過去研究顯示，以英文為第二語言的研究生，無論在以英語為第二語言或是以英語為外語的環境下，都會在進行研究和論文寫作時遇到困難(Bitchener & Basturkmen, 2005; Buckingham, 2005; Dong, 1998; Lee, 2008; O’Connor, Greene & Anderson, 2006; Onwuegbuzie & Leech, 2006; Reeves, Herrington, & Oliver, 2005)，然而，相關研究卻缺乏探究在以英語為外語的環境下，同時身為研究生和在職教師的這群學生們所遭遇的困難，及其如何利用可取得的資源去解決論文寫作上的難題。本研究旨在藉由質性個案研究方式，以社會文化學習的角度，特別是van Lier (2004)的擴充式建構理論(expanded ZPD)，取得更多關於身為學校老師的在職研究生在論文寫作過程中遇到的困難以及解決對策的詳細資訊，以期對論文寫作教學以及論文指導上有所貢獻。本研究共邀請到三組指導教授與研究生，每組包含一位教授與他們的兩位研究生。資料來源包含與所有研究參與者的訪談內容、論文寫作相關書籍，以及學生的論文草稿，最後經由對比原始資料得出研究結果。 研究結果顯示學生在寫論文前遇到的困難是研究設計與處理資料，而在寫論文各章節時，他們會同時遇到文字上以及文體格式方面的困難。根據各章節的文體要求，學生們認為文獻回顧、研究發現，以及討論研究結果是最困難的章節，而結論是困難度最小的章節。而這些困難可歸因於學生為非母語寫作者，以及他們對於學術規範的不熟悉。此外，本研究也發現，在職班學生可取得的資源包括同儕、專家、學術出版品，以及自身。 基於上述發現，本研究提出研究所課程的教師應提供學生更多閱讀學術論文的機會，以及在課程中融入讓學生可應用課堂所學的任務。指導教授也能事先提醒學生論文中較為困難的部份，以及告訴學生有哪些可取得資源是有助於論文寫作的。未來，需要更多人誌學以及日記研究法的方式研究，以期能更深入了解在職研究生在論文寫作上的需求。 / Though a number of studies have revealed that both the L2 graduate students in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts may encounter difficulties in conducting research and writing theses (Bitchener& Basturkmen, 2005; Buckingham, 2005; Dong, 1998; Lee, 2008; O’Connor, Greene& Anderson, 2006; Onwuegbuzie & Leech, 2006; Reeves, Herrington& Oliver, 2005), research about how the graduate students who are also in-service teachers in EFL settings cope with the difficulties in thesis writing by making use of the sources available still lacks. Thus, this study aimed to have an in-depth understanding of the difficulties this group of students faced in the process of thesis writing and the ways they adopted to deal with the problems via a qualitative case study and with the social cultural perspective of learning, especially the framework of expanded ZPD (van Leir, 2004) .Three advisor-advisee pairs were invited to participate in the present study, and each pair was comprised of one advisor and two advisees. Data for analysis were collected from multiple sources, including semi-structured interviews with the participants, the textbook of the thesis writing course, and the drafts of theses. Data were analyzed by constant comparative method (Lincoln & Guba, 1985). The results showed that the students faced difficulties about research design and compiling the data even before writing theses. When writing each section of a thesis, they had troubles both at the linguistic level and the rhetorical level. According to the rhetorical regulations of each section, Literature Review, Results, and Discussion were viewed as the three most difficult sections and Conclusion the least difficult section for the students. Hence, the unfamiliarity of academic conventions and the lower English writing abilities contributed to the difficulties the students faced during thesis writing. Moreover, the findings disclosed that the sources available for the students as in-service teachers included human resources such as peers and experts, material resources such as academic publications, and inner knowledge from self. Based upon above findings, it is suggested that the courses of graduate schools should provide students more opportunities to read academic texts extensively and practice what they learn in class. Also, the advisors should remind students of the problematic area of a specific section and tell students the resources available in the academic context. In the future, more ethnographic and diary studies are needed to explore what challenges the students who are also in-service teachers encounter in the thesis writing processes and how they solve these problems because this group of students may have different needs in thesis writing

