This thesis reports a study which explores the application of scaffolds in genre-informed approach to Second Language (L2) writing performance. Drawing on the genre-based pedagogy (Rose, 2010) and sociocultural perspective, it is argued that Hong Kong students with low English proficiency (LEP) would benefit on the writing performance from the application of genre-based scaffolds. Several principles from the research literature have been tried out in this study: designing high-support, genre- and move-specific scaffolding tasks through genre analysis, message amplification instead of message simplification, use of multiple resources including visuals, graphic organizers and L1 resources (Gibbons, 2009). / Specifically the study focuses on the evaluation of the application of scaffolds in genre-informed approach to second language (L2) writing performance as well as the design of scaffolds in genre-informed approach in the school-based teaching materials. / A case study approach was adopted in this study. An instructional programme with teaching materials designed with scaffolds in genre-informed approach was conducted in a Hong Kong secondary school which admits mostly low achieving students with low English proficiency. References were drawn from documents such as official English curriculum and assessment guidelines as well as from local English textbooks. The application of scaffolds in genre-informed approach to L2 writing was examined through students’ writing performance, students and teachers’ perceptions and change in affective outcomes towards the instructional programme as well as the design of scaffolds in the teaching materials. Data collection methods included both quantitative and qualitative data. The quantitative data included different writing performance measures as well as responses to questionnaires, while the qualitative data were collected from semi-structured interviews with students and their English teachers. / The findings show that the application of scaffolds in genre-informed approach is positive, and students have some improvement on their writing performance. The findings also show that a high-support instructional programme and writing curriculum can help students with low English proficiency, and limited support and exposure to English to build confidence, skills, and genre-specific knowledge to cope with writing tasks in the English writing examinations by improving their writing performance. The implications of the study will be discussed with a view to developing localized genre-informed approach to students and teachers facing similar challenges in Chinese school contexts in Hong Kong. / 本教育課程教育博士論文旨在探討推行第二語言（L2）語體寫作教學法與運用鷹架作用之關係。借鑒於語體教學法 (Rose, 2010) 及相關之社會文化觀點，本研究個案認為在推行第二語言語體寫作教學法時若能同時運用鷹架作用 (Bruner, 1984)，能讓香港的低英語水平學生有效改善寫作表現。此外，本研究個案實踐並驗證了數項鷹架作用帶來的果效，透過分析語體，擴展學生的學習訊息以免造成過於疏漏，應用多樣化資源如視覺效果、圖像式思考輔助工具及第一語言資源等，來設計高度支援、具語體特性及文步的支架 (Gibbons, 2009)。 / 本論文之研究個案特別著重檢視語體寫作教學法與應用鷹架作用之關係，評估此教學法與鷹架作用能否有效提高低英語水平學生的第二語言寫作表現，以及其相關之課程教學材料的設計。 / 本論文研究採用個案研究方法。研究者設計了一個以語體寫作教學法與應用鷹架作用的教學方案，並於其中香港一所中學試行，對象均為低英語水平的學生。除以語體寫作教學法與應用鷹架作用為學術理論基礎外，試行的教學方案亦參考了相關的香港教育政策文件及教材。研究個案中為了檢討及驗證語體寫作教學法與鷹架作用的果效，利用了多項資料如學生的寫作成績及表現、學生和教師對教學計劃的觀感和課後轉變，以及在設計教材支架等作參考。數據收集方法包括質性數據和定量數據收集方法。定量數據包括採取不同的寫作表現評鑑指標，以及問卷回應，而定性數據則來自與學生和其英語老師的半結構式訪談內容。 / 研究調查結果顯示，應用於語體寫作教學法的鷹架支援具正面影響，而學生的寫作表現從而能得以改善。調查結果亦顯示，高支援的教學計劃和寫作課程能幫助一些英語水平低、欠缺英語學習支援與接觸英語機會少的學生。透過增強學生的信心、寫作技巧以及與語體相關知識，期盼學生能夠應付香港中學文憑考試的英語寫作考試卷。最後，為提升低英語水平學生的第二語言寫作表現，以及讓面對相類情況與困難的私立學校與教師另闢蹊徑，本教育課程教育博士論文討論並提倡應用發展一些具本土文化的語體寫作教學法與其鷹架作用。 / Cheung, Chui Ling. / Thesis Ed.D. Chinese University of Hong Kong 2014. / Includes bibliographical references (leaves 374-409). / Abstracts also in Chinese; some appendixes includes Chinese. / Title from PDF title page (viewed on 17, October, 2016). / Cheung, Chui Ling. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only.