系統識別號 | U0002-2806201708251000 |
---|---|
DOI | 10.6846/TKU.2017.00996 |
論文名稱(中文) | 以讀促寫:文學作品閱讀融入寫作教學對中國英語學習者寫作品質的影響 |
論文名稱(英文) | Linking Literacies: Effects of a Literature-Based Model on Chinese EFL Learners’ Writing Quality |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 105 |
學期 | 2 |
出版年 | 106 |
研究生(中文) | 姜少華 |
研究生(英文) | Shaohua Jiang |
學號 | 802110253 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | 繁體中文 |
口試日期 | 2017-06-22 |
論文頁數 | 209頁 |
口試委員 |
指導教授
-
王藹玲
委員 - 施佑芝 委員 - 蔡麗娟 委員 - 林裕昌 委員 - 林怡弟 |
關鍵字(中) |
讀寫結合 已讀促寫 文學作品閱讀 英語寫作教學 寫作品質 |
關鍵字(英) |
Linking literacies Reading for Writing Literature-based model EFL writing instruction writing quality |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究旨在探討:將文學作品閱讀融入英語寫作教學中對提升中國大學生英語寫作品質之效能影響。作為中國英語教育的核心,英語寫作教學一直備倍受英語教學研究者的關注。將閱讀融入寫作教學,以讀促寫,在國外英語寫作教學中已經得到大規模應用。文學作品因其文體特點也被推薦作為教學材料應用到英語教學中。因此,本研究將二者有效結合,探索將文學作品閱讀融入寫作教學對中國英語學習者寫作品質的影響實屬必要。 本研究的對象為中國東南部某大學66名修習┌英語寫作┘的二年級英文系學生。他們來自兩個英語能力等級測試為中級的普通教學班。其中,一個班級被隨機分配為對照組,接受傳統的英語寫作教學法;另一個班級為實驗組,將文學作品閱讀融入寫作教學的方式。本研究採用了前測加後測的實驗設計。所有實驗對象被要求在前測和後測中分別在規定時間內撰寫一篇英語作文。隨後,將收集的學生英語習作從總體品質,語法能力,語篇能力和寫作策略能力等四個維度進行分析。此外,針對實驗組學生對於把文學作品閱讀結合到寫作課堂教學中的認知和態度通過開放式問卷展開調查。 通過量化分析,研究結果顯示,實驗組在英語寫作質量的四個方面均取得明顯進步。相對於對照組,實驗組的同學在總體品質,語法能力和策略能力取得更好的成績。問卷調查結果表明,大多數學生對閱讀文學作品和閱讀與寫作結合的英語寫作教學持有支持態度。實驗結果證明,在英語寫作課上閱讀文學作品有助於提高英語學習者的寫作品質。 |
英文摘要 |
This study drawing on theories of reading/writing connected writing instruction and literature-based instruction aims to investigate the effects of incorporating a literature-based model into English composition class on Chinese EFL learners’ writing quality. As the core part of English language teaching in China, the studies of English writing instruction to Chinese EFL learners attract ELT scholars’ attentions home and abroad. This study seeks to address the research gap by obtaining an in-depth understanding of integrating reading children’s literature into a reading/writing connected English composition class in China. This research study was carried out in a university located in the southeast of China. The participants for the study were 66 intermediate-level English majors from two intact classes (one control class and one experimental class) enrolled in an English writing course. Participants in the control group received a conventional Chinese English writing instruction, while a literature-based model was integrated into English writing instruction to students in the experimental group. This study employed a pretest/posttest quasi-experimental design, in which the participants were asked to compose an argumentative essay at pretest and posttest respectively. A follow-up survey was conducted via open-ended questionnaire to investigate experimental students' perceptions of incorporating a literature-based model in their English writing class from three different perspectives. Quantitative data were collected from the analysis of participants’ English essays composed at pretest and posttest in overall quality, grammatical competence, discourse competence, and strategic competence. Qualitative data were collected from experimental group's responses to the open-ended questionnaire after the posttest. After one-semester instructional training, research results obtained from the analysis of both quantitative and qualitative data indicated that the experimental group made significant improvements in all four aspects of writing quality from pretest to posttest and made better achievements in grammatical competence, strategic competence and overall writing quality than the control group did. Based on experimental participants’ responses to the questionnaire, a majority of students had a positive attitude towards connecting reading and writing in writing instruction, reading children's fictions and doing reading/writing integrated writing tasks in English composition class. This study proved that a literature-based model could provide EFL learners a viable means of improving writing quality. |
