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題 名 | Systemic Functional Grammar in a Teacher and Student Writing Conference:A Case Study=系統功能文法在師生寫作面談的個案研究 |
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作 者 | 陳秀潔; | 書刊名 | 淡江外語論叢 |
卷 期 | 1 1998.12[民87.12] |
頁 次 | 頁31-46 |
分類號 | 805.16 |
關鍵詞 | 系統功能文法; 文本意義; 人際溝通意義; 經驗意義; 主旨意義大層面; 字彙語意小層面; Systemic functional grammar; Textual meaning; Interpersonal meaning; Experiential meaning; Macro-function level; Micro/semantic-function level; |
語 文 | 英文(English) |
中文摘要 | 本研究敘述一位第二外語(英語)教師如何以過程為導向之模式幫助一位臺灣學生改進英文寫作能力。以系統功能文法觀念為基礎,此研究採Inter-Organism方法,目的是在探討寫作教學可採用的方法。首先,做一簡單的教學需求調查,以發現該生之寫作問題。再練習結合單句為複句,以建立學生之英文文法結構認知。並幫助該生在文章主旨意義大層面及字彙及語義小層面上的寫作技巧。換言之,這個方法是幫助學生在經驗人與人之溝通及文本之其他因素,例如文化背景知識等之了解。這個方法證明可幫助學生達到學業上的寫作要求,希望此研究所做的觀察及訊息對第二外語教師有所助益。 |
英文摘要 | This study describes how an ESL teacher used the process-oriented model of learning to help a student from Taiwan to improve writing ability. Based on the concept of systemic-functional grammar, this study takes an inter-organism approach. The aim is to explore implications and pedagogic procedures for writing process. A brief needs assessment was first conducted to find an approach to solving this student's writing problems. Sentence combining exercises were used to help him build syntactic awareness. The teacher helped him to reorganize at the macrofunction level first (what he can negotiate) and then to make choices at the micro/semantic-function level (what the writer wants to mean). In other words, the student was helped to see that he could make three different types of meaning-experiential, interpersonal, and textual meanings. This study proves itself useful by meeting the student's academic needs in writing. It is hoped that the description and the observation of this student's ability for processing revision would provide insightful information for ESL composition teachers. |
本系統中英文摘要資訊取自各篇刊載內容。