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研究生：	劉宜佳 Liu Yi-Chia
論文名稱：	英語無字繪本對於台灣國小學生英語寫作發展之影響 Exploring the Use of English Wordless Picture Books on the Writing Development of EFL Young Learners in Taiwan
指導教授：	李宜倩 Lee, Yi-Chien
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	334
中文關鍵詞：	第二外語寫作發展、第二外語寫作指導、早期第二外語寫作、故事寫作、無字繪本
英文關鍵詞：	L2 writing development, L2 writing instruction, early L2 writing, story writing, wordless picture books
論文種類：	學術論文
相關次數：	點閱：190 下載：52
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本研究旨在探討使用無字書對於台灣第二外語英語初學者寫作發展與故事寫作發展之影響。此外，本研究也記錄了學生對於本無字書寫作課程的看法以及教師在發展及執行本課程的學習心得。本研究提出三個問題：〈一〉使用無字書對於台灣第二外語英語初學者整體寫作發展之影響為何？〈二〉使用無字書對於台灣第二外語英語初學者故事寫作發展之影響為何？〈三〉在本研究中，台灣第二外語英語初學者對於本無字書寫作課程的看法為何？〈四〉在本研究中，教師在發展及執行本課程的過程中得到的學習心得為何？
在本研究中的九位參與者為新北市國小五至六年級生以及一位二十六歲的教師，他們在課後參與本無字書寫作課程。本課程每星期舉行一次，一次九十分鐘，共達六個月。為了提高本研究結果之可信度，本研究採用學生寫作分析、訪談、教室觀察、以及教師反思紀錄等多種資料蒐集方式。
本研究結果顯示，使用無字書不僅在學生們的整體寫作發展上有所助益，也對學生們故事寫作能力有所幫助。此外，學生們認為此課程很有趣，並有助於發展寫作技巧、激發創造力且幫助攝取單字及文法知識。在寫作課程之後，學生們也對於英語寫作更有信心及動機。最後，教師在發展及執行此寫作課程中得知，為協助學生的學習發展，創造一個友善的寫作環境以提供學生英語輔助及情感支持是極為重要的；此外，設計多項閱讀、寫作及有意義的學習活動也是不可或缺的。然而，最後教師也對於無字書選擇有限、課程時間及組成教師學習團隊的必要性提出建議。
本研究在最後根據研究結果提出此研究的限制、對於教師、教育者、學校及行政單位的建議，並提出未來相關研究的方向。

This study aims to explore the use of wordless picture books on Taiwanese young EFL learners’ overall writing development and their story writing skills. Besides, the students’ self-perception of the writing program and the teacher’s learning and reflection from the development and implementation process are provided. Four research questions were addressed: (1) How does the use of wordless picture books influence Taiwanese young EFL learners’ writing development in English? (2) How does the use of wordless picture books influence Taiwanese young EFL learner's story writing development in English? (3) How do Taiwanese young EFL learners perceive the use of wordless picture books in their experience of learning story writing in English? (4) What is the teacher’s learning and reflection on the experience of developing and implementing the wordless picture book writing program?
In the present study, the participants were nine elementary school students in New Taipei City and a twenty-six-year-old teacher. The study lasted for six months, and the writing sessions were held once a week, ninety minutes per session. Data from various sources were collected to validate the result, including students’ pretest and the writing samples, three semi-interviews, classroom observations, and the teacher’s reflexive journals.
Findings showed that the students improved on their overall writing development as well as their story writing skills with the use of the wordless picture books for writing. In addition, the participants considered the writing program interesting and useful for their writing development, creativity, and vocabulary and grammar acquisition. They also believed that they enhanced their confidence and motivation toward English writing after the writing program. Finally, the teacher researcher learned that it was essential that the teacher should create a friendly writing environment by provide both linguistic scaffold and emotional support in the writing program. Besides, designing a variety of reading and writing activities as well as meaningful activities to facilitate the learning process was also indispensible. Finally, a wider range of book selection, a longer time for each session, and a need to build a learning community for interested teachers were also recommended.
In the light of the present study, limitations of the present study, pedagogical implications for practitioners and schools or educational authorities, and suggestions for the future research are discussed.

TABLE OF CONTENTS
Chinese Abstract........................................................................................................  i
Abstract...................................................................................................................... iii
Acknowledgements................................................................................................... v
Table of Contents....................................................................................................... vii
List of Tables.............................................................................................................. xv

Chapter One. Introduction........................................................................................ 1
     1.1 Background................................................................................................... 1
     1.2 Statement of the Problem.............................................................................. 6
     1.3 Purpose of the Study.................................................................................. 10
     1.4 Research Questions.................................................................................... 11
     1.5 Significance of the Study............................................................................ 12
     1.6 Definitions of Terms.................................................................................. 13
          1.6.1 Children’s Literature...................................................................... 13
          1.6.2 Wordless Picture Books.................................................................. 14
          1.6.3 The Narratives................................................................................ 15


Chapter Two. Literature Review............................................................................. 16
     2.1 Second Language Writing Development and Instruction.......................... 16
     2.2 The Narratives........................................................................................... 20
          2.2.1 Children’s Narrative Development.............................................. 23
          2.2.2 Narrative Ability of Different Stimuli........................................... 25
          2.2.3 Narrative Evaluation...................................................................... 26
          2.2.4 Narrative Elements........................................................................ 27
               2.2.4.1 Cohesion and Coherence................................................. 28
               2.2.4.2 Topic Continuity and Tense Usage................................. 30
          2.2.5 Narrative Assessment Profile (NAP).......................................... 31
     2.3 Children’s Literature and Picture Storybooks............................................ 34
          2.3.1 Literacy Development through Children’s Literature.................. 35
          2.3.2 The Use of Literature in L2 Contexts............................................. 37
          2.3.3 Storybooks and Shared Reading................................................. 39
          2.3.4 Children’s Literature Applied in Writing Curriculum................ 47
     2.4 Wordless Picture Books.............................................................................. 49
          2.4.1 Values of Wordless Picture Books................................................ 52
          2.4.2 Criteria for the Selection of Wordless Picture Books.................. 57
          2.4.3 Application of Wordless Picture Books in L1 and ESL Contexts.. 59
          2.4.4 Application of Wordless Picture Books in Taiwan......................... 66
               2.4.4.1 Using Wordless Picture Books to Explore Visual Literacy
    ................................................................................... 66
               2.4.4.2 Using Wordless Picture Books in Teaching Context......... 66
          2.4.4.3 Using Wordless Picture Books to Examine Narrative
                         Ability........................................................................ 70
          2.4.5 Application of Wordless Picture Books in Writing Development
                 in Taiwan................................................................................... 73
               2.4.5.1 Writing about Wordless Picture Books............................. 74
               2.4.5.2 Picture-Elicited Writing................................................... 77

Chapter Three. Methodology................................................................................... 83
     3.1 Participants................................................................................................. 83
     3.2 Setting.......................................................................................................... 84
     3.3 Procedure..................................................................................................... 85
          3.3.1 Prior to the Program..................................................................... 86
             3.3.1.1 Pilot study.............................................................................. 87
             3.3.1.2 Pretest.................................................................................... 90
          3.2.2 During the Program...................................................................... 90
          3.3.3 After the Program........................................................................ 93
     3.4 Selection of Wordless Picture Books.......................................................... 94
     3.5 Data Collection............................................................................................ 99
          3.5.1 Wordless Picture Book Writing Sample Collection....................... 99
          3.5.2 Class Observations....................................................................... 100
          3.5.3 Semi-Structured Interviews.......................................................... 100
          3.5.4 Teacher’s Reflexive Journals....................................................... 102
     3.6 Data Analysis............................................................................................ 103
          3.6.1 Analysis of the Writing Samples.................................................. 103
             3.6.1.1 The Adapted ESL Composition Profile............................... 104
             3.6.1.2 Narrative Assessment Protocol........................................... 106
          3.6.2 Analysis of the Interviews............................................................ 108
          3.6.3 Analysis of the Class Observations and the Teacher’s Reflexive
                  Journals...................................................................................109
     3.7 The Role of the Researcher....................................................................... 110
     3.8 Validity/ Provisions for Trustworthiness................................................... 112
          3.8.1 Prolonged Engagement................................................................. 112
          3.8.2 Persistent Observation.................................................................. 113
          3.8.3 Triangulation................................................................................ 114
          3.8.4 Thick description.......................................................................... 114

