The Efficacy of Using Writing Groups to Help Students Generate Ideas for Writing and Revise Drafts in an EFL University Writing Class_

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題名：	The Efficacy of Using Writing Groups to Help Students Generate Ideas for Writing and Revise Drafts in an EFL University Writing Class
書刊名：	東海學報
作者：	黃素月
作者(外文)：	Huang, Su-yueh
出版日期：	1996
卷期：	37:1(文學院)
頁次：	頁211-234
主題關鍵詞：	討論小組；寫作；修改文章；教學法
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:28

　　　　　臺灣有些大學老師使用學生小組討論的方式，在寫前階段輔助學生獲取靈感，及在寫後階段修改文章。但不管是用中文或英文討論，在訓練初期可能效果不彰，因為學生或許不懂怎樣做寫前討論或評估他人文章，學生也可能不信任同學所給的意見，尤其是用英文討論的時候。本研究的目的在探討討論小組在訓練初期的表現。研究主題如下：一、學生是否會將寫前討論時所收集到的意見納入自己的文章？二、寫前討論時使用中文或英文，對文章品質的影響有何不同？三、討論時使用中文或英文，對學生好惡討論小組的態度的影響有何不同？研究的對象是臺北某大學大一英文班的二十二個學生，學生分成三或四人的小組，所有小組中有一半使用中文討論，另一半使用英文。文章的第一及第二稿寫成後，研究者將其品質相互比較，並請學生填寫問卷，以便得知學生寫作靈感從何而來，以及他們對討論小組的喜歡程度。本研究發現學生寫作的靈感多半來自老師提供的參考文章，或是他們自己的想法。學生討論時所使用的語言（中文或英文）並不影響文章的第二稿的品質。使用中文的小組對討論小組的效果比較有信心，但是卻比較不喜歡對同學的文章給意見。本文結尾部份探討老師們在訓練討論小組時該有的心理準備，另外對將來類似題目的研究也作了一些建議。

以文找文

　　　　　Writing groups are being used by some university teachers in Taiwan to facilitate students' idea generation and revision during the writing process. However, some groups may not know how to discuss ideas during prewriting discussions and peer response sessions in the initial stage, either in Chinese or in English. Being second-language learners, they may not trust their peers' opinions enough to use them. In addition, the quality of the ideas generated during the discussions may suffer if the language used for communication is one that the students are still struggling with. A pilot study was conducted to look into how writing groups work in the beginning stage. The research questions are:(1) Do students use prewriting group discussions to generate ideas for writing? (2) Does the use of Chinese or English in prewriting group discussions and peer response sessions have differential effects on the quality of students' persuasive writing? (3) Are there differences in attitudes toward peer response between groups that use Chinese and groups that use English? The subjects in this study were 22 students in a Freshman English class at a university in Taipei. This study covered 11 class periods spread over three weeks. The students were divided into groups of three or four and randomly assigned to an L1 group (which used Chinese in discussion) or an L2 group (which used English). The quality of the L1 and L2 groups' first and second drafts was compared. Questionnaires were used to obtain information on the students' sources of ideas for writing first drafts and their attitudes towards peer response. The study found that the students relied more on teacher-provided sample articles and their own knowledge than on the prewriting group discussion for ideas when writing first drafts. There was no statistically significant difference between the L1 and L2 groups in the quality of their second drafts. More students in the L1 group believed in the benefit of peers' comments than in the L2 group. However, fewer students in the L1 group liked to provide feedback. Pedagogical implications are discussed in terms of the expectations teachers should have in the initial stage of training writing groups. Research implications are also discussed.

