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題名 | The Efficacy of Using Writing Groups to Help Students Generate Ideas for Writing and Revise Drafts in an EFL University Writing Class=探討利用討論小組輔助大學生增進寫作靈感及修改文章之教學法 |
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作者 | 黃素月; | 書刊名 | 東海學報 |
卷期 | 37:1(文學院) 民85.07 |
頁次 | 頁211-234 |
分類號 | 805.17 |
關鍵詞 | 討論小組; 寫作; 修改文章; 教學法; |
語文 | 英文(English) |
中文摘要 | 臺灣有些大學老師使用學生小組討論的方式,在寫前階段輔助學生獲取靈感,及 在寫後階段修改文章。但不管是用中文或英文討論,在訓練初期可能效果不彰,因為學生或 許不懂怎樣做寫前討論或評估他人文章,學生也可能不信任同學所給的意見,尤其是用英文 討論的時候。 本研究的目的在探討討論小組在訓練初期的表現。研究主題如下:一、學生是否會將寫前討 論時所收集到的意見納入自己的文章?二、寫前討論時使用中文或英文,對文章品質的影響 有何不同?三、討論時使用中文或英文,對學生好惡討論小組的態度的影響有何不同?研究 的對象是臺北某大學大一英文班的二十二個學生,學生分成三或四人的小組,所有小組中有 一半使用中文討論,另一半使用英文。文章的第一及第二稿寫成後,研究者將其品質相互比 較,並請學生填寫問卷,以便得知學生寫作靈感從何而來,以及他們對討論小組的喜歡程度 。 本研究發現學生寫作的靈感多半來自老師提供的參考文章,或是他們自己的想法。學生討論 時所使用的語言(中文或英文)並不影響文章的第二稿的品質。使用中文的小組對討論小組 的效果比較有信心,但是卻比較不喜歡對同學的文章給意見。本文結尾部份探討老師們在訓 練討論小組時該有的心理準備,另外對將來類似題目的研究也作了一些建議。 |
英文摘要 | Writing groups are being used by some university teachers in Taiwan to facilitate students' idea generation and revision during the writing process. However, some groups may not know how to discuss ideas during prewriting discussions and peer response sessions in the initial stage, either in Chinese or in English. Being second-language learners, they may not trust their peers' opinions enough to use them. In addition, the quality of the ideas generated during the discussions may suffer if the language used for communication is one that the students are still struggling with. A pilot study was conducted to look into how writing groups work in the beginning stage. The research questions are:(1) Do students use prewriting group discussions to generate ideas for writing? (2) Does the use of Chinese or English in prewriting group discussions and peer response sessions have differential effects on the quality of students' persuasive writing? (3) Are there differences in attitudes toward peer response between groups that use Chinese and groups that use English? The subjects in this study were 22 students in a Freshman English class at a university in Taipei. This study covered 11 class periods spread over three weeks. The students were divided into groups of three or four and randomly assigned to an L1 group (which used Chinese in discussion) or an L2 group (which used English). The quality of the L1 and L2 groups' first and second drafts was compared. Questionnaires were used to obtain information on the students' sources of ideas for writing first drafts and their attitudes towards peer response. The study found that the students relied more on teacher-provided sample articles and their own knowledge than on the prewriting group discussion for ideas when writing first drafts. There was no statistically significant difference between the L1 and L2 groups in the quality of their second drafts. More students in the L1 group believed in the benefit of peers' comments than in the L2 group. However, fewer students in the L1 group liked to provide feedback. Pedagogical implications are discussed in terms of the expectations teachers should have in the initial stage of training writing groups. Research implications are also discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。