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頁籤選單縮合
題 名 | Reading-Writing Connection--Theoretical Implications in EFL Teaching and Learning=英文讀寫關聯性--讀寫理論於外語教學及學習之啟發 |
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作 者 | 藍美華; | 書刊名 | 慈惠學術專刊 |
卷 期 | 1 民94.10 |
頁 次 | 頁5-17 |
分類號 | 805.1 |
關鍵詞 | 讀寫關聯; 讀寫關係; 單向關聯假設; 非單向關聯假設; 雙向關聯假設; 讀寫教學; 讀寫學習; Reading-writing connection; Reading-writing relationship; Directional hypothesis; Non-directional hypothesis; Bi-directional hypothesis; Reading-writing teaching; Reading-writing learning; |
語 文 | 英文(English) |
中文摘要 | 傳統上,英文閱讀與寫作被視為兩種語言技能。隨著整體性的語言發展的學習論點的提出,以及在學習歷程上更進一步的研究,讀寫之間的相似性及關聯性更加被確認,也有許多的研究支持讀寫可以結合一起學習,兩者間亦相輔相承。大部分學者都認同以下四項的讀寫關聯:(1) 閱讀能力好的人,寫作能力亦佳;(2) 閱讀可作為寫作的範例 (即修辭結構上的範例) 及寫作資料來源,而寫作可以用來檢視讀者的閱讀理解情況及感想;(3) 讀寫都仰賴一共通的知識基礎;(4) 讀寫的過程相似,兩者都包含了讀者、作者、及文章闊複雜的關係,且兩者都須讀者及作者主動地建構知識及內容。讀寫關聯於外語教學上的研究多建基於英語為母語的讀寫理論的研究─(1) 單向關聯假設;(2) 非單向關聯假設;(3) 雙向關聯假設。本文將探討並分析此三項假設,以及其運用於外語教學上的可行性及限制,最後並提供許多外語讀寫教學上的建議。 |
英文摘要 | Traditionally, reading and writing are perceived as two different language skills. With the development of more holistic views on language development and research on learning process, more basic similarities between reading and writing are uncovered recently, and it is suggested reading and writing can be integrated and reinforce each other. There are four common views shared by researchers on readingwriting connection, inc1uding (1) Better readers tend to be better writers; (2) Reading can serve as a source of model (i.e. rhetoric organization) and comprehensible input (i.e. supporting reference) for writing while writing can be a tool for checking reading comprehension or reader’s reflections; (3) Reading and writing are related in terms of shared knowledge; and (4) Reading and writing are related in shared processing, and both involve complex transactions among readers, writers, texts, and active constructions of readers and writers. The studies of reading and writing connection in L2 language learning are based on those theoretical frameworks in L 1 research, including (1) Directional Hypothesis, (2) Non-directional Hypothesis, and (3) Bidirectional Hypothesis, which will be discussed in the following paragraphs. The three hypotheses on reading and writing relationships are analyzed and justified in details in this artic1e, and pedagogical implications in EFL teaching are provided as well. |
本系統中英文摘要資訊取自各篇刊載內容。