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題名：華語文讀寫讀本暨教學研究--以系統功能語言學理論為基礎之探究
書刊名：臺北市立大學學報. 人文社會類
作者：彭妮絲 引用關係
作者(外文)：Peng, Ni-se
出版日期：2013
卷期：44:2
頁次：頁33-62
主題關鍵詞：華語文讀寫教學；閱讀理解；系統功能語言學；文體教學；技術性建構；語體組織；Chinese reading & writing；Chinese reading comprehension；Systemic-functional linguistics；Genre teaching；Technicality construction；Genre organization
原始連結：連回原系統網址new window
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系統功能語言學能夠清楚闡明語言和語境之間的關係，本研究採文體功能寫作教學法教國際學生寫作，著眼於語境詮釋，幫助學習者來取得社會文化所萃取的文體、論述及文本，進而選擇合適的寫作風格，期利用由上而下的方式，啟迪更多由下而上的學習。再者，Halliday指出技術性詞彙的包裝是一種透過文法重塑經驗的隱喻，而重塑或技術建構的過程則涉及語法資源的運用。本研究以22名越南生為對象，進行讀本及教學研究。研究一之教材研究方面，以系統功能語言學（SFL）理論為基礎進行華文讀本分析，讓實驗組與對照組分別閱讀SFL讀本與傳統讀本，閱讀文本後隨即進行後測閱讀理解測驗。結果顯示，實驗組的作答時間多於對照組，顯見閱讀SFL讀本同學花費更多的時間閱讀及作答；在文章結構讀本與文化讀本，兩種不同類型讀本閱讀方面，不論實驗組還是對照組，在閱讀文化讀本的時間均大於文體結構讀本。整體而言，實驗組閱讀理解表現較佳，亦顯示SFL讀本結構可促進學生閱讀理解。其次，研究二之教學研究方面，結合引導—發現教學、概念圖應用自由書寫、範文仿寫、比較法協助正向遷移等課題進行探究，重點在透過師生間以及學生同儕間的互動，逐步地幫助學生發展聽、說、讀、寫的能力，期探索一個適用於華文讀寫教學的語文教學模式。
Systemic-Functional Linguistics (SFL) can help learners understand the relation between language and context. This study, therefore, takes the genre-function method for teaching writing to overseas students, with an emphasis on the interpretation of linguistic situation and help students to grasp the socio-culturally emerging texts, and learn through these texts the proper writing styles. It is hoped that this bottom-up approach will inspire more like-minded approaches. Likewise, Halliday points out that technical terms are metaphors of experience reshaped by grammar through a process involving the utilization of syntax resources. Twenty-two Vietnamese students were chosen to undertake a research concerning texts and teaching. The first part of it is about texts. Students of the control group and the experiment group were provided with texts from SFL-based textbooks and ones from traditional textbooks respectively. A post-test of reading comprehension was conducted right after they finished reading and the results showed that the experiment group needed more time than the other to answer questions, meaning that SFL textbooks take more time to read; as to the genre aspect, both groups took more time reading cultural texts than descriptive texts. The overall conclusion is, the experiment group had a better understanding and that the SFL-based texts can improve learners' reading comprehension. The second part is about teaching. In order to support positive learning transferring, it looks into the application of guiding-discovering method, concept map, free-writing, text-copy writing, and comparative method. The points are, by increasing the student-teacher and student-student interaction, to help students develop their abilities of listening, speaking, reading, and writing, and to explore a suitable mode for teaching Chinese.
