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題名 | Exploring the Relationship between EFL Students' Writing Errors and Genres of Reading Articles: The Case of an Online Reading and Writing Competition=探討EFL學生寫作問題和閱讀文章類型之關聯:以一線上讀寫競賽為例 |
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作者 | 王美蓉; 林文川; | 書刊名 | 靜宜語文論叢 |
卷期 | 5:2 2012.06[民101.06] |
頁次 | 頁53-72 |
分類號 | 805.103 |
關鍵詞 | 以英語為外國語言; 錯誤種類; 文體類別; 閱讀寫作; EFL; Error types; Genres; Reading and writing; |
語文 | 英文(English) |
中文摘要 | 探討學習英語為外國語言學生寫作時所犯的錯誤有助於瞭解其外語學習過程與學習 對策 (Corder, 1981)。除了分析錯誤之外,就閱讀部分進行研究亦是一種用來理解寫 作所透露的脈絡線索的方法。事實上,許多研究顯示,將「閱讀與寫作」結合運用 有助於增進寫作表現。但到目前為止,對於學生閱讀教材的類別與學生寫作錯誤之 間的相關性研究少之又少。本論文研究分析了以英語為外國語言之大學生參加網路 閱讀寫作比賽的資料。目的為從學生的寫作與評論中找出各種寫作的錯誤,並比較 這些錯誤是否受到閱讀教材的類別不同所影響。我們選出三種故事進行分析:一篇 第三人稱客觀敘述的短篇故事、一篇第一人稱所寫的短篇小說和一篇寓言故事。共 收集83 位學生就這幾篇故事寫出的閱讀心得,並依準確性、流暢性與文體組織的完 整性進行分析。兩項結論如下:第一,無論故事類型為何,局部錯誤大部分都是詞 性錯誤,修飾語錯位,介系詞誤用,時態矛盾等,在錯誤種類上沒有多大的不同。 第二,全面性的錯誤則受到閱讀教材種類的影響而有所不同。面對難度較高的故事 時,學生大部分著墨於故事情節介紹,鮮少加入個人意見。然而,在面對較容易讀 解的故事時,明顯地出現相當多的個人意見。本研究結果有助於增進我們對於學生 寫作錯誤與他們所閱讀教材種類之間關係的理解。 |
英文摘要 | EFL students’ writing errors have the potential to reveal the processes underlying foreign language acquisition and the strategies adopted (Corder, 1981). In addition to the analysis of errors, research on reading has been used as a means of better understanding contextual clues in writing: in fact, many previous studies support the combination of “reading and writing” as an integrated whole to enhance writing performance. However, little has been done to explore the possible relationships between students’ writing errors and the genres of the target reading articles. This paper investigated the writing errors of EFL university students participating in an online reading and writing competition. We aimed to explore the various types of errors found in students’ writing comments, and to see whether these various writing errors demonstrated any differences on the basis of the different genres of the reading articles. We chose three stories of different types for analysis: a third-person objective short story, a fiction told in first person narrative, and a fable. 83 students’ reviews on these stories were analyzed and compared based on accuracy, fluency, and completeness of organization. The findings are twofold: first, regardless of story types, local mistakes consisted mostly of disregarded parts of speech, misplaced modifiers, misused prepositions, and contradictions with tense, and so not many differences in error types were found. Second, global writing errors did, on the other hand, differ on the basis of the stories of different types. For a more difficult story such as a fiction, students tended to focus more on introducing the story, with fewer personal comments. On the other hand, a considerably larger number of opinions were included for an easier story. This study lent more clarity to the relationship between students’ writing errors and the genres of the articles they read. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。