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題名：Using Predictable Books to Teach Writing in an English as a Foreign Language Setting
書刊名：師大學報. 教育類
作者：邱麗珍
作者(外文)：Chiu, Li-chen
出版日期：2008
卷期：53:2
頁次：頁27-58
主題關鍵詞：英語教學；可預測的書；閱讀；寫作；EFL；Predictable books；Reading；Writing
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:0
  • 點閱點閱:62
本文旨在探索國小學童在英文基本文法、造句與段落寫作方面的潛力。本研究乃為期12 週的英文寫作課程，學童透過閱讀4本可預測的書，從閱讀可預測的書開始，再模仿書中的句型創作3本可預測的書，待學童有幾次寫作的經驗後，教師就引導學生寫一個段落，最後的目標是讓學童能獨立完成段落寫作。可預測的書具有生活化的語言，結構性的內容，且重覆主要的句型，讓讀者可預測故事的情節，是引導初級寫作的入門書籍。本研究的樣本包括4個班級共130位 (64名女生，66名男生) 國小五年級的台灣學童，其在學校學習英文的時間有4年。本研究採準實驗設計，其中兩班共67名學生被分配到實驗組，另兩班共63名學生則在對照組，資料的收集是透過前測、後測、開放式的問卷和學生的作品。結果發現實驗組的寫作技巧有顯著進步；另外，根據實驗組在前測的成績，將學生分為低、中、高三組，分析的結果發現低組學生在本研究中獲益最多，低組的學生在總分和造句方面比中、高組有顯著進步，中、低組學生在基本文法和段落寫作表現相近，其進步幅度均勝過高組，本研究建議使用可預測的書能提升學生的外語寫作能力。
The purpose of this study was to explore students' writing potential in three areas: basic grammar, making sentences, and writing a simple paragraph. It was conducted during a 12-week writing instruction course using four predictable books which contained familiar patterned content, structure, repetitious sequencing, and predictability. Students in this study were trained to write predictable stories by imitating the patterned structure in English as a Foreign Language (EFL) classes. Finally, they learned to write a simple paragraph independently. The participants included 130 students (64 girls and 66 boys) from four 5th grade classes with four years of English learning in an elementary school in Taiwan. Two classes with 67 students were assigned to an experimental group while the other two with 63 students were members of a control group. Data was collected from a pretest, a posttest, an open-ended questionnaire, and writing samples. Both quantitative and qualitative analyses were used. The findings revealed that writing skills of the experimental group were significantly improved. In other words, writing instruction in this study was efficient. It was also found that the low proficiency group benefited most in this study. The lower group students made the most progress in making sentences and in their overall learning. Both the low and the middle group improved more than the high group in basic grammar and writing a simple paragraph. This study suggests that the use of predictable books can enhance EFL students' writing abilities.
期刊論文
1.Rhodes, L. K.(1981)。I can read! Predictable books as resources for reading and writing instruction。The Reading Teacher，34(5)，511-518。  new window
2.Saccardi, M. C.(1996)。Predictable Books: Gateways to a Lifetime of Reading。The Reading Teacher，49(7)，588-590。  new window
3.Mertler, C. A.(2000)。Designing scoring rubrics for your classroom。Practical Assessment, Research, and Evaluation，7。  new window
4.McCoy, L. J.、Hammett, V.(1992)。Predictable Books in a Middle School Class Writing Program。Reading Horizons，32(3)，230-234。  new window
5.Moustafa, M.、Maldonado-Colon, E.(1999)。Whole-to-parts Phonics Instruction: Building on What Children Know to Help Them Know More。The Reading Teacher，52(5)，448-458。  new window
6.Linse, C.(2007)。Predictable Books in the Children's EFL Classroom。ELT Journal，61(1)，46-54。  new window
7.Martinez, M.、Nash, M. F.(1995)。Bookalogues: Talking about Children's Literature。Language Arts，72(3)，219-225。  new window
會議論文
1.Krashen, S.(2005)。The Composing Process and the Academic Composing Process。Taipei。66-78。  new window
2.Chiu, L-C、Chang, M.-Y.、Wang, H.-F.(2006)。Scaffolding Beginning EFL Writing with Predictable Books。0。  new window
學位論文
1.Wu, H. R.(2003)。A study of the Attitudes of Multilevel Third Graders Engaged in English Instruction with Predictable Books in Taiwan(博士論文)。Kansas State University。  new window
2.Gaske, E. F.(1992)。The Effects of a Predictable Books Writing Strategy on the Spontaneous Writing of Students with Mild Handicaps，Baltimore, MD。  new window