The main purpose of this thesis is conduct a contrastive analysis on Chinese and English conjunctives regarding their syntactic behavior in texts. The attention is directed to the inter.sentence aspects of the conjunctives(i.e. the textual level) in the two language systems. Halliday and Hasan’s(1976) theory of conjunctives is adopted as the basis for the contrastive analysis. By conducting the contrastive study, the present author hopes that valuable implications can be generated and be applied to the teaching of English writing to Chinese advanced ESL learners in Taiwan. Besides making a contrastive analysis, the author also provides some predictions and performance scales regarding Chinese ESL learners’ linguistic performance in English comjunctives. The predictons and performance scales are further verified with a data corpus totaled 116 written texts, which were collected from 116 advanced ESL subjects regularly attending ESL programs in college. The verification procedure confirms most of the predictions and performance scales. The study reveals that Chinese advanced ESL learners do receive certain influence from their first language, regarding the use of conjunctives at the level beyond sentence. Consequently, the outcome is regarded as capable of rendering valuable implications for ESL(or EFL)teachers and learners as well as researcher.

本研究在探討兩種不同教師回饋對新竹縣國小六年級學童英文句型寫作之影響以及此兩種回饋對學生英語學習態度與動機的影響。此研究以來自新竹縣某國小六年級兩個班級學生為研究對象，此二班級隨機指派為實驗組及控制組。實驗組實施習作批改時的間接回饋而對照組則實施傳統直接回饋，每週均批改一次習作。經過14週的回饋後，兩組皆進行英文句型寫作測驗並施以英語學習態度與動機問卷;3週後再進行英文句型寫作延宕測驗。研究結果顯示，學生受過教師的間接回饋批改後在英文句型寫作之正確率上有顯著進步，此顯著進步也表現在延宕測驗中的介系詞題型；但其對訂正習作上錯誤則表現顯著焦慮。希望本研究能為英語老師在教學實務上提供助益。 / The present study mainly aimed at investigating the effects of two different types of teacher feedback on English sentence writing accuracy. Meanwhile this paper also aimed at examining learners’ attitudes of the two different types of teacher feedback, and the changes of learners’ attitudes and motivation towards English learning after the implementation of different teacher feedbacks. Two sixth-grade classes in Hsin Chu County were randomly assigned to be the experimental group and the control group. The experimental group received indirect feedback (IDF) on their workbook while the control group received traditional direct feedback (DF) once a week. After the 14-week treatment, an English writing proficiency test and an English learning attitudes and motivation questionnaire were administrated to examine learners’ sentence writing accuracy and their learning attitudes and motivations respectively. Finally, a retention test was conducted in 3 weeks later to know the retention effect of two types of teacher feedback. The findings showed that the IDF had helped students gained significant progress on sentence writing accuracy. Moreover, the significant improvement was also presented on the aspect of preposition in the retention test. However, the IDF group expressed significant anxiety towards correcting errors on workbooks after the treatment of IDF. Hopefully, the findings of the present study may provide English teachers with some useful pedagogical implications.

本研究旨在探討不同因素對寫作時觀念產出過程之影響。研究共分二階段實驗，第 一階段探討題目的規限對寫作時觀念產出之影響。第二階段探討文章結構的指示程 度對觀念產出的影響。二個階段實驗均以國立屏東師範學院初等教育系三年級學生 三十人為研究對象。 第一階段實驗為２×３的實驗設計，自變項為作者對題目的熟悉度與題目本身的特 殊度。前者分為二個水準：高熟悉度與低熟悉度，並採受試者內設計；後者分為三 個水準：低特殊度、中特殊度及高特殊度，採受試者間設計。依變項分為觀念產出 的總量與產出觀念之組織程度。前者以命題數及串節數來衡量，後者以串節密度、 集群密度、以及層次數來衡量。此外，在實際計分過程中，又根據受試者的產出而 增列重複命題數與無關命題數二依變項。在資料分析方面，本研究採二因子變異數 分析方法逐一對每一依變項進行檢定。結果發現在命題數與串節數二變項上，熟悉 度與特殊度的主要效果均達顯著；在集群密度與串節密度上，特殊度的主要效果達 顯著；在無關命題數方面，則是熟悉度的主要效果達顯著。 第二階段所操弄的自變項只有一個：文章結構的提示程度，分為三個水準：明顯文 章結構提示、不明顯文章結構提示及不予提示組。

