本研究採用「個案研究法」，以一個國中補習班之作文班的七年級生為研究對象，進行作文教學活動的設計與實施結果的成效探討。 本研究的作文教學活動設計，係將學生區分成高、中、低三個學習成就區塊，根據不同的學習能力，設計不同的教學活動，並運用「合作學習」模式進行教學。教學實施後，分別從「學生作品」、「觀察紀錄」、「問卷調查」及「訪談紀錄」四個面向進行探討，分析教學活動的設計與實施成效。 第一章〈緒論〉，總述研究動機與目的、研究範圍與限制、研究方法與步驟，以及文獻探討。 第二章〈高成就學生之作文教學活動設計〉，從高成就學生的起點行為分析開始，以「創造思考教學」為設計主軸，訓練其「發散思維能力」與「想像力」，並結合「續寫作文題型」練習，最後再進行教學實施的成效探討。 第三章〈中成就學生之作文教學活動設計〉，從中成就學生的起點行為分析開始，以「情境作文教學」為設計主軸，訓練其「觀察力」與「感受力」，並結合「擴寫作文題型」練習，最後再進行教學實施的成效探討。 第四章〈低成就學生之作文教學活動設計〉，從低成就學生的起點行為分析開始，以「材料作文教學」為設計主軸，訓練其「記憶力」與「聯想力」，並結合「仿寫作文題型」練習，最後再進行教學實施的成效探討。 第五章〈結論與建議〉，第一節先說明教學活動設計與探討的總結論，第二節與第三節分別提出對教學活動設計與補教機構的建議，第四節則是表達對中學語文教師的期盼。 總體而言，根據學生不同的學習能力與需求，設定相符的教學目標與教學活動，不僅能激發更多的學習潛力，也能逐步培養寫作興趣與提升寫作能力。

雖然從一九六Ο年代中期開始，英作文教學法已有不同程度的發展，如Maxine Hairston 所指稱的「作文教學法的革命」，但多數第二外語的英作文仍沿用作品成果取向(product-oriented)而非過程取向(process-oriented)。 在本研究□，運用目前「過程取向」中的創意策略教學來探討它在第二外語寫作教學上的成效。研究的目的在於回答下列問題： (一) 創意策略教學是否能幫助學生在寫作上有創意、有構思、有想像？(二) 創意策略教學是否會減弱學生在字彙、語言使用及標點符號的能力？(三) 創意策略教學是否能增強學生在作文組織結構方面的能力？(四) 創意策略教學是否能增進第二外語學生的整體寫作能力。 本研究從二ΟΟ二年九月開始至二ΟΟ四年六月結束，而共有七十二位社會組高中同學參與作文教學課程。前測及後測作品各有九十一篇。評分準則分成下列五項：內容、結構、字彙、語文使用和標點符號。 研究結果簡略歸納如下：(一) 學生因創意策略運用，更能有效構思取材而激發想像力；(二) 創意策略教學不會減弱學生在字彙、語言使用及標點符號的能力；(三) 創意策略教學未必能增強學生在作文組織結構方面的能力；(四) 創意策略教學確能有效提昇學生整體的英文寫作能力。 從研究中發現，應用創意策略教學確能增進學生的英作文寫作能力。 / In the mid-1960s, the pedagogy of composition has had a different progress, which Maxine Hairston (1982) labeled it as the revolution of the teaching of writing, yet most of the EFL composition writings are still product-oriented rather than process-oriented. In this study the current process approach writing, that is, the use of invention strategies is used to examine and compare its effects on EFL high school English writing. The aim of the study is to explore and answer the following questions: (1) Can invention strategies be used to help student-writers generate ideas, gather information and ignite imagination in their writing? (2) Will student-writers' abilities in the use of vocabulary, language use and mechanics be lessened by the use of invention strategies? (3) Can invention strategies be used to help student-writers strengthen the organization of their writing? (4) Will EFL students' overall writing performances improve through the instruction of invention skills? The study was conducted from Sept, 2002 to June, 2004, and a total of 72 11-grade senior high school students from social science program participated in the research. There were 182 pieces of students composition writings paired and graded. The criteria of scoring were categorized into five parts: content, organization, vocabulary, language use and mechanics. The results are summarized as follows：(1) Invention strategies can help student-writers generate ideas, gather information and ignite imagination in their writing. (2) Student-writers' abilities in the use of vocabulary, language use and mechanics will not be lessened by the use of invention strategies. (3) Invention strategies cannot necessarily help student-writers improve the organization of their writing? (4) Overall, invention strategies can significantly improve the EFL students’writing performances. Besides, EFL student-writers also got the highest average grades in content part. In other words, the students-writers will enrich the content of their compositions through the use of instruction of invention strategies. Judging from the findings, student-writers as well as the writing teachers will gain benefits from the use of invention strategies.

