過程導向法及成品導向法對提升英文寫作能力之差別效益_

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題名：	過程導向法及成品導向法對提升英文寫作能力之差別效益
書刊名：	師大學報. 教育類
作者：	曹嘉秀
作者(外文)：	Tsao, Chia-hsiu
出版日期：	2006
卷期：	51:1
頁次：	頁23-39
主題關鍵詞：	英語寫作教學；過程導向教學；成品導向教學；English writing instruction；Process-oriented approach；Product-oriented approach
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:41

本研究採準實驗設計，比較過程導向教學與成品導向教學在提升學生英文寫作能力的差別效益。研究對象為兩班大專外語科學生，研究時間為期一學年，研究結果顯示：（1）就提升整體英文寫作能力而言，兩種教學方式均有效，但無差別效益。（2）進一步分析兩種教學法在四個作文分項的差異性，發現過程組與成品組在內容、組織方面無顯著差異，然而在文法、語辭方面，成品組的進步顯著優於過程組。（3）探討兩種教學法對不同寫作程度學生的適用性，得知過程寫作教學在內容、組織方面頗具成效，但無法有效增進高、低程度學生運用文法、語辭的能力；而成品寫作教學則可有效增進不同程度學生在各向度的寫作能力，尤其是對提升低程度學生文法能力的效果最好。

以文找文

Despite the long-running controversy regarding the relative merits of product- and process-oriented approaches to teaching English composition, few empirical studies on the effectiveness of either approach have been conducted. This study compared the relative effectiveness of the two approaches by conducting a quasi-experiment. The subjects were 40 English majors form two intact advanced writing classes in a 5-year college program, and the experiment lasted for one academic year. The results showed that: (1) the two approaches are both valid means of upgrading the students' overall ability in English writing, but neither of the two is clearly superior to the other; (2) a further analysis of the difference between the two approaches with regard to the four categories of composition (content, organization, grammar and usage) revealed that the product-oriented approach is more effective than the process-oriented one in improving the students' grammar and diction; (3) with regard to the profieciency level of students, the product approach is particularly effective in enchancing the grammar skills of less proficient writers, while the process approach cannot really improve either the grammar or diction skills of students at all levels of proficiency.

以文找文

期刊論文
1.	Semke, H. D.(1984)。Effects of the red pen。Foreign Language Annals，17，195-202。
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3.	Fregeau, L. A.(1999)。Preparing ESL Students for College Writing: Two Case Studies。The Internet TESL Journal，5(10)。
4.	Victori, M.(1999)。An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers。System，27(4)，537-555。
5.	Ellis, R.(1998)。Teaching and research: Options in grammar teaching。TESOL Quarterly，32，39-60。
6.	Zamel, Vivian(1987)。Recent Research on Writing Pedagogy。TESOL Quarterly，21(4)，697-715。
7.	Raimes, Ann(1991)。Out of the woods: Emerging traditions in the teaching of writing。TESOL Quarterly，25(3)，407-430。
8.	Lalande, J. F. II(1982)。Reducing composition errors: An experiment。The Modern Language Journal，66(2)，140-149。
9.	Faigley, L. L.(1986)。Competing theories of process: A critique and a proposal。College English，48(6)，527-542。
10.	Ferris, D. R.(1999)。The case for grammar correction in L2 writing classes: A response to Truscott (1996)。Journal of Second Language Writing，8(1)，1-11。
11.	Truscott, J.(1996)。The case against grammar correction in L2 writing classes。Language Learning，46(2)，327-369。
12.	Ferris, D. R.(1995)。Student reactions to teacher response in multiple-draft composition classrooms。TESOL Quarterly，29(1)，33-53。
13.	Ferris, D. R.(1995)。Teaching ESL Composition Students to Become Independent Self-editors。TESOL Journal，4(4)，18-22。
14.	Hedgcock, J.、Lefkowitz, N.(1994)。Feedback on Feedback: Assessing Learner Receptivity to Teacher Response in L2 Composing。Journal of Second Language Writing，3，141-163。
15.	Sheppard, K.(1992)。Two feedback types: Do they make a difference?。RELC Journal，23，103-110。
16.	Zamel, Vivian(1982)。Writing: The process of discovering meaning。TESOL Quarterly，16(2)，195-209。
17.	Ferris, Dana R.(1997)。The influence of teacher commentary on student revision。TESOL Quarterly，31(2)，315-339。
18.	Kepner, Christine Goring(1991)。An experiment in the relationship of types of written feedback to the development of second-language writing skills。Modern Language Journal，75(3)，305-313。
19.	李嘉齡、李嘉宜(1999)。寫作修改教學及其實施成效。健行學報，19(1)，161-178。延伸查詢
20.	Dekeyser, R.(1994)。Implicit and Explicit Learning of L2 Grammar: A Pilot Study。TESOL Quarterly，28(1)，188-194。
21.	Fitzergald, J.、Markham, L.(1987)。Teaching Children about Revision in Writing。Cognition and Instruction，4，3-24。
22.	Glynn, T.、Jerram, H.、Tuck, B.(1986)。Writing as an Interactive Social Process。Behavioral Approaches With Children，10，116-126。
23.	Gomez, R., Jr.(1996)。Process versus Product Writing with Limited English Proficient Students。Bilingual Research Journal，20(2)，209-233。
24.	李思穎(2003)。大學英文寫作教學之相關議題、構思、與應用。國立臺北師範學院學報：教育類，16(1)，111-136。延伸查詢
25.	Raimes, A.(1986)。Teaching ESL Writing: Fitting What We Do to What We Know。The Writing Instructor，5(4)，153-166。
26.	Scriven, J.、Glynn, T.(1983)。Performance Feedback on Written Tasks for Low Achieving Secondary Students。New Zealand Journal of Educational Studies，18(2)，134-145。

