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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
The improvement of coherence in EFL low achievers` writing through the instruction of cohesive devices and thematic progression
作者 林舒悠
Lin, Su Yu
貢獻者 余明忠
Yu, Ming Chung
林舒悠
Lin, Su Yu
關鍵詞 連繫功能詞
主題推進
寫作連慣性
Cohesive Devices
Thematic Progression
Writing Coherence
日期 2011
上傳時間 17-Apr-2012 09:31:09 (UTC+8)
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。
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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描述 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
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 林舒悠zh_TW
dc.contributor.author (Authors) Lin, Su Yuen_US
dc.creator (作者) 林舒悠zh_TW
dc.creator (作者) Lin, Su Yuen_US
dc.date (日期) 2011en_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) G0095951011en_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) 95951011zh_TW
dc.description (描述) 100zh_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/#G0095951011en_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 Devicesen_US
dc.subject (關鍵詞) Thematic Progressionen_US
dc.subject (關鍵詞) Writing Coherenceen_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 progressionen_US
dc.type (資料類型) thesisen
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