本研究的主要目的在探討研究者所發展的「同儕回饋」作文教學模式對於高中生作文表現之影響。「同儕回饋模式」主要根據寫作認知歷程模式與社會互動模式，並結合同儕互評之相關研究為核心所建構而成。 本研究以新竹縣某國立高中二年級三個班級為研究對象，採準實驗研究設計中的不等組前後測設計，教學實驗共實施十一週。第一類組與第二類組的班級採取「同儕回饋」作文教學，第三類組的班級為「範文寫作」教學；其中「同儕回饋」作文教學包含「接受回饋」與「給予回饋」兩種實驗處理。 資料蒐集後進行統計分析，並以學生作品作為分析之參照，分別簡述如下： 1.以前測為共變項，將前測差異影響予以排除後，進行共變數分析，以了解自變項對依變項後測的影響。 2.根據受試者在教學實驗後所知覺到的作文表現情況進行回饋問卷調查，並對不同組別在各問題進行平均數差異檢定。 本研究之結果如下： 1.接受回饋與給予回饋組之整體作文表現的提升顯著優於範文寫作組，且給予回饋組在自我知覺「作文表現能力的提升」亦高於範文寫作組。 2.同儕回饋中接受回饋組與給予回饋組在整體作文表現的提升無顯著之差異。 3.以班級而言，第一類組同儕回饋在作文表現的提升是最為顯著。 4.以作文表現「組織結構」而言，第二類組學生對於「給予回饋」的提升效果是優於「接受回饋」實驗處理。 研究結果顯示，在高中階段的作文教學中應用「同儕回饋」模式對於學生作文表現有正面之影響，良好的同儕互動與有品質的同儕回饋意見將促使學生投入學習活動之中，進而提升在作文上的表現。 關鍵字：同儕回饋、範文寫作、作文表現 / The main purpose of this study was to explore the effects of the “peer feedback writing instruction model” developed by the researcher on the writing performance of senior high school students. This peer feedback model was constructed based on the cognitive processing writing model and the the social interaction model, and some peer evaluation theories. The teaching experiment lasted for eleven weeks, in which the quasi-experimental nonequivalent pretest-posttest theories were applied. Participants were juniors in three different classes of a national senior high school in Hsin-Chu County. Students in Class One and Class Two participated as the peer-feedback group, which was further divided into two subgroups: the feedback-receiving group and the feedback-giving group. Students in Class Three participated as the control group, which was also the model-essay group. Listed below were analyses of the experimental data with reference to students' writings: 1.In the experiment, the pretest was set as covariance. To investigate the influence of independent variable on the dependent variable(posttest) , one-way ANCOVA statistics was conducted after exclusion of pretest-difference. 2.After the teaching experiment, a feedback-questionnaire survey on how the participatns perceived their writing performance is carried out. One-way ANOVA is applied for every question among different groups. The results of the study were as follows: 1.Overall writing performance of students in the feedback-receiving and feeback-giving groups was significantly better than the model-essay group. For self-perception of the improvement in writing ability, the feedback-giving group also scored higher than the model-essay group. 2.In terms of improvement in overall writing performance, no significant difference was found between the feedback-receiving and feedback-giving groups. 3.Classwise, Class One benefited most from peer-feedback and hence made the most improvement in writing performance. 4.As far as structure organization in writing is concerned, Class Two students in the feedback-giving group performed better than students in the feedback-receiving group. The study results showed that the peer feedback model has a positive effect on the writing performance of senior high school students. Peer interaction and peer feedback of good quality stimulate students into learning, and hence improve their writing performance. keywords:peer feedback、writing with model essay、 writing performances

