簡易檢索 / 詳目顯示

回結果列表
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：348  下載：49 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 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

    References
    Arslanyilmaz, A. (2012). An Online Task-based Language Learning Environment: Is It Better For Advanced- or Intermediate-Level Second Language Learners? The Turkish Online Journal of Educational Technology, 11(1), 20-35.
    Arslanyilmaz, A., & Pedersen, S. (2010). Improving language production using subtitled similar task videos. Language Teaching Research, 14(4), 377-395. doi: 10.1177/1362168810375363
    Benati, A. (2005). The Effects of Processing Instruction, Traditional Instruction, and Meaningful-based Output Instruction on the Acquisition of English Past Simple Tense Language Teaching Research, 9, 67-93.
    Brown, H. D. (2006). Teaching by Principles: An Interactive Approach to Language Pedagogu.
    Brown, N. A., Bown, J., & Eggett, D. L. (2009). Making Rapid Gains in Second Language Writing: A Case Study of a Third-Year Russian Language Course. Foreign Language Annals, 42(3), 424-452.
    Cadierno, T. (1995). Formal instruction from a processing perspective: An investigation into the Spanish past tense. The Modern Language Journal, 79(2), 197-193.
    Chen, Y.-C. C. (2012). Effects of Processing Instruction on Taiwanese Junior High School Students Learning the English Relative Construction [Abstract]. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/42057377365722097065
    Cheng, A. C. (2004). Processing Instruction and Spanish Ser and Estar: Foem with Sematic-Aspectual Values. In B. VanPattern (Ed.), Peocessing Instruction: Theory, Research, and Commentary (pp. 119-142). United States of America: Lawrence Erlbaum Associates, Publishers.
    Chi, S.-C. G. (2011). The Effect of FonF Instruction on Teenager EFL Learners' Use of English Past Tense in Academic Writing. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/50745688339807034149
    Dyer, B. (1996). L1 and L2 Composition theories: Hillocks' "environmental mode" and task-based language teaching. ELT Journal, 50(4), 312-317.
    Ellis, R. (2003). Task-based Lanfuage Learning and Teaching.
    Farley, A. P. (2001). The effects of processing instruction and meaning-based output instruction. In B. VanPatten (Ed.), Spanish Applied Linguistics (Vol. 5, pp. 57-94). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
    Foster, P., & Skehan, P. (1996). The Influence of Planning and Task Type on Second Language Performance. Studies in Second Language Acquisition, 18(3), 299-323.
    Housen, A., & Kuiken, F. (2009). Complexity, Accuracy, and Fluency in Second Language Acquisition. Applied Linguistics, 30(4), 461-473. doi: 10.1093/applin/amp048
    Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA Language Learning and Language Teaching (Vol. 32, pp. 305). Philadelphia, United States: John Benjamins Publishing.
    Hsieh, S.-W. (2012). The Effectiveness of Task-based Instruction on 8th Graders' English Learning Achievement and English Learning Attitude [Abstract]. Unpulished master theis National Taipei University of Education, Taipei, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/29745496717870327237
    Huang, Y.-P. (2006). The Effects of Error Correction on the English Writing of Senior High School Students in Taiwan. Master, National Taiwan Normal University
    Latif, M. M. M. A. (2013). What Do We Mean by Writing Fluency and How Can It Be Validly Measured? Applied Linguistics, 34(1), 99-105.
    Lee, C.-F. (2006). A Study of Teachers'' Perceptions of Writing Instruction at Junior High Schools [Abstract]. Unpublished master thesis, National Sun Yat-sen University, Kaohsiung, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/02988369643113495145
    Li, Y. (2000). Linguistic Characteristics of ESL Writing in Task-based E-mail Activities. System, 28, 229-245.
    Lin, S.-H. (2010). Effects of the interactive journal writing project on English writing of EFL junior high school students [Abstract]. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/31414821334657669557
    Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of Processing Versus Transfer Appropriate Processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
    Norris, J. M., & Ortega, L. (2009). Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity. Applied Linguistics, 30(4), 555-578.
    Ortega, L. (2003). Syntactic Complexity Measures and their relationship to L2 Proficiency: A Research Synthesis of College-level L2 Writing. Applied Linguistics, 24(4), 492-518.
    Rad, N. F., & Jafari, A. M. (2013). Teaching English and Task-Based Method. International Journal of English Language and Literature Studies, 2(2), 87-94.
    Rezazadeh, M., Tavakoli, M., & Rasekh, A. E. (2011). The Role of Task Type in Foreign Language Written Production: Focusing on Fluency, Complexity, and Accuracy. International Education Studies, 4(2). doi: 10.5539/ies.v4n2p169
    Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
    Su, P.-L. (2012). An Action Research of WebQuest on Junior High School Students'' English Writing and Attitude [Abstract]. Unpublished master thesis, Tamkang University, Taipei , Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/99516947154514636036
    Tanaka, T. (2001). Comprehension and Production Practice in Grammar Instruction: Does Their Combined Use Facilitate Second Language Acquisition? Japan Association for Language Teaching Journal, 23(1), 6-30.
    VanPatten, B. (2004). Input Processing in SLA. In B. VanPattern (Ed.), Processing Instruction: Theory, Research, and Commentary (pp. 5-32). United Sates of America: Lawrence Erlbaum Associates.
    VanPatten, B., & Cadierno, T. (1993). Explicit Instruction and Input Processing. Studies in Second Language Acquisition, 15, 225-243.
    VanPatten, B., & Sanz, C. (1995). From input to output: Processing instruction and communicative tasks.
    Wang, T.-Y. (2010). The Effect of Implementing Different Cooperative Task Types of Task-based Instruction on Speaking Learning in College English Conversation Class [Abstract]. Unpublished master thesis, Chung Yuan Christian University, Taoyuan, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/73922064838169993245
    Willis, J. (1996). A framework for task-based learning: Longman.
    Wolfe-Quintero, K., Inagaki, S., & Kim, H.-Y. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy & Complexity. United States of America: Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.
    Wong, W. (2004). The Nature of Processing Instruction. In B. VanPattern (Ed.), Processing Instruction: Theory, Research, and Commentary (pp. 33-63). Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.
    Wu, P.-S. (2010). Application of Task-Based Instruction to Teaching Roald Dahl's Fictional Depictions of Child-Adult Relationships to Grade-Ten Students in Taiwan: The Case with Roald Dahl's George's Marvelous Medicine and Charlie and the Chocolate Factory [Abstract]. Unpublished master thesis, National Chunghua University of Education, Chunghua, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/01937725575506230274
    Xu, J.-A. (2001). Using Processing Instruction to Teach Wh-questions in Secondary EFL Classes in Taiwan [Abstract]. Unpublished master thesis, National Tsing Hua University. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/03040405871004870340
    Yang, S.-Y. (2012). The Establishment and the Applications for the Scaling of English in General Scholastic Ability Test for Ordinary Senior High School Students. Unpublished master thesis, National Taichung University of Education, Taichung, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/04198164920113693567
    Yeh, C.-L. (2009). The Effects of Task-Based Instruction on Vocabulary Learning: A Study of EFL Vocational High School. Unplulished master degree, National Pingtung Institute of Commerce, Pingtung, Taiwan. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/74274627457896560994

    下載圖示
    QR CODE