期刊論文
1.Meyer, B. J. F.,、Brandt, D. M.,、Bluth, G. J.(1980)。Use of top level structure in the text: Key for reading comprehension of ninth grade students。Reading Research Quarterly，16，72-103。  new window
2.Taylor, B.,、Samuels, S. J.(1983)。Children’s use of text structure in the recall of expository material。American Educational Research Journal，20，517-528。  new window
3.Englert, C. S.、Hiebert, E. H.(1984)。Children's developing awareness of text structures in expository materials。Journal of Educational Psychology，76(1)，65-74。  new window
4.Kletzien, S. B.(1992)。Proficient and less proficient comprehenders’ strategy use for different top-level structures。Journal of Reading Behavior，24(2)，191-215。  new window
5.Alvermann, D. E.、Smith, L. C.、Readena, J. E.(1985)。Prior knowledge activation and strategic knowledge in academic performance。Review of Educational Research，58，375-404。  new window
6.Roller, C. M.(1990)。The interaction between knowledge and structure variables in the processing of expository prose。Reading Research Quarterly，25(2)，79-89。  new window
7.張新仁(19940300)。著重過程的寫作教學策略。特教園丁，9(3)，1-9。  延伸查詢new window
8.陳世文、楊文金(20061000)。以系統功能語言學探討學生對不同科學文本的閱讀理解。師大學報. 科學教育類，51(1/2)，107-124。  延伸查詢new window
9.Meyer, B. J. F.、Freedle, R. O.(1984)。Effects of discourse type on recall。American Educational Research Journal，21(1)，121-143。  new window
10.Paris, S. G.、Oka, E. R.(1989)。Strategies for comprehending text and coping with reading difficulties。Learning Disability Quarterly，72(1)，32-42。  new window
11.Nist, S. L.、Simpson, M.(2002)。College studying。Reading Online，5(8)。  new window
會議論文
1.信世昌(200112)。網路中文應用文寫作課程之設計與實施。第二屆全球華文網路教育研討會。臺北市。  延伸查詢new window
2.陳懷萱、林金錫(2003)。運用網路互動進行華語文寫作學習之探討。第三屆全球華人網路教育研討會。臺北市。  延伸查詢new window
研究報告
1.Callagham, M.,、Rothery, J.(1988)。Teaching factual writing: A genre-based approach。NSW：Metropolitan East Disadvantaged Schools Program.。  new window
學位論文
1.沈麗蓉(2007)。合作學習式概念構圖作文教學對國小作文低成就學生寫作成效之研究(碩士論文)。國立花蓮教育大學。  延伸查詢new window
2.林俊智(2003)。以系統功能語言學觀點探討不同課文結構對科學文章的理解--以溫度與熱為例(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.陳秋妤(2007)。概念構圖寫作教學對國小四年級寫作困難學生寫作學習效果之研究(碩士論文)。國立臺中教育大學。  延伸查詢new window
4.宋曜廷(2000)。先前知識文章結構和多媒體呈現對文章學習的影響(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.余光雄(1991)。華語文化教材：中級程度。高雄市：復文出版公司。  延伸查詢new window
2.胡壯麟、朱永生、張德祿、李戰子(2008)。系統功能語言學概論。北京：北京大學出版社。  延伸查詢new window
3.Christie, F.(1994)。On pedagogic discourse: Final report of a research activity funded by the ARC 1990-2。Australia：Institute of Education, the University of Melbourne。  new window
4.Knapp, P.,、Donovan, J.(1994)。Teaching narrative writing。New South Wales：Literacy and Learning Program, Metropolitan West Region.。  new window
5.Halliday, M. A. K.(2004)。The Language of Science。Continuum。  new window
6.Halliday, Michael A. K.、Martin, J. R.(1993)。Writing Science: Literacy and Discursive Power。London：Falmer Press。  new window
7.Halliday, Michael Alexander Kirkwood(1978)。Language as Social Semiotic: The Social Interpretation of Language and Meaning。Edward Arnold。  new window
8.羅青松(2002)。對外漢語寫作教學研究。北京：中國社會科學出版社。  延伸查詢new window
9.Bruner, Jerome S.(1960)。The process of education。New York, NY：Vintage Books。  new window
10.Burns, A.、Joyce, H.(1997)。Focus on speaking。Sydney：National Center for English Language Teaching and Research。  new window
11.岑紹基(1999)。系統功能語言學及其在應用寫作教學上的運用--香港高中學生學習報告寫作的研究。應用寫作理論與教學研究。香港：香港社會科學出版社。  延伸查詢new window
12.岑紹基(2003)。語言功能與中文教學--系統功能語言學在中文教學上的應用。香港：香港大學課程學系。  延伸查詢new window
13.Unsworth, L.(2000)。Researching language in schools and communities: SFL perspectives。London：Cassell。  new window
圖書論文
1.Christie, F.(1985)。Varieties of written discourse。Language studies: Children writing-study guide。Geelong：Deakin University Press。  new window
2.Christie, F.(1997)。Curriculum macrogenres as forms of initiation into a culture。Genres and institutions: Social Process in the Workplace and School。London：Cassell。  new window
3.Martin, J. R.(1985)。Language, register and genre。Childrn writing: Reader。Geelong：Deakin University Press。  new window
4.Van Dijk, Teun A.(1985)。Semantic Discourse Analysis。Handbook of Discourse Analysis。London：Academic Press。  new window
 
 
 
 
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