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|Abstract:||本研究採準實驗設計，比較過程導向教學與成品導向教學在提升學生英文寫作能力的差別效益。研究對象為兩班大專外語科學生，研究時間為期一學年，研究結果顯 示：（1）就提升整體英文寫作能力而言，兩種教學方式均有效，但無差別效益。（2）進一步分析兩種教學法在四個作文分項的差異性，發現過程組與成品組在內 容、組織方面無顯著差異，然而在文法、語辭方面，成品組的進步顯著優於過程組。（3）探討兩種教學法對不同寫作程度學生的適用性，得知過程寫作教學在內 容、組織方面頗具成效，但無法有效增進高、低程度學生運用文法、語辭的能力；而成品寫作教學則可有效增進不同程度學生在各向度的寫作能力，尤其是對提升低 程度學生文法能力的效果最好。|
Despite the long-running controversy regarding the relative merits of product- and process-oriented approaches to teaching English composition, few empirical studies on the effectiveness of either approach have been conducted. This study compared the relative effectiveness of the two approaches by conducting a quasi-experiment. The subjects were 40 English majors form two intact advanced writing classes in a 5-year college program, and the experiment lasted for one academic year. The results showed that: (1) the two approaches are both valid means of upgrading the students' overall ability in English writing, but neither of the two is clearly superior to the other; (2) a further analysis of the difference between the two approaches with regard to the four categories of composition (content, organization, grammar and usage) revealed that the product-oriented approach is more effective than the process-oriented one in improving the students' grammar and diction; (3) with regard to the profieciency level of students, the product approach is particularly effective in enchancing the grammar skills of less proficient writers, while the process approach cannot really improve either the grammar or diction skills of students at all levels of proficiency.
|Appears in Collections:||師大學報|
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