為探討影響論文式測驗評分公平性的因素，研究者以考生字跡、考生作文程度與評分 者有關特質諸因素做為探討的重點，期以實證之研究提供有關當局參考。全文共一冊 ，約四萬字，主分五章十三節，茲分述如下： 第一章為緒論：下分三節，一為研究動機與目的、二為研究問題與假設、三為有關名 詞之操作定義，本章主述研究問題產生的背景、目的、假設與重要名詞解釋。 第二章為文獻探討：下分三節，一為考生特質與論文式測驗成績、二為評分者特質與 論文式測驗成績、三為考生特質、評分者特質與論文式測驗成績，本章主探討各有關 文獻，以建立理論架構。 第三章為研究方法：下分三節，一為受試者、二為測量工具、三為統計方法，本章主 述依據理論架構所採取的研究方法。 第四章為研究結果：下分二節，一為影響論文式測驗評分客觀的因素、二為「思想觀 念」、「結構層次」、「文句表達」、「標點符號運用」對作文總分的預測功能，本 章主述依研究設計實施所得的結果。 第五章為討論與建議：下分二節，一為討論、二為建議，本章主對研究結果加以解釋 ，並提出建議。

漢語沒有像英文嚴格的時態標記，因此，多數中國學生開始學英文時會有動詞過去式標記上的困難，在表達英語過去時間概念時，中國學生特別依賴時間狀語。為了了解中國學生表達過去時間概念時，時間狀語所扮演的角色，本文藉由觀察高中學生為期一年的作文，探討中國學生時間狀語的使用位置、時間狀語及動詞過去式標記之間的關係、中國學生過去式動詞標記上的困難。藉由以上三個方向的探索，可以更了解學生使用的時間狀語和過去式動詞的標記。 研究結果顯示，中國學生在英文作文中，時間狀語的使用頻率明顯偏高，且使用頻率有隨時間逐漸增高的趨勢，而時間狀語出現的位置，因英語程度不同有別，程度較高的同學，時間狀語出現在句首及句尾的比例相近，無明顯偏好；但是程度偏低的同學，則普遍偏好將時間狀語置於句首，類似漢語時間狀語出現的位置。 時間狀語同時也影響著學生標記過去式動詞的比率，倘若一個限定動詞在同個句子中有對應的時間狀語，則這個限定動詞較有可能標記為過去時態，這樣的現象又以英語程度較低的同學最為明顯。 在動詞過去式標記上，本文發現有過半的同學曾將was/were當成過去式動詞標記，置於限定動詞之前；此外，語料中也發現，有幾位同學會將用過去進行式及過去被動式誤用在過去簡單式之中，這樣的現象，有可能是因為學生認為有was/were即為過去式的標記所致。 透過本文的研究可看出時間狀語對於中國學生標記英語過去時間概念上的重要性，也可看出語言遷移(language transfer)在語言習得中的影響力，期許本文的發現能在英語習得及教學上有所助益。 / / Without tense marker in Mandarin Chinese, most Chinese EFL learners have difficulties in past tense marking in the beginning of learning English. Before marking past tense steadily, Chinese EFL learners tend to depend mainly on temporal adverbials in expressing past time. Temporal adverbials seem to play important roles during the process of acquiring tense marking. The present study tries to observe how Chinese learners use temporal adverbials to express past time and what kinds of difficulties learners have in past tense marking. Furthermore, we attempt to investigate the relation between tense marking and temporal adverbials. By analyzing learners’ composition, we found that Chinese EFL learners have high frequency in using temporal. Most learners are prone to put temporal adverbials in sentence-initial position except for learners with higher proficiency. Besides, learners are more likely to mark past tense co-occurring with temporal adverbials. Morphologically, Chinese EFL learners seem to regard was/were as a past-tense marker and put was/were in front of finite verbs ungrammatically. These findings manifest the importance of temporal adverbials for Chinese EFL learners in expressing past time and provide potential explanations for tense errors.