研究者與此個案家庭長達十年的頻繁互動（田野觀察），從現象中發現研究問題：如何在家庭情境中（針對數理資優生）發展寫作課程，並激發學習者的內在動機和興趣？研究者以行動研究方法進行預循環（以「心靈寫作」一書中的「自由書寫」方式結合語文遊戲，在活潑愉悅的語言情境中創作），但成效有限。研究者探索原因並找到劇本創作的形式，結合遊戲教學和創造性戲劇的原理，分析學習者在過程中學習曲線的起伏、興趣動機的變化，發展出家庭寫作課程應具備的元素、形式和要點。

在英語寫作教學上，長久以來對於範文的使用，有很大的爭議。有些學者認為學習者可以透過分析與模仿範文的結構學會英文的組織結構；另一方面，有些學者則認為寫作是複雜的，非直線的過程，應包含了構思、寫作、修改、重寫等活動，範文的使用會阻礙學生自主思考。因此，在此提出一套寫作教學法，融合上述兩派的優點，透過範文使學生熟悉英文的修辭結構，同時以同儕修改、重寫、教師回饋等活動來輔助寫作的過程。本研究的目的是探討以範文演示法教學對高中生寫作的成效。 研究對象是台北縣某所高中39位三年級學生。主要研究工具包括：用以評估學生寫作能力的前後測寫作、兩份問卷用以調查學生對於英文寫作之結構的認知，及最後進行訪談以了解教學成效。研究過程分為三個步驟：(1)前測---前測寫作及問卷。根據大考中心的英文寫作標準，以前測成績將學生分成中等能力組(MPG)和低能力組(LPG)，以調查寫作教學對不同程度學生的影響。問卷則是調查學生之寫作習慣，及對英文寫作之認知。(2)教學實驗---為期十週的寫作教學 ，教學主題為記敘文及因果關係的寫作。(3)後測---後測寫作問卷與訪談，透過後測寫作以檢視學生之寫作成效；問卷與訪談則是為了進一步了解學生對英文寫作教學課程之觀感。 研究結過發現，此教學實驗對學生的英文寫作有正面影響。尤其在寫作結構及整體寫作品質方面，有明顯進步。此外，低能力組的進步大於中等能力組，而學生也反映，在上完英文寫作課後，對英文寫作較有信心。 / In the history of English writing pedagogy, there has long been a dispute over the use of models in English writing. Some researchers propose that learners can learn English organizational structures through the analysis and imitation of organization and logical arrangement in model paragraphs or essays. On the other hand, some process-oriented researchers argue that the use of models will prevent students from thinking on their own. An integrated approach was thus proposed to incorporate the strengths of the two approaches. Models were used to familiarize students with the rhetorical organization in English written discourse. In the meantime, peer-editing, revision and teacher feedback were used to facilitate the writing process. The present study examines the effects of model-based instruction in organization on the writing of senior high school students. Thirty-nine subjects, who were senior high students in the third year, participated in this study. A pretest writing was used before the instruction to group the subjects into different proficiency levels according to the criterion set by the College Entrance Examination Center (CEEC). Two proficiency groups, namely, the middle proficiency group (M.P.G) and low proficiency group (L.P.G), were found among the subjects. A Writing Habit questionnaire was applied to investigate the subjects’ conception and habits about writing before the instruction. Then, a ten-week model-based writing instruction was conducted on all the participants in the study. Description and cause-effect writing were the two genres for instruction. After the instruction, a post-test writing was conducted to compare with the pre-test to examine whether students had made progress in their writing after the instruction. The Response Questionnaire and three in-depth interviews were conducted to further explore students’ perception and attitude toward the model-based writing. The results of the study reveal that the instruction helps to improve students’ abilities to organize ideas more effectively and logically. The significant increase in scores on overall writing quality in the posttest also show that the model-based writing instruction helps to yield higher quality in students’ overall writing. In addition, subjects in the L.P.G. seem to make more progress than those in the M.P.G. Moreover, the subjects seem to have more confidence in writing after the treatment.

