任務導向學習法與輸入處理教學法對青少年外語學習者英語寫作能力提升之效能

Abstract

本研究目的在探討三種不同寫作教學法：輸入處理教學法(PI)、任務導向學習法(TBI)、結合上述兩個教學法(the eclectic instruction)對於(1)青少年外語學習者英語寫作能力提升之效能；(2) 三者教學效能之比較；(3) 三個教學法是否對於不同的寫作面向有不同程度的助益。本研究的實驗參與者為69位來自於新北市一所私立女子中學的七年級學生。在完成寫作測驗前測後，實驗參與者分別在不同的寫作教學組內接受主題相同、為期八週的寫作教學。八週後，實驗參與者填寫了一份教學反應與自評問卷並接受寫作測驗後測。實驗參與者的英文作文是根據大學學測英文作文的評分規準來批改並以重複量數雙因子變異數分析及事後分析來統計、分析研究結果。此研究發現(1) 此三種寫作教學法皆能提升青少年外語學習者的英語寫作能力。(2) 任務導向學習法與兩者結合的教學法在寫作的教學效能上優於輸入處理教學法。(3) 任務導向學習法與兩者結合的教學法對於寫作流暢度的助益優於輸入處理教學法。根據此研究的發現所提出的建議如下：國中英語教師可考慮將寫作教學與文法教學結合，如此不但可給予學習者更有意義的練習，也可銜接高中的作文教學。

The study aims to examines three writing instructions: Processing instruction (PI), Task-Based instruction (TBI), and the combination of both (the eclectic instruction) to see (1) their effects on improving EFL young learner’s writing ability (2) the relative contribution of the three, and (3) their benefits to specific writing aspects. The participants of the present study are 69 seven-grade students from a private girls’ high school in New Taipei City who were assigned to three groups. After the writing pretest, the participants received eight-week writing instruction on the same topics in three writing instruction groups. After the instruction, the participants took a post-intervention questionnaire and the posttest. The scoring rubrics of GSAT and syntactical complexity were employed to rate and analyzed the participants’ writing products. Afterwards, two-way repeated measure ANOVA followed by Tukey post-hoc analysis was used to presents the results of the study. The finding showed that (1) all the three writing instructions could improve EFL young learner’s writing ability. (2) Task-based instruction and the eclectic instruction would be more effective than processing instruction in improving writing ability. (3) Task-based instruction and the eclectic instruction could benefit learners’ writing ability in fluency better than processing instruction. Based on the findings, the present study suggests that junior high English teachers could combine writing instruction into grammar instruction for learners’ to get meaningful practices and better preparation for high school composition instruction.