3.Hall, C. C.(2003)。Struggling Readers' Acquisition of Sight Vocabulary through the Use of Predictable Materials，0。  new window
圖書
1.Clay, M. M.(1993)。Reading recovery: A guidebook for teacher in training。Portsmouth, NH：Heinemann。  new window
2.Weaver, C.(2002)。Reading process and practice。Portsmouth, NH：Heinemann。  new window
3.Tompkins, G. E.(2004)。Teaching Writing: Balancing Process and Product。Upper Saddle River, NJ：Pearson Education。  new window
4.Harmer, J.(2004)。How to Teach Writing。Pearson Education。  new window
5.Bean, J. C.(1996)。Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom。San Francisco, CA：Jossey-Bass。  new window
6.Jensen, E.(2000)。Brain-based Learning。San Diego, CA：The Brain Store。  new window
7.Smith, F.(2004)。Understanding reading。Mahwah, NJ：Lawrence Erlbaum Associates, Inc.。  new window
8.Greenspan, S. I.、Benderly, B. L.(1997)。The growth of the mind and the endangered origins of intelligence。New York：Addison-Wesley Publishing Company, Inc.。  new window
9.Trelease, J.(2001)。The read-aloud handbook。New York：Penguin。  new window
10.Holdaway, D.(1979)。The foundations of literacy。Portsmouth, NH：Heinemann。  new window
11.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
12.Goodman, K. S.(1996)。On reading。Portsmouth, NH：Heinemann。  new window
13.Brown, H. D.(2007)。Teaching by principles: an interactive approach to language pedagogy。Pearson Longman。  new window
14.LeDoux, J. E.(1996)。The emotional; brain: The mysterious underpinnings of emotional life。New York：Phoenix：Simon & Schuster。  new window
15.Calkins, L. M.(1994)。The art of teaching writing。Portsmouth, NH：Heinemann。  new window
16.Gunning, T. G.(2002)。Assessing and correcting reading and writing difficulties。Boston, MA：Allyn & Bacon。  new window
17.Peregoy, S.、Boyle, O.(1997)。Reading, writing, and learning in ESL。New York, NY：Longman。  new window
18.Walker, B. J.(2003)。Supporting struggling readers。Toronto, Canada：Pippin Publishing。  new window
19.Moustafa, M.(2004)。Beyond Traditional Phonics。Beyond Traditional Phonics。Portsmouth, NH。  new window
20.Krashen, S.(2004)。The Power of Reading。The Power of Reading。New York, NY。  new window
21.Sousa, D. A.(2006)。How the Brain Learns。How the Brain Learns。Thousand Oaks, CA。  new window
22.Chapman, C.、King, R.(2003)。Differentiated Instructional Strategies for Writing in the Content Areas。Differentiated Instructional Strategies for Writing in the Content Areas。Thousand Oaks, CA。  new window
23.Lyons, C. A.(2003)。Teaching Struggling Readers。Teaching Struggling Readers。Portsmouth, NH。  new window
24.Tierney, R. J.(1992)。Ongoing Research and New Direction。Reading/Writing Connections: Learning from Research。Newark, DE。  new window
25.Olness, R.(2005)。Using Literature to Enhance Writing Instruction。Using Literature to Enhance Writing Instruction。Newark, DE。  new window
26.Martin, B. J.(1999)。Brown Bear, Brown Bear, What Do you See?。Brown Bear, Brown Bear, What Do you See?。London, UK。  new window
27.Sternberg, R. J.、Grigorenko, E. L.(1999)。Our Labeled Children。Our Labeled Children。Cambridge, MA。  new window
28.Goodman, K.(2005)。What's Whole in Whole Language。Berkeley, CA：RDR Books。  new window
29.Hirvela, A.(2004)。Connecting Reading & Writing。Michigan：The University of Michigan Press。  new window
30.Grabe, W.(2001)。Reading-writing Relations: Theoretical Perspectives and Instructional Practices。Linking Literacies。Michigan。  new window
其他
1.The Abilene Christian University Adams Center for Teaching Excellence(2007)。Why Use Active Learning?，0。  new window
圖書論文
1.Leki, Ilona(1993)。Reciprocal themes in ESL reading and writing。Reading in the Composition Classroom: Second Language Perspectives。Boston：Heinle and Heinle Publishers。  new window
 
 
 
 
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