本研究旨在探討文章結構與主題知識對國小學童說明文寫作表現的影響。 正式實驗的受試包括台北縣秀朗國小五年級三個班級共 138名學童，分別 接受文章結構明示、暗示與不提示三種實驗處理，然後受試均各寫一篇對 主題知識熟悉與不熟悉的說明文，依變項為組織結構與內容觀念兩個寫作 表現的成績。研究結果發現，在扣除智力與國語科成績的影響後，在寫作 組織結構的表現上，提示文章結構並沒有幫助，反而是以不提示文章結構 的控制組表現最優；在內容觀念向度的表現上，以暗示文章結構的方式最 有助於寫作表現，而且文章結構的提示方式與寫作主題知識對內容觀念產 出也具有交互作用的效果，當寫作主題熟悉時，暗示文章結構最能提高內 容觀念向度的寫作表現。無論是在內容觀念或組織結構，都是以當寫作者 對寫作主題知識熟悉時的表現優於當寫作者對寫作主題知識不熟悉時，因 此本研究建議，在寫作教學上，教師應該針對學生所熟悉的事物來命題， 同時與其他學科的領域知識相結合，以豐富寫作內容。

有許多的研究已經證實圖片提示提供具體且相關的訊息有助於英文寫作。本研究的目的是要探討使用圖片提示對於高低成就高中學生英文作文的內容、結構、字彙及整體寫作表現之影響。本研究的對象是108位屏東縣某所高中的高三學生，根據全民英檢寫作測驗的成績，他們被均分成兩個高成就群和兩個低成就群。他們填寫問卷(一)提供他們的背景資料。接著實施兩型記敘文寫作測驗，高成就群(一)及低成就群(一)接受只有引導句的寫作測驗；高成就群(二)及低成就群(二)則接受另一型提供引導句加圖片提示的寫作測驗。所有的研究對象填寫問卷(二)提供他們對英文寫作的態度，而高成就群(二)及低成就群(二)接著再填寫問卷(三)提供他們對圖片提示的看法。最後的小組訪談旨在更進一步瞭解學生對於圖片提示的觀感及寫作態度動機的轉變。 本研究的主要發現如下：（1）圖片提示對於高分群學生的寫作的內容、結構，及整體的寫作表現有幫助，但是對於單字沒有明顯的幫助。（2）圖片提示對於低分群學生的內容、結構、字彙及整體寫作表現都無任何明顯的幫助。（3）高低成就學生都對圖片提示抱持正面的態度，並且因為有圖片提示更願意從事英文寫作。 / Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts. The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.

本論文的架構除了第一章的緒論與第六章的結論之外。第二章集中討論的是台灣「自然寫作」產生的背景、原因與初期的兩種類型。第三章到第五章是以類型研究（generic study ）的方式來進行，特別要說明的是，劉克襄的作品數量與種類眾多，必須要分別放在三個章節中才能處理完成，而且，經由他創作歷程這條線索，可以將三種類型之間的發展關係串連起來。在研究方法與精神上，本論文強調的是跨學科整合的「文化研究」（cultural studies）。底下便試著說明本文在每一個章節中所呈現的內容： 第一章為緒論共分四小節，分別處理的是研究動機、研究範圍、文獻檢討與研究方法等問題。 第二章共分為四個小節。主要是探討台灣「自然寫作」與起時的諸多背景與原因，以及「自然寫作」初期的兩種類型。第一小節準備援引發展社會學對台灣政治經濟情勢的相關研究作為論述的背景，以凸顯1945到1980年代的台灣，是透過怎樣一種資本主義在全球運作流動的情勢，導致了台灣捨本逐末的國家發展政策的制定。造成台灣在世界體系中依賴與邊陲的性格，對於這種社會貧富情勢的拉大，與山水田園的破壞，正是導致台灣環保運動與「自然寫作」與起的主要背景與原因。第二小節則從國外生態學思潮的導入，本論造成台灣「自然寫作」運動的另外一個不可或缺之因素。第三小節則是從台灣文學史的脈絡，來論「自然寫作」興起的原因，這包括1977年的「鄉土文學論戰」和「報導文學」的興起這兩點。最後，第四節則是從文學史描述的進路，將「自然寫作」初期的「環保文學」（韓韓、馬以工、心岱、楊憲宏）與「隱逸文學」（陳冠學、孟東籬、粟耘）這兩種主要的類型作品，作一梳理。 第三章共分為五個小節，主要論及台灣「自然寫作」中的「觀察記錄」類型，分別談及劉克襄、陳煌、洪素麗、沈振中與徐仁修。這一種類型可說是台灣「自然寫作」的重要基礎，許多作家都是從這個類型的磨練中走出自己風格。 第四章共分為四個小節，主要論及台灣「自然寫作」中的「自然誌」類型，分別談及劉克襄、楊南郡、陳玉峰和「地方誌」類作品。這一種類型可說替台淺「自然寫作」加強了歷史的縱深度與人文思考的面相。 第五章共分為四個小節，主要論及台灣「自然寫作」中無法歸類在前兩種類型的「其他」作品。分別談及劉克襄、王家祥、廖鴻基和陳月霞。這些無法歸成一類的作品，可以說五彩繽紛，各具特色，有「動物小說」、「歷史小說」、「自然繪本」輿「攝影文集」等。 第六章為結論，共分為兩小節。在第一小節的部份，先替當前的台灣「自然寫作」的成果作一個總整理與回顧，並舉出目前「自然寫作」發展的危機在那裡，另外，我要將它放到台灣文學史的脈絡中詮釋這個文類的獨特意義。第二小節則是根據之前的文本考察與歷史分析，試圖替台灣「自然寫作」的未來性問題提出一些看法，這些看法是對當前「晚期資本主義與後現代社會」困境的回應，將「自然寫作」當作一個新的「文化運動」的運作核心，從文學（語言和敘事）、思想（後殖民論述和生態女性主義）、社會運動（社區意識和自然教育）等三大層面，由文本的內部往外推移，藉由一種整合式的眼光，指出「書寫」與「社會」的未來性究竟在什麼地方。