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本研究旨在探討台灣英文教科書與學生英文作文佳作中，敘述文與說明文中的因果關係使用。因為因果關係在閱讀與寫作中很常見，所以對學生來說，學會如何正確使用因果關係是件極為重要的事。根據李(2003)的研究，她發現因果關係對學生來說是最難學好的因果關係。因此，本研究希望能了解教科書中的敘述文與說明文是如何介紹因果關係給學生。同時，本研究亦希望能得知學生如何在不同文體的英文作文中，使用因果關係。 本研究選用三個版本的高中英文教科書來進行研究，之所以選擇此三版本教科書的原因在於，此三個版本在台灣高中英文課本的市占率最高。而又因為敘述文和說明文在學測和指考的英文作文考試中是最常要測驗學生的文體，因此本研究進一步挑選課本中的敘述文和說明文來進行分析與探討。此外，本研究亦研究民國100年到105年的學測、指考英文作文佳作，舉凡是敘述文和說明文中所使用的因果關係都進行分析與探討。 研究結果顯示在三個版本中，敘述文和說明文的分布無明顯差異。此外，本文發現年級越高的高中生會接觸到愈多的敘述文，但愈少的說明文。研究結果亦顯示文體會影響因果關係的使用情形。相較於敘述文中的因果關係使用，我們發現教科書作者在說明文中使用較多因果關係。 而我們也發現在不同文體中的不同文章結構，因果關係使用的情形不同。在敘述文中，因果關係主要被使用於Complications和Resolutions中。在說明文中，因果關係則主要被使用於Arguments supported by evidence 和Summing up the position中。除此之外，本文亦發現在四類因果連接詞中，Reason和Result這兩類的因果連接詞最常被使用於敘述文和說明文中。 為了清楚看出因果關係，本文針對包含因果關係的句子皆進行了句法、時間及邏輯順序的分析。結果發現幾乎所有因果關係中的時間順序皆與邏輯順序一致。同時，本文亦歸納出教科書中的因果關係的七種使用形式，並提供教科書中的例句來進行討論。 最後，透過學生英文作文佳作的分析，我們發現在因果關係的使用量方面，這群學生與教科書作者相似。而本研究亦歸納出學生在佳作中的四個因果關係誤用的問題。 希望本研究的發現及所提供的建議可供台灣高中英文科教師、教科書作者以及高中生參考。 / The purpose of the study is to investigate the variations of causal relations in narrations and expositions in Taiwan senior high school's English textbooks, and high performance students’compositions. Since causal relations are common in reading and writing, it is important for students to learn to use it. According to Lee (2003), causal relations are the most difficult logical relations for students to master. The present study wants to know how causal relations are introduced to learners in the narrations and expositions from textbooks. Besides, the present study also wants to know how students use causal relations in different genres of compositions. In the study, three series of textbooks are selected for the examination. These three textbooks were chosen as they are commonly used textbooks in Taiwan senior high schools. The selected texts for examination are the texts of two genres: narration and exposition, for these two genres are frequently tested in College Entrance Exams. Moreover, the causal relations in narrations and expositions among the high-scoring essays in years of 2011 to 2016College Entrance Exams were examined as well. The results showed that three series of textbooks in have no significant differences in the distributions of narrations and expositions. Besides, senior high school students expose more narrations but fewer expositions in the higher grades. Furthermore, the result revealed that genres do influence the uses of causal relations, for expositions in the textbooks applied more causal relations than the narrations in the textbooks. Moreover, different usages among different text organizations in both narrations and expositions were found. In the text organizations of narrations, causal relations were mainly used in complications and resolutions.In the text organizations of expositions, causal relations were mainly used in Arguments supported by evidence and Summing up the position. The types of causal relations which are frequently used in textbooks were also found as well. The results showed that Reason and Result type of causal logical connectors were mainly used in both narrations and expositions. Analyses of casual relations’sequences were conducted to clearly see the syntactic sequences, temporal sequences, and logical sequences of the sentences with causal relations. It was found that almost all the causal relations in the textbooks had the temporal sequences equaled to the logical sequences. Moreover, six usages of causal logical connectors were categorized and presented with example sentences. Last but not least, through the analyses of causal relations in students’high-scoring essays, the result showed that high performance students used the similar amounts of causal relations in their compositions with the textbooks’ writers. The present study also categorizes the errors of misusing the causal relations into four problems. It is hoped that this study can provide insights for the senior high school English teachers, textbook publishers, and students to follow.