以文找文

期刊論文
1.	Mendonça, C. O.、Johnson, K. E.(1994)。Peer review negotiation: Revision activities in ESL writing instruction。TESOL Quarterly，28(4)，745-769。
2.	Ellis, Rod(1984)。Communication strategies and the evaluation of communicative performance。English Language Teaching Journal，38(11)，39-44。
3.	Tebo-Messina, M.(1987)。Collaborative learning in the college writing workshop: Two case studies of peer group development。Dissertation Abstracts International，48(8)，1974A。
4.	Allaei, S. K.、Connor, U. M.(1990)。Exploring the danmics of cross-cultural collaboration in writing classrooms。The Writing Instructor，10(1)，19-28。
5.	Bencich, C. R. B.(1989)。Negotiated meaning: The dynamics of a peer writing group。Dissertation Abstracts International，51(2)，437。
6.	Caulk, N.(1994)。Comparing teacher and student responses to written work。TESOL Quarterly，28(1)，181-188。
7.	Chaudron, Craig(1994)。Evaluating writing: Effects of feedback on revision。RELC Journal: A Journal of Language Teaching and Research in Southeast Asia，15(2)，1-14。
8.	Cross, L. M.(1993)。The self-Perceived impact of peer evaluation on the writing of adult learners。Dissertation Abstracts International，54，1193A。
9.	David, D. L. D.(1986)。An ethnographic investigation of talk in small group writing workshop in a college writing class。Dissertation Abstracts International，47(6)，2061A。
10.	Herrington, A. J.、Cadman, D.(1991)。Peer review and revising in an anthropology course: Lessons for learning。College Composition and Communication，42(2)，184-199。
11.	Jacobs, G.(1987)。First experiences with peer feedback on compositions: Student and teacher reaction。System，15(3)，325-333。
12.	Jacobs, G.(1989)。Miscorrection in peer feedback in writing class。RELC Journal: A Journal of Language Teaching and Research in Southeast Asia，20(1)，68-75。
13.	Jones, T. L.(1977)。An exploratory study of the impact on student writing of peer evaluation。Dissertation Abstracts International，39(1)，95A。
14.	Nelson, R. R.(1989)。The revision processes of male tenth graders: Qualitative differences in revision activities in the narrative and in teh expository modes。Dissertation Abstracts International，51(2)，473A。

會議論文
1.	Ziv, N. D.(1983)。Peer groups in the composition classroom: A case study。The 34th Annual Meeting of the Conference on College Composition and Communication，(會議日期: 1983/03/17-03/19)。Detroit, MI。
2.	Danis, M. F.(1982)。Weaving the web of meaning: Interaction patterns in peer-response groups。San Francisco。

學位論文
1.	Huang, S. Y.(1994)。Learning to critique and revise in a peer response group in and EFL university writing class，Manoa。

圖書
1.	Klein, Wolfgang(1986)。Second language acquisition。Cambridge：Cambridge University Press。
2.	McLaughlin, B.(1987)。Theories of second language learning。Edward Arnold。
3.	Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。
4.	Barnes, D.、Britton, J.、Torbe, M.(1990)。Language, the learner, and the school。Language, the learner, and the school。Porsmouth, NH。
5.	Barnes, D.(1976)。From communication to curriculum。From communication to curriculum。Harmondsworth。
6.	Bialystok, E.(1981)。Psycholingusitic dimension of second language proficiency。Grammar and second language teaching。New York。
7.	Haiman, M.、Slomianko, J.(1985)。Critical thinking skills。Critical thinking skills。Washington D. C.。
8.	Kurfiss, J. C.(1988)。Critical thinking: theory, research, practice, and posibilities。Critical thinking: theory, research, practice, and posibilities。College Stateion, Tx.。
9.	Nystrand, M.(1986)。Learning to writed by talking about writing: A summary of research on intensive peer review in expository writin insturction at the University of Wisconsin-Mad。The Structure of written communication: Studies in reciprocity between writers and readers。Orlando。
10.	Smith, M. S.(1978)。Applied linguistics and the psychology of instruction: A case for transfusion?。Grammar and second language teaching。New York。
11.	Spear, K.(1988)。Sharing writing。Sharing writing。Portsmouth, NH。
12.	Tarone, E.(1977)。Conscious communication strategies in interlanguage: A progress report。On TESOL '77。

其他
1.	Liner, H. T. Jr.(1984)。The function and development of a high school editing group，Ann Arbor, Mich.。
2.	(1991)。Discussion on teachers' right。
3.	Spear, K.(1991)。China Post。
4.	(1991)。Whether teachers should have the right to strike。

圖書論文
1.	Eisterhold, J. C.(1990)。Reading-writing connections: Toward a description for second language learners。Second language writing: Research insights for the classroom。Cambridge：Cambridge University Press。
2.	Gere, A. R.、Stevens, R.(1985)。The language of writing groups: How oral response shapes revision。The acquisition of written language: Response and revision。Norwood, NJ：Ablex。

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