知識建立環境中之英文寫作

EFL Writing in a Knowledge-Building Environment

10.6388/JES.200506.0123

彭登龍(Teng-Lung Peng)

知識建立 ； 以英語為外語 ； 設計實驗 ； 鷹架 ； 鄰近發展區 ； Knowledge-Building ； EFL ； Design Experiments ； Scaffolding ； Zones of Proximal Development

教育科學期刊

5卷1期（2005 / 06 / 01）

123 - 145

繁體中文

本研究之目的在於探究如何有效地創造一個「知識建立」的英文寫作環境，以提昇學生們的學習動機與互動模式。此論文記錄一位教師所引導的「設計實驗」，研究者經過了兩個學期的經營，將一個大學二年級「以英語為外語」的班級（共19人），從一個傳統的教學模式，經由學習者的社區模式，轉變成為「知識建立」的社區模式。首先，研究者說明為何改善學生們的論文寫作是個重要的議題，以及為何「知識建立」的教學法對解決學生們論文寫作上的困難提供可能的解決之道。再者，研究者在研究的三階段中係以「設計實驗」為研究方法。接著，研究者提出研究分析的結果，以答覆本研究的主要問題。然後，研究者論述是何特色使得「知識建立」的「設計實驗」在此研究中發揮功用。這些特色包括：提供後設認知過程的「鷹架」與支持、同儕互動的典範、多重的「鄰近發展區」、分散與開放的「知識建立」、知識學習的社區。最後，此研究顯示學生們的學習動機獲得提昇且互動良好，同時其論文寫作品質亦明顯增進。

The research purpose is to examine how a knowledge-building EFL writing environment can be effectively created to promote students' learning motivation and contributions. This paper reports on an instructor-led design experiments to move a second-year university EFL class (N=19) in a university of technology in Taiwan, over a two-semester period, from a traditional pedagogy model, via a community of learner's model, to a knowledge-building community model. First, the researcher argues why improving students' argumentative writing is an important issue and why knowledge-building pedagogy may be a solution to EFL students' considerable difficulty with argumentative writing. Second, the researcher documents the research methods, design experiments, used over three stages in the research. Third, the researcher presents the results of research analyses, which serve to answer the pivotal research question. Fourth, the researcher discusses the descriptive accounts in an effort to find out what essential features make knowledge-building ”design experiments” work. These features involve: (1) scaffolding and support for meta-cognitive processes; (2) peer interaction paradigm; (3) multiple zones of proximal development; (4) decentralized and open knowledge building; and (5) knowledge-learning community. Finally, research findings suggest that students' learning motivation and contributions increased and that essay writing quality improved.

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