Using Predictable Books to Teach Writing in an English as a Foreign Language Setting

運用可預測的書教導兒童外語寫作

10.29882/JTNUE.200808.0002

邱麗珍(Li-Chen Chiu)

英語教學 ； 可預測的書 ； 閱讀 ； 寫作 ； EFL ； predictable books ； reading ； writing

師大學報：教育類

53卷2期（2008 / 08 / 01）

27 - 58

英文

本文旨在探索國小學童在英文基本文法、造句與段落寫作方面的潛力。本研究乃為期12週的英文寫作課程，學童透過閱讀4本可預測的書，從閱讀可預測的書開始，再模仿書中的句型創作3本可預測的書，待學童有幾次寫作的經驗後，教師就引導學生寫一個段落，最後的目標是讓學童能獨立完成段落寫作。可預測的書具有生活化的語言，結構性的內容，且重覆主要的句型，讓讀者可預測故事的情節，是引導初級寫作的入門書籍。本研究的樣本包括4個班級共130位（64名女生，66名男生）國小五年級的台灣學童，其在學校學習英文的時間有4年。本研究採準實驗設計，其中兩班共67名學生被分配到實驗組，另兩班共63名學生則在對照組，資料的收集是透過前測、後測、開放式的問卷和學生的作品。結果發現實驗組的寫作技巧有顯著進步；另外，根據實驗組在前測的成績，將學生分為低、中、高三組，分析的結果發現低組學生在本研究中獲益最多，低組的學生在總分和造句方面比中、高組有顯著進步，中、低組學生在基本文法和段落寫作表現相近，其進步幅度均勝過高組，本研究建議使用可預測的書能提升學生的外語寫作能力。

The purpose of this study was to explore students' writing potential in three areas: basic grammar, making sentences, and writing a simple paragraph. It was conducted during a 12-week writing instruction course using four predictable books which contained familiar patterned content, structure, repetitious sequencing, and predictability. Students in this study were trained to write predictable stories by imitating the patterned structure in English as a Foreign Language (EFL) classes. Finally, they learned to write a simple paragraph independently. The participants included 130 students (64 girls and 66 boys) from four 5th grade classes with four years of English learning in an elementary school in Taiwan. Two classes with 67 students were assigned to an experimental group while the other two with 63 students were members of a control group. Data was collected from a pretest, a posttest, an open-ended questionnaire, and writing samples. Both quantitative and qualitative analyses were used. The findings revealed that writing skills of the experimental group were significantly improved. In other words, writing instruction in this study was efficient. It was also found that the low proficiency group benefited most in this study. The lower group students made the most progress in making sentences and in their overall learning. Both the low and the middle group improved more than the high group in basic grammar and writing a simple paragraph. This study suggests that the use of predictable books can enhance EFL students' writing abilities.