本研究旨在探討高中英文教師對於英文作文教學的信念與其實際教學情形。文獻回顧內容涵蓋英文作文教學理論以及教師信念與實踐。 本研究的對象為台北市的高中英文教師，研究方法採用量化的教師問卷輔以質化的教師訪談，問卷回收171份，採用兩種統計方法分析：描述性統計及單因子變異數分析；訪談人數為6人，訪談結果用來支持、解釋問卷結果。研究重點如下：(一)教師信念及教學情形：包含教學目標、教師角色、教學內容及教學方式、（二）教師信念與實踐的符合度與造成不相符合的原因以及（三）影響教師信念與實踐的因素。 本研究的主要發現如下： 1. 大考會左右老師的教學方向，但老師教學時目標不只侷限於此。 2. 老師的教學信念與實踐皆綜合成果導向與過程導向的教學法原則，而非單一教學法。 3. 教師教學上面臨課程、學生、教學準備及批閱作文等方面的困難，這些困難會阻礙老師遵循其信念教學。 4. 教師背景經驗確實會對其信念與實踐有所影響。 本研究有助於認識高中英文教師教寫作的信念與教學情形。研究者根據研究發現，分別對高中英文教師、教師培育機構、教育部及作文教學教材編寫者提出建議，以期讓高中英文作文教學更進一步。 / The purpose of this study was to explore what beliefs senior high school English teachers hold toward writing instruction and their practices of the beliefs. Literature review covered the approaches of ESL/EFL writing instruction and teachers’ beliefs and practices. The participants of this study were senior high school English teachers in Taipei city. Two data collection instruments were adopted, the quantitative questionnaire and the qualitative interview. In total, 171 questionnaires were gathered and analyzed by means of descriptive statistics and one-way ANOVA. In addition, six interviews were conducted, whose results were utilized to further support and explain the questionnaire results. There were three research focuses. The first one was on teachers’ beliefs and practices in the goals of writing instruction, the roles they played, and the content as well as the teaching procedures of writing instruction. The second one was on the consistency between teachers’ beliefs and practices and possible reasons for the inconsistency. The third one was on influential factors on teachers’ beliefs and practices. Based on the results of this study, major findings are summarized. First, for the teachers in this study, entrance exams were approaching, so the test-oriented trend seemed to be inevitable. However, teachers believed that to familiarize students with English writing structure and to enable them to express in written English could also be possible goals, and they did teach accordingly. Second, the goals, roles teachers played, content, and teaching procedures reflected a mixture of product-oriented and process-oriented approaches. Third, the difficulties originating from curriculum, students, teaching preparation, and composition evaluation might hinder teachers’ practices of their beliefs. Finally, teachers’ background experiences were found to play a part in influencing teachers’ beliefs and practices. It is hoped that this study can contribute to more understanding of senior high school English teachers’ beliefs and practices in writing instruction. With the results of this study in mind, the researcher further made suggestions toward senior high school English teachers, teacher education institutes, the Ministry of Education, and writing instruction material designers. This might help refine senior high school English writing instruction.