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研究生： 王心漪
Bonnie Wang
論文名稱： 師生英文對話日記對台灣高中生英文寫作之影響
A Study of the Effects of Student-teacher Dialogue Journals on EFL Writing in High Schools in Taiwan
指導教授： 林茂松
Lin, Mao-Sung
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2004
畢業學年度： 92
語文別： 英文
論文頁數： 107
中文關鍵詞： 師生英文對話日記 、語言功能 、語言流利度 、寫作焦慮感 、寫作焦慮量表 、寫作能力
英文關鍵詞： Dialogue jounal writing, Language functions, Language fluency, Writing Apprehension, Zone of Proximal Development, The comprehensible input, The Daly-Miller WAT, LEA
論文種類： 學術論文
相關次數： 點閱：210  下載：53 
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    • 本研究主旨在探討師生對話日記對於高中學生英文寫作的效益。特別針對學生在實施對話日記寫作活動前後，英文寫作流利度、態度和寫作能力的變化來分析。
    本研究以桃園縣內壢高中的一班41位同學為研究對象，這些學生利用課餘時間參與為期十四週的師生對話日記寫作活動。在活動前後，研究者以一份寫作焦慮量表測試並了解學生對於寫作焦慮感之差異；活動後，並以一份問卷調查表了解學生對師生對話日記活動的看法。研究者並根據學生所寫的英文日記，以字數、所費時間、句子結構成熟度及語言功能來分析英文寫作流利度及能力上之改變。根據統計資料分析結果，研究發現如下:
    1. 師生對話日記確能增加學生英文寫作之流利度。在參與師生對話日記寫作活動後，學生對於英文寫作之焦慮感明顯降低，不僅愈寫愈多，且花費的時間明顯少。
    2. 師生對話日記能有效提昇學生之英文寫作能力。研究者以語言功能分析日記內容發現學生不但明顯增加使用語言功能的次數，並且增加了不同語言功能的使用。
    3. 問卷調查結果顯示，參與本研究的學生對於師生對話日記大多數抱持肯定的態度。他們認為師生對話日記能讓他們在無壓力的情境下改進英文寫作能力。
    本研究建議，除了傳統式的英文作文教學，英語教師應該多多提供學生具有真實性、溝通性及互動性的英文寫作機會，師生對話日記就是良好的選擇。但實施此類活動需考慮到學生的個體性及老師本身教學負擔等因素。因此，研究者建議老師可嘗試不同之英文對話日記，如同儕交換日記，以期增加英文寫作教學之多元性與豐富性。

    This study examines the effects of student-teacher dialogue journal writing on the writing skills of EFL senior high school students in Taiwan. Dialogue journal writing seeks to promote written fluency and writing ability by allowing students to write freely on topics of their choice. Spelling and form are not marked or graded. The subjects in the study were 41 Neili Senior High School students from one class. They took part in a dialogue journal writing activity from September 2002 to December 2002. The differences in students’ written fluency, before and after the activity, were analyzed in terms of the t-test results of three elements: word count, the time students spent on their journals, and the syntactic maturity of their writing; in addition, the Daly-Miller Writing Apprehension Test (1995a) was applied for analysis of the students’ first two and last two journal entries. The differences in the students’ writing ability were also analyzed with respect to their use of various language functions. The findings of this study reveal that dialogue journal writing helps students improve their written fluency in terms of increased word count, decreased amount of time spent on writing, and a decrease in apprehensive feelings about writing in English. The students’ writing ability also improved with respect to the use of a greater variety of language functions. It was also found that nearly all the students held a positive attitude toward the dialogue journal writing activity. Based on the findings, the researcher suggests that EFL teachers provide students with chances to experiment with diverse forms of writing. Asking students to write dialogue journals is a good way to achieve such diversity. When using dialogue journals, EFL teachers should respond to their students as individuals and tailor their journal responses accordingly.

