本研究在不影響正常教學進度的前提下進行，研究者的39位臺北市高二學生首先接受如何分析課本文章連貫性的指導，並接著應用和檢視連繫功能詞以及主題推進於他們的寫作中。其中有兩位低成就者進一步地被挑選出來，藉由寫作會談(writing conference)以瞭解受試者在寫作時，如何利用以上兩種連貫性的策略於其英文寫作中；同時也透過訪談和日記撰寫的方式，來探討學生的學習連貫性策略的歷程。 由相關的量化和質性資料可看出，本研究的結果顯示受試者在作文整體表現與作文連貫性上的分數明顯偏高；他們也被證明能夠和其他研究中的高成就者一般，運用相同的連繫功能詞(指稱、連接與重述)和主題推進(線性推進與主題連續推進)種類。在這歷時五個月的研究中，受試者也在連繫功能詞與主題推進的協助下，培養出更注意作文內容以及進行適當修改的能力。此外，也由於受試者對於學習連繫功能詞與主題推進抱持著正面的態度，本研究建議應結合連繫功能詞和主題推進，並將其融入台灣現存的正規作文教學之中，藉著分析作文中的連繫功能詞與主題推進，協助學生理解抽象的連貫性進而使作文表現更進步。 As an indispensable element in English learning, writing instruction in Taiwan actually has been given through the analysis of grammar and sentence patterns. This however ignores another primary key to successful writing—coherence. Due to its obscurity, teachers and students both find it complicated to teach and acquire the ability to organize a written text logically and coherently. The current study investigated the possibility to improve the high school students’ writing by instructing them how to apply the coherence strategies to their writing—cohesive devices (CD) and thematic progression (TP). In this study, with the teaching schedule unaffected, the researcher’s 39 second-graders in one Taipei senior high school were first taught how to analyze the coherence of the reading passages in the textbooks. Then they were required to apply and examine CD and TP when writing. Two low achievers of these students were further selected to investigate their writing development by examining their written texts with CD and TP applied in writing conferences, having interviews with the researcher and keeping journals between classes and writing conferences. Concluded from the quantitative and qualitative data collected, the results revealed that the two low-proficiency students were able to get high grades in the holistic writing performance and coherence of writing. They were meanwhile found to be able to apply the same categories of CD (reference, conjunction and reiteration) and types of TP (simple linear TP type and TP with a constant theme) as the ones used by the high-proficiency learners in previous studies. During the five-month study, the participants also cultivated the ability to focus more on content level and to revise properly in their writing with the help of CD and TP. Besides, since the participants held positive attitudes toward the learning of CD and TP, the researcher recommends that the combination of CD and TP should be integrated into the writing instruction in current normal English writing class in Taiwan to help students comprehend the abstract coherence and to improve their writing by analyzing CD and TP in the written texts. |
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| Description | 碩士 國立政治大學 英語教學碩士在職專班 95951011 100 |
| 資料來源 | http://thesis.lib.nccu.edu.tw/record/#G0095951011 |
| Type | thesis |
| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming Chung | en_US |
| dc.contributor.author (Authors) | 林舒悠 | zh_TW |
| dc.contributor.author (Authors) | Lin, Su Yu | en_US |
| dc.creator (作者) | 林舒悠 | zh_TW |
| dc.creator (作者) | Lin, Su Yu | en_US |
| dc.date (日期) | 2011 | en_US |
| dc.date.accessioned | 17-Apr-2012 09:31:09 (UTC+8) | - |
| dc.date.available | 17-Apr-2012 09:31:09 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Apr-2012 09:31:09 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0095951011 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/52847 | - |
| 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) | 95951011 | zh_TW |
| dc.description (描述) | 100 | zh_TW |
