中文摘要
本研究主旨再探討故事圖解法對高中生英文看圖故事寫作之效益。藉由提供故事文法為寫作前活動，探討受試者是否在文章長度，故事文法及英文寫作能力有無改變。文中並探討故事文法教學是否能降低受試者得英文寫作焦慮並提高英文寫作興趣。
本研究以桃園縣平鎮市平鎮高中兩班七十六位高二學生為研究對象，在2004三月到2004五月為期十週的期間，所有受試者在每週英文寫作課接受故事圖解教學，並根據提供的三張連環圖畫寫一篇英文故事。在資料分析方面，分為量的分析及質的探討。量的分析主要針對前測及後測上學生在英文故事寫作上字數，故事文法內容，寫作表現，及寫作焦慮之差異加以做統計資料比較及分析。此外，研究者根據學生對於英文故事圖解教學的回應及建議作質的分析及探討。
本研究主要發現如下：
1. 故事圖解教學法有助高中生寫出較長的英文文章。（前測字數: 77.89; 後測字數: 183.08）
2. 故事圖解教學法有助高中生寫出重要故事文法。根據前後測比較，學生在主角，地點，時間，目標，起始事件，情節，結局，及反應皆有顯著進步。
3. 故事圖解教學法有助高中生增進英文寫作能力，不論在內容，組織，文法，用字修辭，及標點符號，大小寫皆有顯著進步。
4. 根據前後測寫作焦慮評量表及學生訪談，發現故事圖解教學法明顯降低受試者得英文寫作焦慮並提高英文寫作興趣。
5. 結合英文閱讀及寫作教學更能提高學生英文寫作能力。因為閱讀不僅讓學生熟悉英文故事文章架構，更能強化其閱讀及寫作興趣。
根據以上研究結果，筆者建議除了傳統的寫作前活動，英文老師在英文寫作課中可介紹故事文法的概念，以提高學生的英文寫作興趣，英文寫作能力，及降低英文寫作焦慮。

English Abstract
The study investigates the effects of the story-mapping instruction on the story writing and writing performance of EFL senior high school students in Taiwan. Seventy-six sophomores from two classes in Ping-Jeng Senior High School participated in the present study. The study lasted for 10 weeks from March 2004 to May 2004. During the experiment, the participants took the ESL version of the Daly-Miller Writing Apprehension Test, underwent the story-mapping instruction, and responded to a questionnaire.
The differences in the students’ story writing performance were analyzed in terms of the t-test results of three elements: word count, story grammar units, and writing performance; furthermore, the Daly-Miller Writing Apprehension Test was applied for analysis of the students’ writing apprehension pretest and posttest. Besides, the qualitative data were summarized and discussed. The findings are as follows.
1. The story-mapping instruction helped the students composed longer stories. (Pretest: 77.89; posttest: 183.08)
2. The story-mapping instruction helped the students write stories with more important story elements. The students made significant improvement in the “Character,” “Locale,” “Time,” “Goal,” “Starter event,” “Actions,” “Ending,” and “Reaction.”
3. The story-mapping instruction helped the students in writing performance, including the content, organization, grammar, vocabulary, and mechanism.
4. The story-mapping instruction helped reduce the students’ writing apprehension and enhance their interest in writing.
5. Integrating reading to writing helped improve the student’s writing. Reading extensively can not only familiarize the students with the story structure but also enhance the students’ interest in reading and writing.
Based on the findings, the researcher recommends that the story-mapping instruction be introduced to EFL beginning writers as a prewriting activity in the writing course as to enhance their writing performance and reduce their writing anxiety.

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