會議論文
1.	Hillocks, G. Jr.(1986)。Research on written composition: New directions for teaching。NCRE and ERIC Clearinghouse on Reading and Communication Skills and National Conference on Research in English。Washington, DC：Urbana, IL。
2.	林春仲、陳秀潔、劉振蘋、林怡弟、李慧嫺、楊惠筠(2003)。大學聯考英文科作文應採「整體式評分法」或「分析式評分法」？。0。延伸查詢
3.	Chang, C. C.(2000)。The Effect of Error Correction on Grammatical Structures。9th International Symposium on English Teaching: Changes and Challenges in ELT。Teachers’ Association。147-158。
4.	Chen, D. W.(2001)。The Identity Crisis of EFL Composition Instruction in Taiwan。18th Conference on English Teaching and Learning。Taipei：Crane。41-58。
5.	Cohen, E.、Scardamalia, M.(1983)。The Effect of Instructional Intervention in the Revision of Essays by Grade Six Children。The annual meeting of the American Educational Research Association。
6.	Huang, L. A.(1999)。Promoting English Listening Proficiency through Summary and Dictation Methods。16th Conference on English Teaching and Learning，453-463。
7.	Su, S. M.(2003)。Product-oriented or Process-oriented Approach Toward Teaching ESP? - In the Case of an EFL Nursing English Course。0。
8.	Yu, C. F.,、Butler, B.(2000)。Training Chinese Students to Become Aware Of Words That Mark Lexical Aspect in English。0。

研究報告
1.	Staton, Jana、Shuy, Roger、Kreeft, Joy(1982)。Analysis of Dialogue Journal Writing as a Communicative Event。Washington, DC。

圖書
1.	Siegel, Sidney、Castellan, N. John Jr.(1988)。Nonparametric statistics for the behavioral sciences。New York, NY：McGraw-Hill。
2.	Krashen, Stephen D.(1993)。The Power of Reading: Insights from the Research。Englewood, CO：Libraries Unlimited。
3.	Jacobs, H. L.、Zinkgraf, S. A.、Wormuth, D. R.、Hartfiel, V. F.、Hughey, J. B.(1981)。Testing ESL Composition: A Practical Approach。Rowley, Mass.：Newbury House。
4.	Krashen, Stephen D.(1982)。Principles and Practice in Second Language Acquisition。Pergamon Press。
5.	Folse, K. S.、Muchmore-Vokoun, A.、Solomon, E. V.(1999)。Great Essays。Great Essays。0。
6.	Reid, J.(1997)。Responding to ESL Student Language Problems: Error Analysis and Revision Plans。Grammar in the Composition Classroom。0。
7.	White, R. V.、Arndt, V.(1991)。Process Writing。Longman。

圖書論文
1.	Murray, D. M.(1978)。Internal revision: A process of discovery。Research on composing: Points of departure。Urbana, IL：National Council of Teachers of English。
2.	Scardamalia, M.、Bereiter, C.(1986)。Research on written composition。Handbook of research on teaching。New York：Macmillan Publishing Company。
3.	Fathman, A. K.、Whalley, E.(1990)。Teacher Response to Student Writing: Focus on Form versus Content。Second Language Writing: Research Insights for the Classroom。New York, NY。
4.	Cohen, A.(1987)。Student Processing of Feedback on Their Compositions。Learner Strategies in Language Learning。Prentice-Hall。

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