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論文名稱: 學生對於寫作策略的觀感及其寫作困難. 論文名稱(外文):, Students' Perceived Usefulness of Instructed Writing Strategies, Strategy Use, ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (178.128.221.219)您好！臺灣時間：2022/01/2401:48 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:戴薏珊研究生(外文):Yi-ShanDai論文名稱:學生對於寫作策略的觀感及其寫作困難論文名稱(外文):Students’PerceivedUsefulnessofInstructedWritingStrategies,StrategyUse,andtheirWritingDifficulties指導教授:張雅慧指導教授(外文):Yea-HueyChang學位類別:碩士校院名稱:淡江大學系所名稱:英文學系碩士班學門:人文學門學類:外國語文學類論文種類:學術論文畢業學年度:98語文別:英文論文頁數:103中文關鍵詞:學習困難、寫作策略、學生觀感外文關鍵詞:WritingDifficulties、WritingStrategies、StudentsPerceptions相關次數: 被引用:2點閱:553評分:下載:0書目收藏:0 語言學習策略在文獻上已大量被研究,尤其是成功學習者所使用的學習策略更是受到大家的注視,希望藉此可以增加學習成效低落者在語言學習上有所進步。

但是文獻上卻少有探討寫作策略的研究文章,然而針對學生對於寫作策略的觀感更是有限。

因此本研究的目的在於根據學生的認知,課堂教授的寫作策略是否有效的幫助他們降低寫作困難,進而幫助寫作老師了解學生對於寫作策略的使用與需求,以及學生面臨的寫作困難。

研究中,共有二十二位學生參與。

主要研究工具包括:學生英文學習以及寫作經驗背景問卷、課堂觀察、講義(correctionnotes)、週記、訪談、以及學生策略使用前後測量問卷。

研究結果發現,學生最主要的寫作困難為單字量不足、無法將英文句子完整表達、以及對於作文題目背景知識的不足。

另外,學生較常使用的寫作策略為在腦中擬定寫作藍圖、回頭修改文法錯誤或是內容、以及檢查文章是否有連貫。

同時,學生也認為這三個寫作策略最為有用。

最後,研究者針對結果原因以及在教學運用上提出見解。

Thestudyinvestigatedstudentperceivedusefulnesstotheinstructedwritingstrategies,andthestudentwritingdifficulties.Twenty-twocollegeEnglishmajorfreshmenenrolledinEnglishComposition(I)ataprivateuniversityinnorthernTaiwanparticipatedinthestudy.Datawerecollectedthroughsixsources:(1)questionnaireofstudents’backgroundinEnglishlearningandwriting,(2)classroomobservation,(3)correctionnotes,(4)journalentries,(5)interviews,and(6)pre-andpost-writingstrategyquestionnaire.Theresultdisplaysthat,first,vocabularysizeisresponsibleforthestudents’majorwritingdifficulty.Second,studentsperceivedplanninginmindwithoutmakingnotestobethemostusefulwritingstrategy,andatthesametime,theyalsousedthesamestrategywiththemostfrequency.Third,exceptforfourstudents,otherstudentsseldomusedwritingstrategiesthatwerenotprovidedinclass.Itisfoundthatthereportedstrategieswereactuallytaughtbytheinstructor,andstudentsdidnotuseotherstrategiesthatwerenottaughtbytheinstructortotheirwriting. TABLEOFCONTENTPAGE中文摘要....................................................................................................................iABSTRACT……………………………………………………………...................iiACKNOWLEDGEMENTS………………………………………………………...iiiTABELOFCONTENT……………………………………………………………..ivLISTOFTABLES…………………………………………………………………...viCHAPTER1INTRODUCTION…………………………………………………...1ResearchBackground…………………………………………………………………1ProblemStatement…………………………………………………………………….2PurposeoftheStudy…………………………………………………………………..2ResearchQuestions……………………………………………………………………3SignificanceoftheStudy……………………………………………………………...3DefinitionofTerms……………………………………………………………………3CHAPTER2LITERATUREREVIEW……………………………………………6LanguageLearningStrategies…………………………………………………………6TheSignificanceofLanguageLearningStrategies……………………………….6VariablesInfluenceonStrategyUse………………………………………………7Strategies-BasedInstruction……………………………………………………….8WritingInstruction…………………………………………………………………...10WhyTeachingWriting…………………………………………………………...10TheSignificanceofWritingStrategies………..