| dc.description.abstract (摘要) | 英文作文教學在英語學習上是不可或缺的一環，而實際上在台灣，英文作文教學仍是透過分析文法和句型來進行的，但這樣的方式忽略了英文寫作能夠成功的主要關鍵——連貫性。由於連貫性的晦澀難解，教師與學生皆會認為在教授和學習寫出有連貫性的文章是很複雜的。本文藉由教導學生如何於寫作時運用連繫功能詞(cohesive devices)和主題推進(thematic progression)兩種策略來探究作文中的連貫性，以研究其增進高中生英文寫作表現的可能性。本研究在不影響正常教學進度的前提下進行，研究者的39位臺北市高二學生首先接受如何分析課本文章連貫性的指導，並接著應用和檢視連繫功能詞以及主題推進於他們的寫作中。其中有兩位低成就者進一步地被挑選出來，藉由寫作會談(writing conference)以瞭解受試者在寫作時，如何利用以上兩種連貫性的策略於其英文寫作中；同時也透過訪談和日記撰寫的方式，來探討學生的學習連貫性策略的歷程。 由相關的量化和質性資料可看出，本研究的結果顯示受試者在作文整體表現與作文連貫性上的分數明顯偏高；他們也被證明能夠和其他研究中的高成就者一般，運用相同的連繫功能詞(指稱、連接與重述)和主題推進(線性推進與主題連續推進)種類。在這歷時五個月的研究中，受試者也在連繫功能詞與主題推進的協助下，培養出更注意作文內容以及進行適當修改的能力。此外，也由於受試者對於學習連繫功能詞與主題推進抱持著正面的態度，本研究建議應結合連繫功能詞和主題推進，並將其融入台灣現存的正規作文教學之中，藉著分析作文中的連繫功能詞與主題推進，協助學生理解抽象的連貫性進而使作文表現更進步。 | zh_TW |
| dc.description.abstract (摘要) | As an indispensable element in English learning, writing instruction in Taiwan actually has been given through the analysis of grammar and sentence patterns. This however ignores another primary key to successful writing—coherence. Due to its obscurity, teachers and students both find it complicated to teach and acquire the ability to organize a written text logically and coherently. The current study investigated the possibility to improve the high school students’ writing by instructing them how to apply the coherence strategies to their writing—cohesive devices (CD) and thematic progression (TP). In this study, with the teaching schedule unaffected, the researcher’s 39 second-graders in one Taipei senior high school were first taught how to analyze the coherence of the reading passages in the textbooks. Then they were required to apply and examine CD and TP when writing. Two low achievers of these students were further selected to investigate their writing development by examining their written texts with CD and TP applied in writing conferences, having interviews with the researcher and keeping journals between classes and writing conferences. Concluded from the quantitative and qualitative data collected, the results revealed that the two low-proficiency students were able to get high grades in the holistic writing performance and coherence of writing. They were meanwhile found to be able to apply the same categories of CD (reference, conjunction and reiteration) and types of TP (simple linear TP type and TP with a constant theme) as the ones used by the high-proficiency learners in previous studies. During the five-month study, the participants also cultivated the ability to focus more on content level and to revise properly in their writing with the help of CD and TP. Besides, since the participants held positive attitudes toward the learning of CD and TP, the researcher recommends that the combination of CD and TP should be integrated into the writing instruction in current normal English writing class in Taiwan to help students comprehend the abstract coherence and to improve their writing by analyzing CD and TP in the written texts. | en_US |
| dc.description.tableofcontents | Acknowledgements iii Chinese Abstract xii English Abstract xiv Chapter One: Introduction 1 Background 1 Motivation 3 Purpose and Significance of the Study 5 Chapter Two: Literature Review 6 Writing Process 6 Revision in Writing 6 The Characteristics of Revision 7 What to be Revised 8 Low Achievers’ Revision 10 Coherence in Writing 13 Coherence Types 14 Cohesion 14 Propositional Coherence 18 Coherence Analysis: Thematic Progression (TP) 20 Simple Linear TP 20 TP with a Continuous/Constant Theme 21 TP with a Hypertheme 21 Exposition of Split Rheme 22 TP with a Thematic Jump 22 Other Two Rhematic Progression Types 22 Previous Studies on TP 23 The Integration of CD and TP 25 Research Questions 28 Chapter Three: Method 29 Participants 29 Selection 30 Raters 31 GEPT Raters 31 Coherence Researchers 32 Data Collection and Procedure 33 Product Data 33 The Participants’ Written Drafts and the Raters’ Comments 33 The Procedure of Collecting the Product Data 34 The Two Participants’ Written Works 37 Process Data 38 Why Writing Conferences? 