多次文稿寫作教學之成效及其對寫作和改寫態度之影響研究

Abstract

本研究旨在探討多次文稿寫作對於高中生英文寫作能力之影響，及其於學生對寫作和修改之態度的影響。研究時間為四個月。參與本研究的學生為七十七位就讀台北縣某國立高中三年級的兩班學生。兩班各分為多稿組和單稿組，多稿組於九次作文課中共寫了三篇題目，每篇修改兩次。單稿組則於九次作文課各寫一篇新題目。學生於第一次作文課所寫之作文為作文前測，九次作文課結束後另寫一篇文章作為後測。作文評閱標準根據大學入學考試之作文評閱方式。作文前後測同時也各填寫一份探討寫作及修改態度的問卷。 研究結果顯示：多稿組和單稿組在作文品質上均有顯著進步，尤其在組織方面進步最多。然而，多稿組的學生和單稿組學生在作文能力的進步上並無顯著差異。另外，多稿寫作比單稿寫作更能減低學生的寫作焦慮，同時也更能使學生認同修改對作文的價值。多稿組學生不但喜歡修改舊作甚於寫新作文，並且也了解到修改時可能需要做全文大幅度的修改，而非只侷限在字句上。因此，本研究建議高中英文教師要求學生進行需要改寫的多稿寫作，以便提昇其寫作能力同使降低作文焦慮並增進對改寫的重視。此方法尤其適合英文作文經驗不足或英文程度不佳的學生。

The purpose of this study was to investigate the effect of multi-draft writing on EFL high school students’ writing quality and their attitudes toward writing and revision. The study lasted for four months, and the participants included 77 senior students in a high school in Taipei County. The participants were divided into a multi-draft group and a single-draft group during the nine writing meetings. The multi-draft group wrote on three topics, with each topic revised twice; the single-draft group wrote on nine topics. All the participants took a writing pre-test and a writing post-test. The participants’ performance in the pre-test and the post-test was evaluated based on the rating scale used in the Joint College Entrance Exam. They also responded to a pre-test questionnaire and a post-test questionnaire. Both groups showed significant improvement in their writing quality, especially in organization. However, no significant difference was found in the improvement of the participants’ writing quality between the two groups. Although multi-draft writing and single-draft writing were equally effective in improving students’ writing ability, the multi-draft writing experience was significantly more effective in reducing students’ apprehension for English writing. Also, at the end of the study, students in the multi-draft group showed a stronger preference for revision and appreciation of its benefits than students in the single-draft group. They not only preferred to revise rather than to write on a new topic but also had understood writing as rewriting and were more willing to engage in major reconstruction of the whole text. Therefore, multi-draft writing was recommended as an effective approach for an English writing course, especially for beginning writers or students whose English proficiency was at low and intermediate levels.