現今國中學生寫作動機與作文品質不佳是國內普遍的現象，而學校是國中學生的主要學習場所，因此本研究的探討旨趣在於瞭解校園中的三個主體：學生、同儕與教師，即文化資本、同儕互動以及內化判準，與國中學生寫作動機以及作文品質間的關係；並進一步瞭解國中生的文化資本、同儕互動、內化判準對寫作動機的預測情形以及前述四者對作文品質的預測情形。 本研究以163位國中二年級學生為研究對象，研究工具包括：研究者自編的「文化資本量表」、「同儕互動量表」、「內化判準量表」、「寫作動機量表」以及「作文評定量表」。此外，本研究以因素分析、信度分析、t考驗、單因子變異數分析、皮爾遜積差相關分析、典型相關分析以及多元迴歸分析進行量表與研究假設的驗證。 研究結果顯示： 1.當國中生擁有愈多的文化資本，其寫作動機也會愈高；而國中生擁有的文化資本多寡，與其作文品質無明顯的關係存在。 2.當國中生與同儕的互動頻率愈高時，會有愈高的寫作動機，且會有愈良好的作文品質。 3.當國中生對寫作判準的認同程度愈深時，會有愈高的寫作動機，且其作文品質會愈良好。 4.當國中生的寫作動機愈高時，其作文品質也會愈良好。此外，當國中生的寫作訊息性動機愈高時，其作文中也會有愈良好的新穎性表現；而國中生的寫作內在動機與控制性外在動機對作文中的新穎性表現沒有顯著的影響。 5.國中生已認同判準以及文化資本能顯著預測國中生的寫作動機，且國中生已認同判準是最主要的預測變項。 6.國中生已認同判準、訊息性外在動機以及同儕互動能顯著預測國中生的作文品質，且國中生已認同判準是最主要的預測變項。 為促成國中學生寫作動機以及作文品質之有效提升，本研究最後根據研究結果，對國民中學與國中教師提出幾點實務上之建議： 1.國中校園應多提供豐富的語文物理環境，並鼓勵學生多加運用；此外，鼓勵學生多參與多元的活動，累積生活經驗。 2.鼓勵國中同儕間建立分享的寫作學習社群，並積極地和同儕討論生活見聞。 3.協助學生掌握寫作領域中的批判性原則與標準。 4.著重國中生之寫作訊息性外在動機以及內在動機的培養。 並從研究議題與研究設計兩方面提出建議，作為後續研究之參考。 關鍵字：文化資本、同儕互動、內化判準、寫作動機、作文品質 / Low writing motivation and inferior composition quality has been a general phenomenon for current junior high students. In view of school as the main learning field, this research is to investigate how writing motivation and composition quality are related with cultural capital, peer interaction as well as writer’s internalized criteria, how the writing motivation is predicted by cultural capital, peer interaction as well as writer’s internalized criteria, and how the composition quality is predicted by cultural capital, peer interaction, writer’s internalized criteria and writing motivation. There are 163 students of grade 8 joining in this research. Five self-reported questionnaires, which are “cultural capital scale”,“peer interaction scale”,“writer's internalized criteria scale”, “writing motivation scale” and “composition quality scale” , designed by the researcher, were utilized to measure each variable respectively. Factor analysis, Cronbach alpha, t-test, ANOVA, Pearson relation coefficient, canonical correlation analysis and multiple regression were conducted to validate the questionnaires and verify the hypotheses. The results were as follows: 1. The more cultural capital, the higher the writing motivation were. However, cultural capital was not related with composition quality. 2. The junior high students, who interacted with classmates more frequently, have higher writing motivation and better composition quality. 3. The more important students identified the writing criteria, the better composition quality were. 4. When students owned higher writing motivation, their compositions also have better quality. Besides, when students have higher informational extrinsic motivation, their compositions were found more novel. However, neither of the intrinsic writing motivation nor controlling extrinsic motivation impacted the novel performance. 5. Both identified writing criteria and cultural capital were able to predict writing motivation significantly, the former variable is the most important one. 6. Composition quality was able to be explained by identified writing criteria, information extrinsic motivation and peer interaction significantly. Identified writing criteria is the most important variable among them. Based on our results, several suggestions were raised for the practical application of teachers. 1. The campus should be generated as an abundant linguistic surroundings and the school should encourage students to utilize those resources more frequently. Besides, school should inspired students to participate the various activities so as to enrich the living experiences. 2. The writing community should be encouraged to establish for sake of share of learning experience. The discussion regarding living experiences among classmates should also be promoted. 3. To help the students mater the critical principles and standard in writing field. 4. To generate both intrinsic and informational extrinsic motivation for junior high students. Keywords: cultural capital, peer interaction, writer's internalized criteria, writing motivation, composition quality

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京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第19252号 / 教博第179号 / 新制||教||155(附属図書館) / 32254 / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 田中 耕治, 准教授 西岡 加名恵, 准教授 石井 英真 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM