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研究生： 翁嘉貝
Ja-Bai Wong
論文名稱： 任務導向學習法與輸入處理教學法對青少年外語學習者英語寫作能力提升之效能
Effect of Task-based Instruction and Processing Instruction on Young EFL Learners’ Writing Ability
指導教授： 劉宇挺
Liu, Yeu-Ting
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2014
畢業學年度： 102
語文別： 英文
論文頁數： 88
中文關鍵詞： 輸入處理教學法 、任務導向學習法 、寫作教學 、國民中學 、差異化教學
英文關鍵詞： processing instruction, task-based instruction, writing instruction, junior high school, differentiate instruction
論文種類： 學術論文
相關次數： 點閱：376  下載：50 
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    • 本研究目的在探討三種不同寫作教學法：輸入處理教學法(PI)、任務導向學習法(TBI)、結合上述兩個教學法(the eclectic instruction)對於(1)青少年外語學習者英語寫作能力提升之效能；(2) 三者教學效能之比較；(3) 三個教學法是否對於不同的寫作面向有不同程度的助益。本研究的實驗參與者為69位來自於新北市一所私立女子中學的七年級學生。在完成寫作測驗前測後，實驗參與者分別在不同的寫作教學組內接受主題相同、為期八週的寫作教學。八週後，實驗參與者填寫了一份教學反應與自評問卷並接受寫作測驗後測。實驗參與者的英文作文是根據大學學測英文作文的評分規準來批改並以重複量數雙因子變異數分析及事後分析來統計、分析研究結果。此研究發現(1) 此三種寫作教學法皆能提升青少年外語學習者的英語寫作能力。(2) 任務導向學習法與兩者結合的教學法在寫作的教學效能上優於輸入處理教學法。(3) 任務導向學習法與兩者結合的教學法對於寫作流暢度的助益優於輸入處理教學法。根據此研究的發現所提出的建議如下：國中英語教師可考慮將寫作教學與文法教學結合，如此不但可給予學習者更有意義的練習，也可銜接高中的作文教學。

    The study aims to examines three writing instructions: Processing instruction (PI), Task-Based instruction (TBI), and the combination of both (the eclectic instruction) to see (1) their effects on improving EFL young learner’s writing ability (2) the relative contribution of the three, and (3) their benefits to specific writing aspects. The participants of the present study are 69 seven-grade students from a private girls’ high school in New Taipei City who were assigned to three groups. After the writing pretest, the participants received eight-week writing instruction on the same topics in three writing instruction groups. After the instruction, the participants took a post-intervention questionnaire and the posttest. The scoring rubrics of GSAT and syntactical complexity were employed to rate and analyzed the participants’ writing products. Afterwards, two-way repeated measure ANOVA followed by Tukey post-hoc analysis was used to presents the results of the study. The finding showed that (1) all the three writing instructions could improve EFL young learner’s writing ability. (2) Task-based instruction and the eclectic instruction would be more effective than processing instruction in improving writing ability. (3) Task-based instruction and the eclectic instruction could benefit learners’ writing ability in fluency better than processing instruction. Based on the findings, the present study suggests that junior high English teachers could combine writing instruction into grammar instruction for learners’ to get meaningful practices and better preparation for high school composition instruction.

    CHAPTER ONE INTRODUCTION 5 1.1 Background and Motivation 5 1.2 The Rationale of the Study 8 1.3 The Scope of the Study 9 1.4 Significance of the Study 10 1.5 Organization of the Study 10 CHAPTER TWO LITERATURE REVIEW 12 2.1 Overviews of PI and TBI 13 2.1.1 The theoretical frameworks and procedures of PI and TBI 13 2.1.2 The similarities and differences of PI and TBI 16 2.2 The Effects of PI and TBI 20 2.2.1 Studies about PI and TBI 20 2.2.2 Relative contributions of the three instructions 26 2.3 The Measurement of Writing Ability 27 2.3.1 The definitions of accuracy, fluency, and complexity 27 2.3.2 The ways of measuring accuracy, fluency, and complexity 29 2.4 Summary 32 CHAPTER THREE METHODOLOGY 34 3.1 Setting and Participants 34 3.2 Research Design 35 3.3 Procedures 36 3.4 Instruments 38 3.4.1 Background questionnaire 38 3.4.2 Pretest 38 3.4.3 Interventions 38 3.4.4 Feedback questionnaire 41 3.4.5 Posttest 41 3.5 Data Analysis 41 3.5.1 Scoring policy 42 3.5.2 Statistical analysis 43 3.5.3 Qualitative analysis 46 CHAPTER FOUR RESULTS 48 4.1 Descriptive Statistics 48 4.2 The Statistical Results of Research Questions 1 and 2 50 4.3 The Statistical Results of Research Question 3 53 4.4 The Results of Qualitative Data 56 CHAPTER FIVE DISCUSSION 61 5.1 Discussion 61 5.2 Pedagogical Implication 65 5.3 Limitations and Suggestions for the Future Studies 68 5.4 Conclusion 69 References 71 Appendix 1 Consent form of the study 75 Appendix 2 Background information questionnaire 76 Appendix 2-1 Background information questionnaire 77 Appendix 3 Pretest sheet 78 Appendix 3-1 Pretest sheet 79 Appendix 4 Feedback questionnaire 80 Appendix 4-1 Feedback questionnaire 81 Appendix 5 Posttest sheet 82 Appendix 5-1 Pretest sheet 83 Appendix 6 Plan for eight-week instruction 84 Appendix 7 The scoring rubric of General Scholastic Ability Test (GSAT) 88

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