<中文摘要>
本研究旨在探討短篇故事運用於英語連接詞教學之情形, 並以事實性文章 (factual texts) 為對照,比較兩者在此項教學之成效。同時,也就此兩種文章對不同程度學生在連接詞學習時所產生之效益進行分析。此外，學生在學習連接詞時所遭遇之困難，也是探究的重點所在。
本研究以兩班新竹高工電機科二年級學生為對象, 並分為低、中、高三組。各班分別以不同文章進行連接詞教學, 並接受前測及後測, 以比較其學習效果。同時, 本研究也實施問卷調查, 藉此了解學生對此項教學之反應。
研究結果顯示，短篇故事和事實性文章皆有助於連接詞的學習, 但前者所產生之效益顯著地大於後者。此外, 對高分組學生而言, 短篇故事所產生之助益顯著地大於事實性文章。研究也發現, 不同種類的連接詞所呈現之難易度亦不相同。由後測結果顯示, 學生在時間連接詞(temporal)的題目得分最低, 在因果連接詞 (causal) 的題目得分最高。而問卷結果則反映出學生對轉折連接詞 (adversative) 感到最為困難,對時間連接詞感到最為簡單。另外, 在對教材及學習效果的意見方面，也以使用短篇故事的班級反應較佳。

<Abstract>
The present study investigated the effect of short stories on the designed conjunction instruction in comparison with that of factual texts. The interaction between the effects of the two text types and the students' three proficiency levels was also examined. Furthermore, the students’ difficulties with the four conjunctive relations classified by Halliday and Hasan (1976) were analyzed in two respects: their performance on the posttest and their responses in the questionnaire. Moreover, the students’ responses to the conjunction instruction in this study were also explored.
Two second grade classes of Electrical Engineering Department in Hsinchu Industrial Vocational High School (n = 87) participated in the study. Students of each class were divided into three proficiency groups based on their performance on the pretest concerning comprehension and use of conjunctions. The two classes received the conjunction instruction through a series of activities by either short stories or factual texts. A posttest was then administrated to determine and compare the effects of the two text types as well as the students’ difficulties with conjunctions. Students’ responses to the conjunction instruction were also examined through a five-item questionnaire.
The results indicate that both short stories and factual texts are helpful in the acquisition of conjunctions. However, the short stories are significantly more effective than the factual texts in improving the competence with conjunctions. The study further shows that short stories are significantly more beneficial for the students at the high proficiency level than are the factual texts. Two ascending hierarchies of difficulty for the four conjunctive relations are also yielded by analyzing the results of the posttest and the questionnaire respectively. The former hierarchy is causal, adversative, additive, and temporal conjunctions; the latter is temporal, additive, casual, and adversative conjunctions. Finally, an examination of the questionnaire reveals that the class adopting literary texts has more positive responses to the instructional materials as well as the learning effects than the class using the non-literary materials.

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