A Study of EFL Writers' Performance of Reading-to-write Task

EFL學生“籍讀而寫”之寫作表現

10.7084/LIS.200612.0031

周碩貴(Shih-Guey Joe)；游毓玲(Yu-Ling You)

英文寫作教學 ； 閱讀與寫作關聯性 ； 後設認知教學 ； EFL writing instruction ； Reading-writing relation ； Metacognitive instruction

語文與國際研究

3期（2006 / 12 / 01）

31 - 50

英文

中文摘要自一九八O年代以來，研究者認為閱讀與寫作都是發掘意義的主動認知過程，一九九O年代的研究結論是：閱讀與寫作密切相關，而且閱讀與寫作應以整合方式教學。本研究旨在觀察大學英語系學生在「藉讀而寫」的英文寫作課的表現，以教學前與教學後相互比較，藉以探討在EFL寫作課程中整合閱讀與寫作教學之效果。本實驗以中部某大學28名英語系三年級學生為研究對象，受測者在實驗期間先後撰寫三次題目相同的英文作文，體裁為比較結構的說明文。第一次寫作時授課教師未提供學生任何閱讀參考材料；第二次則提供與寫作題目相關的材料供學生閱讀，以作為寫作之參考，但教師未解說閱讀與寫作策略；第三次則在教學之後提供學生閱讀材料。「藉讀而寫」的閱讀與寫作策略教學共進行五週，內容以加強學生的後設認知覺知為主，並教導「藉讀而寫」的策略；課程結束後進行第三次題目相同的英文寫作。寫作成績經評比、文本分析、與信度分析後顯示，受測者的英文作文成績有顯著的進步，教學有顯著的效果。依此發現，本研究建議EFL的學生宜接受「藉讀而寫」的整合課程，她們可以從中獲益。

Both reading and writing are considered one's active cognitive process of meaning discovery after the 1 980s; in the 1 990s, research studies conclude that reading and writing are closely related and that reading and writing should be taught in an integrated approach (e.g., Carson, 1990, 1993; Grabe, 2003; Langer & Flihan, 2000; Leki, 1991; You & Joe, 2004). This study, thus, aims to explore if the English-majored juniors perform the reading-to-write task differently before and after the reading-to-write instruction in order to investigate the effects of implementing reading and writing connection in EFL writing curriculum. The subjects were 28 English-majored juniors at a university in central Taiwan. The subjects were required to write a comparison/contrast essay on the same topic for three times in the following order: without reading material, with reading material before the instruction, and with reading material after the instruction. The reading-to-write instruction, lasting for five weeks, was designed to teach the EFL students how to write from sources by means of introducing reading-to-write strategies and enhancing their metacognitive awareness of strategy use. Their written products were then graded, and underwent text analysis and statistic procedure. The results showed that the instruction was effective in improving the subjects' writing performance in the reading-to-write task; the findings thus indicate that EFL learners' need to be taught how to perform a reading- to-write task and that they benefit from an integrated reading-writing program.

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