Chapter Four. Results and Discussion................................................................... 115
     4.1 The Use of Wordless Picture Books on Overall Writing Development.... 115
          4.1.1 Content......................................................................................... 116
             4.1.1.1 Results................................................................................. 117
                4.1.1.1.1 Word Count................................................................. 117
                4.1.1.1.2 Content Development................................................. 118
                4.1.1.1.3 Creativity.................................................................... 122
             4.1.1.2 Discussion........................................................................... 126
          4.1.2 Organization............................................................................... 128
             4.1.2.1 Results................................................................................. 128
             4.1.2.2 Discussion........................................................................... 134
          4.1.3 Vocabulary.................................................................................... 136
             4.1.3.1 Results................................................................................. 136
             4.1.3.2 Discussion........................................................................... 148
          4.1.4 Language Use............................................................................... 150
             4.1.4.1 Results................................................................................. 150
             4.1.4.2 Discussion........................................................................... 158
          4.1.5 Mechanics.................................................................................... 160
             4.1.5.1 Results................................................................................. 161
             4.1.5.2 Discussion........................................................................... 163
     4.2 The Use of Wordless Picture Books on Story Writing Development....... 164
          4.2.1 Topic Maintenance...................................................................... 165
             4.2.1.1 Results................................................................................. 165
             4.2.1.2 Discussion........................................................................... 172
          4.2.2 Event Sequencing......................................................................... 174
             4.2.2.1 Results................................................................................. 174
             4.2.2.2 Discussion........................................................................... 178
          4.2.3 Informativeness........................................................................... 179
             4.2.3.1 Results................................................................................. 179
                4.2.3.1.1 The Development of Writing the Setting................... 181
                4.2.3.1.2 The Development of Writing the Problem................. 183
                4.2.3.1.3 The Development of Writing the Solution................. 187
             4.2.3.2 Discussion........................................................................... 189
          4.2.4 Referencing.................................................................................. 191
             4.2.4.1 Results................................................................................. 192
                4.2.4.1.1 The Use of Articles..................................................... 193
                4.2.4.1.2 The Use of Pronouns.................................................. 196
                4.2.4.1.3 The Use of Demonstratives........................................ 200
             4.2.4.2 Discussion........................................................................... 201
          4.2.5 Conjunction Cohesion.................................................................. 203
             4.2.5.1 Results................................................................................. 203
             4.2.5.2 Discussion........................................................................... 212
          4.2.6 Fluency......................................................................................... 214
             4.2.6.1 Results................................................................................. 215
             4.2.6.2 Discussion........................................................................... 218
     4.3 The Participants’ Self-Perception of the Wordless Picture Book Writing
           Program................................................................................. 220
          4.3.1 Attitudes toward the Wordless Picture Book Writing Program.... 222
          4.3.2 Responses to Writing about the Wordless Picture Books............. 224
          4.3.3 Attitudes toward Reading the Wordless Picture Books................ 227
          4.3.4 Responses to the Selected Wordless Picture Books..................... 229
          4.3.5 Self-Perceptions of Difficulties during the Writing Program....... 232
          4.3.6 Responses to the Most Useful Teaching Activities...................... 235
          4.3.7 Suggestions for the Wordless Picture Book Writing Program..... 237
          4.3.8 Discussion.................................................................................... 239
     4.4 The Teacher Researcher’s Learning and Reflection on the Development
           and Implementation of the Wordless Picture Book Writing Program. 240
          4.4.1 To Create a Supportive Writing Environment.............................. 241
             4.4.1.1 Provide Linguistic Scaffold................................................. 242
             4.4.1.2 Provide Genuine Emotional Support................................... 251
          4.4.2 To Develop a Variety of Activities............................................... 253
             4.4.2.1 Reading Activities............................................................... 254
             4.4.2.2 Writing Activities................................................................ 260
             4.4.2.3 Meaningful Activities.......................................................... 263
          4.4.3 Challenges Encountered in the Writing Program........................ 266
             4.4.3.1 Limited Selection of Wordless Picture Books Available..... 267
             4.4.3.2 Time Constraint................................................................... 268
             4.4.3.3 A Need for a Learning Community..................................... 270
          4.4.4 Discussion.................................................................................... 271

Chapter Five. Conclusion...................................................................................... 274
     5.1 Summary of the Findings.......................................................................... 274
     5.2 Pedagogical Implications.......................................................................... 279
     5.3 Limitations of the Present Study............................................................... 284
     5.4 Suggestions for Future Research............................................................... 285

References................................................................................................................ 288

Appendices.............................................................................................................. 304
     Appendix A: The First Interview Questions.................................................. 304
     Appendix B: Pretest........................................................................................ 306
     Appendix C: The Story Map........................................................................... 307
     Appendix D: The Second Interview Questions............................................... 308
     Appendix E: The Third Interview Questions.................................................. 312
     Appendix F: The Adapted ESL Composition Profile................................... 316
     Appendix G: Narrative Assessment Protocol............................................... 319
     Appendix H: A Scale for Scoring the Inclusion and Quality of the Parts of a
                  Story....................................................................................... 321
     Appendix I: Observation List for Wordless Picture Book Writing Program... 323
     Appendix J: Three Writing Samples as an Illustration of the Participants’
               Content Development.................................................................. 331
     Appendix K: The Different Conjunction Types and Numbers in the
                     Story Writings.................................................................. 336
     Appendix L: An Example Worksheet............................................................ 337

                                

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