……………………………………...11TechniquesforElicitingLanguageLearningStrategiesandWritingStrategies……..13Observation………………………………………………………………………14ThinkAloudandInterviews………………………………………………….......14DiaryandJournal…………………………………………………………….......14SurveyandQuestionnaire………………………………………………………..15PriorStudiesRelevanttothePresentStudy………………………………………….16CHAPTER3METHODOLOGY………………………………………………….23Context……………………………………………………………………………….24Participants…………………………………………………………………………...27DataCollection……………………………………………………………………….28Materials………………………………………………………………………….28QuestionnaireofStudents’BackgroundinEnglishLearningandWriting..28ClassroomObservation……………………………………………………29CorrectionNotes………………………………………………………......29Journals…………………………………………………………………….30Interviews………………………………………………………………….35Pre-andPost-StrategyQuestionnaire……………………………………..36Procedures……………………………………………………………………………38DataAnalysis…………………………………………………………………………42CHAPTER4RESULTSANDDISCUSSION…………………….………………45ResultsofWritingDifficultiesinJournalEntries……………………………………45ResultsofStudents’PerceivedUsefulnessofWritingStrategiesbytheInstructorandtheReasonsWhyApplytheStrategies………………………………………49OtherWritingStrategiesnotProvidedinClassInstructionStudentsUseWhenWriting……………………………………………………………………………60Discussion……………………………………………………………………………64CHAPTER5CONLCUSION……………………………………………………...69SummaryoftheMajorFindings……………………………………………………..69LimitationsoftheStudy……………………………………………………………...70PedagogicalImplications…………………………………………………………….71SuggestionforFurtherResearch……………………………………………………..72REFERENCES……………………………………………………………………….73AppendixA.CourseSyllabus………………………………………………………..79AppendixB.CorrectionNotes……………………………………………………….81AppendixC.BackgroundSurvey…………………………………………………….89AppendixD.JournalQuestions……………………………………………………....90AppendixE.BakerandBoonkit’sCategorization…………………………………....96AppendixF.Pre-andPost-StrategyQuestionnaire………………………………......99LISTofTABLESTable1.DescriptionsoftheFourWritingAssignments………………………………27Table2.SampleWritingDifficultiesCategorizedbyFactorsintheJournalEntry….32Table3.FourCategoriesofWritingStrategyinJournalEntries……………...……..34Table4.InterviewFormswiththe34IntervieweesthroughouttheFourJournalEntries……………………………………………………………………….36Table5.SampleItemsofWritingStrategiesonthePre-andPost-Questionnaire…..37Table6.DataCollectionProcedures…………………………………………………41Table7.OverallWritingDifficultyResultsintheFourJournalEntries……………..46Table8.OverallPerceivedUsefulnessofWritingStrategyintheFourJournalEntries……………………………………………………………………….50Table9.OverallWritingStrategyUseResultsintheFourJournalEntries………….53Table10.SummaryofResultsofWritingStrategyUseandWritingStrategiesPerceivedtobeUseful……………………………………………………..55Table11.SummaryofResultsofWritingStrategyUseandWritingStrategiesPerceivedtobeUsefulwithinPlotSummaryAssignment………………..56Table12.SummaryofResultsofWritingStrategyUseandWritingStrategiesPerceivedtobeUsefulwithinReadingResponseAssignment……………57Table13.SummaryofResultsofWritingStrategyUseandWritingStrategiesPerceivedtobeUsefulwithinResumeAssignment……………………….58Table14.SummaryofResultsofWritingStrategyUseandWritingStrategiesPerceivedtobeUsefulwithinArgumentativeEssayAssignment………...59Table15.TheResultoftheStrategiesofSignificanceonRepeatedMeasureDesignt-test………………………………………………………………..60Table16.Students’UseofWritingStrategiesnotPresentingintheJournalEntry….61 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