38 The Procedure of the Writing Conferences 39 Perception Data 40 Journals 40 Questionnaires 41 Interviews 41 Data Analysis 42 The Analysis of Product Data 42 The Procedure of Analyzing CD and TP Types in the Written Essays 42 The Scale to Score CD and TP Type 44 The Analysis of Process Data 46 The Analysis of Perception Data 47 Journals 48 Questionnaires 48 Interviews 49 Chapter Four: Results 50 The Effect of Learning CD and TP on Writing 51 Effect 1: Progress in Writing Performance 51 The Awareness of the Improvement in Writing Performance 51 The Changes Leading to the Progress in Writing Performance 53 The Progress Shown in the Product Data 57 Effect 2: Improvement in Writing Coherence 59 The Awareness of the Improvement in Writing Performance 59 Different Aspects of Perceiving the Progress in Writing Coherence 60 The Progress in Writing Coherence Shown in the Product Data 63 Effect 3: the Frequency of Certain Categories in CD and TP 65 The Analysis of CD 66 The Analysis of TP 69 The Raters’ Comments on the Writing Coherence 72 The Development of the Participants’ Writing 73 The Development of Writing Coherence 74 The Participants’ Familiarity with CD and TP 74 The Development of Writing Skills 77 The Preference for CD 77 More Focus on Content Level 82 The Enhancement of Revision Stage 84 The Participants’ Attitudes toward Writing Coherence 88 The Cultivation of Confidence in Writing Coherence 88 The Attitudes toward the Learning of CD and TP 90 Chapter Five: Discussion 97 The Effect of Instructing CD and TP on the Students’ Writing 97 Low Achievers’ Progress in Writing and Writing Coherence 97 The CD Categories and TP Types Adopted by the Underachievers 99 The Application of Certain CD Categories 99 The Application of Certain TP Types 101 The Development of Writing Coherence in Low Achievers’ Writing 103 The Possibility to Make Low Achievers Familiar with CD and TP 104 The Preference for CD 105 More Focus on Content Level 106 The Enhancement of Making Revision 107 The Participants’ Attitudes toward Writing Coherence 108 Low Achievers’ Confidence in Writing 109 The Participants’ Attitudes toward CD and TP 110 Chapter Six: Conclusion 112 Summary of the Major Findings 112 Implications 114 Limitations 115 Suggestions for Future Studies 116 References 118 Appendices 134 Appendix A—Classification of Halliday and Hasan’s Cohesive Devices 135 Appendix B—The Thematic System 136 Appendix C—Daneš’s TP Types 137 Appendix D—Consent Form 138 Appendix E—The Participants’ Typed Works 139 Appendix F—CEEC Rating Scale for Compositions 140 Appendix G—Process of the Coherence Learning 141 Appendix H—The Chart of CD and TP 142 Appendix I—Reading Handout with CD and TP 145 Appendix J—The Test of CD and TP 146 Appendix K—Peter’s Writing Task 147 Appendix L—Bob’s Journal of Draft 6 148 Appendix M—Questionnaire 149 Appendix N—Interview Questions 152 Appendix O—The Coding Scheme of Conference Talks 153 Appendix P—The Coding Scheme of Journals 154 Appendix Q—The Interview Log 155 Appendix R—The Coding Scheme of Interviews 156 Appendix S—GEPT Raters’ Scores of the Participants’ Essays and Coherence 157 Appendix T—Bob’s and the Researchers’ Analyses of CD and TP in Fight 158 Appendix U—The Researchers’ Scores of the Participants’ Writing Coherence 159 Appendix V—The Excerpt of Attitudes toward CD and TP in Bob’s Final Interview 160 Appendix W—The Excerpt of Attitudes toward CD and TP in Peter’s Final Interview 161 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0095951011 | en_US |
| dc.subject (關鍵詞) | 連繫功能詞 | zh_TW |
| dc.subject (關鍵詞) | 主題推進 | zh_TW |
| dc.subject (關鍵詞) | 寫作連慣性 | zh_TW |
| dc.subject (關鍵詞) | Cohesive Devices | en_US |
| dc.subject (關鍵詞) | Thematic Progression | en_US |
| dc.subject (關鍵詞) | Writing Coherence | en_US |
| dc.title (題名) | 連繫功能詞與主題推進教學對增進EFL低成就者的寫作連貫性之研究 | zh_TW |
| dc.title (題名) | The improvement of coherence in EFL low achievers` writing through the instruction of cohesive devices and thematic progression | en_US |
| dc.type (資料類型) | thesis | en |
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