Applying Process Writing as a Cooperative Learning Strategy to the ESL/EFL Writing Class

淺談合作學習策略之PROCESS WRITING在英語寫作課程之運用

10.7109/HKJELL.200107.0027

朱蔓萍(Man-Ping Chu)

Hwa Kang Journal of English Language & Literature

7期（2001 / 07 / 01）

27 - 39

英文

在台灣，典型的英語寫作訓練過程多爲學生等待教師指派題目之後獨自撰寫文章，而教師則花費大部分時間於指導文法和技巧細節以及批改文章錯誤。由於學生寫作內容單一且均爲教師決定，其興趣與專長常受忽視。Process Writing乃一合作學習策略，學生可於小組討論過程中，經由預寫、撰初稿、修稿、編輯以及發表，習得如何責任分配，欣賞彼此差異和提供一己之長，以達成各組目標及提昇個人寫作技巧。本文介紹Process Writing在英語寫作課程之重要性，各寫作流程之目的與方法，並師生所扮演角色。

In a typical EFL writing class in Taiwan, it is a routine for students to wait for the teacher to assign a topic to write about and then to work individually. The teacher spends a lot of time instructing them in grammar and mechanics and then correcting the errors in their product with a red pen. Because the teacher makes decisions for the students all the time, students' own interests or specialties may be neglected severely. Within a process writing class, students are grouped to share the responsibility of learning, then learn to appreciate each other's differences and contribute their own strengths in order to meet group goals. This provides students opportunities for cross-modeling of writing skills and for immediate peer feedback in class. As students gain more experience in working collaboratively, they can grow into more proficient and caring writers. And the teacher will enjoy a class where students are becoming more aware, more insightful, and more articulate, both orally and in writing if s/he is skillful in adapting this cooperative learning strategy.

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