    TABLE OF CONTENTS CHINESE ABSTRACT……………………………………………………… i ENGLISH ABSTRACT…………………………………………………… ii ACKNOWLEDGEMENTS…………………………………………………… iii TABLE OF CONTENTS…………………………………………………. iv LIST OF TABLES…………………………………………………….. viii LIST OF FIGURES……………………………………………………… ix CHAPTER 1: INTRODUCTION Background and Theoretical Perspectives………………. 3 Purpose of the Study……………………………………….. 6 Significance of the Study………………………………… 7 Definition of Terms…………………………………………… 7 Summary and Organization of the Report………………… 9 CHAPTER 2: LITERATURE REVIEW Traditional Research of Teaching Writing……………… 10 Creative Approaches to Teaching Writing……………… 12 Freewriting…………………………………………… 12 The Process Approach…………………………………. 14 The Language Experience Approach………………….. 15 Research on Dialogue Journal Writing………………….. 17 The History of Dialogue Journal Writing……… 17 Definition of Dialogue Journal Writing…………… 17 The Value of Dialogue Journal Writing…………… .. 18 Research on the Relations between Dialogue Journal Writing and Written Fluency……………………… 20 Definition of Written Fluency………………………….. 20 Studies of First Language Education…………… 2l Studies in Second / Foreign Education…………. 25 Studies inside the Context of Taiwan…………. 27 Dialogue Journals and Writing…………………………….. 28 Modeling Sentences in Teachers’ Responses…………. 29 Studies outside the Context of Taiwan……………… 30 Dialogue Journal Writing as a Bridge………………… 33 Advantages and Disadvantages of Dialogue Journal Writing 34 Advantages……………………………………………… ... 34 Disadvantages……………………………………………... 35 CHAPTER 3: METHODOLOGY Subjects……………………………………………………… 37 Instruments……………………………………………………. 38 The Daly-Miller Apprehension Test……………………… 38 The Final Questionnaire on attitudes toward Dialogue JournalWriting……… 39 Data Collection Procedures…… 39 Data AnalysisProcedures………………………………… .. 41 Quantitative Analysis……………………………………... 41 The Number of Clauses as a Measure of Syntactic Complexity……………………………………………..... 42 Language Functions as a Measure of Writing Ability… 42 Qualitative Analysis……………………………………….. 42 CHAPTER 4: RESULTS AND DISCUSSION Comparison of Written Fluency in Students’ First and Last Two Dialogue Journal Entrie 44 Difference in Mean Scores on Word Count in the Students’ First and Last Two Entries………………………………. 45 Difference in Mean Scores on Time the Students Spent in he First and Last Two Entries……………… 45 Difference in Mean Number of Clauses per T-unit in the First and Last Two Entries…………………….. 46 Difference in the Students’ Apprehension toward Writing In the Pre and Post-test…………………………………. 46 Discussion of Students’ Written Fluency Before and After Dialogue Journal Writing………………………… 49 Comparison of the Use of Language Functions in the First and LastTwo Entries………………… 53 Difference in Student Uses of Language Functions in the First and Last Two Entries………………………. 53 Discussion on the Use of Language Functions in the First and Last entries……………………………… 57 Discussion for Overall Improvement in Student Uses of Language Functions…………………………………. 58 Discussion of the Increase in Reporting General Facts…………………………………………… 61 Discussion of the Increase in Requesting Functions… 62 Discussion of the Decrease in Reporting Opinions… 64 Discussion of the Decrease in Requesting Opinions… 66 Discussion of Other Characteristics of Student Uses of Language Functions…………………………………... 67 Student Opinions of the Dialogue Journal Writing Activity……… 71 Results of the Final Questionnaire………………… 72 Results of two Open-ended Questions………………... 74 Reasons for the Positive Responses……………… 74 Reference to English Language and Learning…..74 Reference to Communication with the Teacher. 75 Reference to Self-reflection………………… 75 Reasons for Negative Responses…………………… 75 Reference to English Language and Learning… 75 Reference to Privacy……………………………… 75 Comments and Suggestions…………………………….. 76 Discussion of Student Opinions of the Dialogue JournalWriting……… . 76 CHAPTER 5: CONCLUSIONS Summary……………………………………………………………… 80 Pedagogical Implications……………………………………… 82 EFL Teachers………………………………………………… 82 Limitations of the Study…………………………………… 86 Suggestions for Future Study………………………………… 87 REFERENCES…………………………………………………………… 88 APPENDICE Appendix A: Daly-Miller Writing Apprehension Test, ESL Version… 99 Appendix B: Definitions and Examples of 14 Language Functions…………… 100 Appendix C: An Analysis of Language Functions: A Student’s Sample 102 Appendix D: Daly-Miller Writing Apprehension Test, Chinese Version………. 103 Appendix E: The Final Questionnaire on Attitudes toward Dialogue Journal Writing,Chineseversion……… l05 LIST OF TABLES Table 1 A T-test of Mean Scores on Word Count in the First and Last Two Entrie 45 Table 2 A T-test of Mean Scores on Time Students Spent in the First and Last Two Entries………………………… 46 Table 3 A T-test of Mean Number of Clauses per T-unit in the First and Last Two Entries.……………………… 46 Table 4 T-tests for Difference of the Students’ Apprehension Toward Writing In the Pre-and Post-test………………………………… 47 Table 5 Students Use of Functions: Contrast Between Mid-September and Mid-December………………………… 54 Table 6 Students Use of function by Rank Order: Contrast Between Mid-September and Mid-December… 56 Table 7 Student Changes by Distinctive Features…………… 57 Table 8 Students’ Attitude Toward the Dialogue Journal Writing……………… 72 Table 9 Students’ Views on the Topics for Dialogue Journals… 73 Table 10 Students’ Views on Quality and Quantity……… 73 Table 11 Students’ Views on Interaction…………………… 74 LIST OF FIGURES Figure 1 A flow chart of the study procedure………………… 40 ix

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