1. Why use active learning
2. Bean, J. C.(1996).Engaging ideas: the professor`s guide to integrating writing, critical thinking, and active learning in the classroom.San Francisco:Jossey-Bass.
3. Brown, H. D.(2001).Teaching by principles: An interactive approach to language pedagogy.NY:Pearson Education.
4. Calkins, L.(1994).The art of teaching writing.Portsmouth, NH:Heinemann.
5. Chapman, C.,King R.(2003).Differentiated instructional strategies for writing in the content areas.Thousand Oaks, CA:Corwin Press.
6. Chiu, L-C,Chang, M-Y,Wang, H-F.(2006).Proceedings of the First Conference on Children's English Teaching and Learning.National Hsinchu University.
7. Clay, M.(1993).Reading Recovery: A guidebook for teachers in training.Portsmouth, NH:Heinemann.
8. Gaske, E. F.(1992).Unpublished doctoral dissertation, Johns Hopkins University, Baltimore.Maryland:
9. Goodman, K.(2005).What`s Whole in Whole Language.Berkeley, CA:RDR Books.
10. Goodman, K.(2001).On Reading.Portsmouth, NH:Heinemann.
11. Grabe, W.,D. Belcher,A. Hirvela(2001).Linking Literacies.MI:The University of Michigan Press.
12. Greenspan, S. I.(1997).The growth of the mind and the endangered origins of intelligence.Reading, MA:Addison-Wesley.
13. Gunning, T. G.(2002).Assessing and Correcting Reading and Writing Difficulties.Boston:Allyn and Bacon.
14. Hall, C. C.(2003).Struggling readers` acquisition of sight vocabulary through the use of predictable materials.Doctoral dissertation:University of Iowa.
15. Harmer, J.(2004).How to teach writing.England:Pearson Education Limited.
16. Hirvela, A.(2004).Connecting reading & writing.MI:The University of Michigan Press.
17. Holdaway, D.(1979).The foundations of literacy.New York:Ashton Scholastic.
18. Jensen, E.(2000).Brain-based learning.San Diego, CA:The Brain Store.
19. Krashen, S.(2004).The power of reading.Portsmouth, NH:Heinemann.
20. Krashen, S.,English Teachers` Association/ROC Taipei(2005).Fourteenth International Symposium on English Teaching.Taipei:Crane.
21. LeDoux, J.(1996).The emotional brain: The mysterious underpinnings of emotional life.New York:Touchstone.
22. Leki, I.,Carson J. G.,Leki, I.(1993).Reciprocal themes in ESL reading and writing.Reading in the composition classroom: second language perspectives.
23. Lerner, J.(2003).Learning disabilities: theories, diagnosis, and teaching strategies.NY:Houghton Mifflin.
24. Linse, C.(2007).Predictable books in the children`s EFL classroom.ELT Journal,61(1),46-54.
25. Lyons, C. A.(2003).Teaching struggling readers.Portsmouth, NH:Heinemann.
26. Martin, B. J.(1999).Brown Bear, Brown Bear, What Do you See.London:Pearson Education.
27. Martinez, M.,Nash, M. F.(1995).Bookalogues: talking about children`s literature.Language Arts,72(3),219-225.
28. McCoy, L. J.,Hammett, V.(1992).Predictable books in a middle school class writing program.Reading Horizons,32(3),230-34.
29. Practical Assessment, Research & Evaluation
30. General guidelines of grade 1-9 curriculum of elementary and junior high school education
31. Moustafa, M.(1997).Beyond traditional phonics.NH:Heinemann.
32. Moustafa, M.,Maldonado-Colon(1999).Whole-to-parts phonics instruction: Building on what children know to help them know more.The Reading Teacher,52(5),448-458.
33. Olness, R.(2005).Using literature to enhance writing instruction.Newark, DE:International Reading Association.
34. Peregoy, S.,Boyle, O.(1997).Reading, writing, and learning in ESL.New York:Longman.
35. Rhodes, L. K.(1981).I can Read! Predictable books as resources for reading and writing instruction.Reading Teacher,34(5),511-518.
36. Saccardi, M. C.(1996).Predictable books: gateways to a lifetime of reading.The Reading Teacher,49(7),588-590.
37. Smith, F.(2004).Understanding reading.N.J.:Lawrence Erlbaum Associates.
38. Sousa, D. A.(2006).How the brain learns.Thousand Oak, CA:Corwin Press.
39. Sternberg R. J.,Grigorenko E. L.(1999).Our labeled children.Cambridge, MA:Perseus.
40. Tierney, R. J.,J. W. Irwin,A. Doyle (Eds.)(1992).Reading/writing connections: Learning from research.Newark, DE:International Reading Association.
41. Tompkins, G. E.(2004).Teaching writing: balancing process and product.Upper Saddle River, NJ:Pearson Education.
42. Trelease, J.(2001).The Read-aloud handbook.USA:Penguin.
43. Walker, B. J.(2003).Supporting struggling readers.Toronto, Canada:Pippin.
44. Weaver, C.(2002).Reading process and practice.Portsmouth, NH:Heinemann.
45. Wu, H. R.(2003).A study of attitudes of multilevel third graders engaged in English instruction with predictable books in Taiwan.Doctoral dissertation:Kansas State University.

1. Chien, Chin-Wen(2013).Implementing Choice Board s with Cooperative Learning to Serve Mixed-Level Elementary School EFL Learners.臺北市立教育大學學報：人文藝術、社會科學類,44(1),67-88.
2. Chien, Chin-Wen(2015).Learning to Plan and Teach Differentiated Instruction in a TESOL Methods Course.師資培育與教師專業發展期刊,8(1),21-44.
3. 張秀穗、吳采峰(2014)。以英文可預測書進行讀寫整合教學對臺北市小五生英語寫作能力之影響研究。intergrams，15(1)，1-33。
4. (2017)。平衡歷程與成果取向之寫作教學的理念與應用。教育研究月刊，279，15-32。