第三語言摘要 | |
論文目次 |
Chapter One: Introduction 1 Background and Motivation 1 Statement of the Problems 5 Statement of the Purposes 10 Research Questions 13 Significance of the Study 15 Definition of Key Terms 17 Organization of the Dissertation 21 Summary of Chapter One 21 Chapter Two: Literature Review 23 An Overview of EFL Writing Instruction 24 Current-traditional Approach 25 Process Approach 27 Post-process Approach 28 Current EFL Writing Instruction in China 30 An Introduction to Reading/Writing Connected EFL Writing Instruction 33 Reading-Writing Research 34 Reading for Writing in EFL Writing Instruction 38 Studies of Reading/Writing Connected EFL Writing Instruction in China 40 Incorporation of a Literature-Based Model into EFL Writing Teaching 42 Literary Materials in EFL Compositions Class 43 Children’s Literature in EFL Compositions Class 45 Literature-Based Model in EFL Writing Instruction 47 Summary of Chapter Two 49 Chapter Three: Methodology 52 Research Design 53 Research Questions 54 Theoretical Framework and Underpinnings of Research Design 55 Teaching Context 57 Instructional Design for Both Groups 58 Teaching Materials for Both Groups 59 Writing Tasks and Writing Practices for Both Groups 65 Instructional Treatment and Intervention 69 Participants 74 Instruments 75 Timed Essay Writing for the Pretest and Posttest 77 Tools for Measuring Participants’ Writing Quality 77 Tool for Measuring Participants’ Perceptions of a Literature-based Model 81 Research Procedures 81 Setting up Two Groups 82 Instructional and Testing Procedures 82 Data Collection 84 Data Analysis 85 Quantitative Data Analysis 86 Qualitative Data Analysis 89 Summary of Chapter Three 89 Chapter Four: Results 93 Quantitative Results 93 Descriptive Statistics of the Variables 94 Inter-rater Reliability 95 Exploratory Analyses of the Comparisons among the Variables 96 Research Question 1 96 Research Question 2 100 Research Question 3 119 Summary of Quantitative Results 130 Qualitative Results 131 Research Question 4 131 Summary of Qualitative Results 139 Summary of Chapter Four 140 Chapter Five: Discussion 142 Effects of Explicit Instructional Treatment on Students’ Writing Quality 142 Experimental Group’s Improvements over One-semester Instruction 147 Students' Perceptions of a Literature-based Model in Composition Class 149 Summary of Chapter Five 152 Chapter Six: Conclusion 154 Summary of Study 154 Implications 156 Theoretical Implications 157 Pedagogical Implications 158 Limitations 161 Suggestions for Future Study 163 Conclusion 165 References 167 Appendices 193 Appendix A: Writing Prompts for Pretest and Posttest 193 Appendix B: Conventional English Writing Instruction for the Control Group 194 Appendix C: Literature-based Model for the Experimental Group 197 Appendix D: Reading Checklist 200 Appendix E: Holistic Rubrics for Pretest and Posttest 202 Appendix F: The Rating Scale of Coherence and Cohesion 204 Appendix G: The Rating Scale of Argumentative Strength 205 Appendix H: Post Training Feedback Survey 207 List of Tables Table 1.1: Test Score of Writing Session in CET-4 5 Table 1.2: A Sample of Writing Task in CET-4 10 Table 3.1: The Contents of A Handbook of Writing 60 Table 3.2: A Writing Scaffolding Pattern for Argumentation 61 Table 3.3: Details of Selected Children’s Fictions 63 Table 3.4: Writing Prompts for the Pretest and Posttest 67 Table 3.5: Demographic Information of the Participants 75 Table 3.6: Writing Quality Analysis Framework and Measures 76 Table 3.7: Research Questions in Tabular Form 91 Table 4.1: Descriptive Statistics of the Observed Variables 94 Table 4.2: Inter-rater Reliabilities of Human Raters’ Scores of Pretest Essays 95 Table 4.3: Inter-rater Reliabilities of Human Raters’ Scores of Posttest Essays 95 Table 4.4: Descriptive Statistics of Holistic Essay Scores of Pretest Essays 97 Table 4.5: Tests of Normality of Holistic Essay Scores of Pretest Essays 97 Table 4.6: Mann-Whitney U Test of Holistic Essay Scores of Pretest Essays 98 Table 4.7: Descriptive Statistics of Holistic Essay Scores of Posttest Essays 98 Table 4.8: Tests of Normality of Holistic Essay Scores at Posttest Essays 99 Table 4.9: Independent Samples t-Test of Holistic Essay Scores Posttest Essays 100 Table 4.10: Descriptive Statistics of Lexical Variations Scores at Pretest 102 Table 4.11: Tests of Normality of Lexical Variations Scores of Pretest Essays 102 Table 4.12: Independent Samples t-Test of Lexical Variations Scores of Pretest Essays 103 Table 4.13: Descriptive Statistics of Syntactic Complexity Scores of Pretest Essays 103 Table 4.14: Tests of Normality of Syntactic Complexity Scores of Pretest Essays 104 Table 4.15: Mann-Whitney U Test of Syntactic Complexity Scores of Pretest Essays 104 Table 4.16: Descriptive Statistics of Coherence and Cohesion Scores of Pretest Essays 105 Table 4.17: Tests of Normality of Coherence and Cohesion Scores of Pretest Essays 106 Table 4.18: Mann-Whitney U Test of Coherence and Cohesion Scores of Pretest Essays 106 Table 4.19: Descriptive Statistics of Argumentative Strength Scores of Pretest Essays 107 Table 4.20: Tests of Normality of Argumentative Strength Scores of Pretest Essays 108 Table 4.21: Mann-Whitney U Test of Argumentative Strength Scores of Pretest Essays 108 Table 4.22: Results Summary of Research Question 2.1 109 Table 4.23: Descriptive Statistics of Lexical Variations Scores of Posttest Essays 111 Table 4.24: Tests of Normality of Lexical Variations Scores of Posttest Essays 111 Table 4.25: Independent Samples t-Test of Lexical Variations Scores of Posttest Essays 112 Table 4.26: Descriptive Statistics of Syntactic Complexity Scores of Posttest Essays 113 Table 4.27: Tests of Normality of Syntactic Complexity Scores of Posttest Essays 113 Table 4.28: Independent Samples t-Test of Syntactic Complexity Scores of Posttest Essays 114 Table 4.29: Descriptive Statistics of Coherence and Cohesion Scores of Posttest Essays 115 Table 4.30: Tests of Normality of Coherence and Cohesion Scores at Pretest 115 Table 4.31: Independent Samples t-Test of Coherence and Cohesion Scores at Posttest 116 Table 4.32: Descriptive Statistics of Argumentative Strength Scores at Posttest 117 Table 4.33: Tests of Normality of Argumentative Strength Scores at Posttest 117 Table 4.34: Independent Samples t-Test of Argumentative Strength at Posttest 118 Table 4.35: Results Summary of Research Question 2.2 119 Table 4.36: Tests of Normality of EG’s Lexical Variation Scores 120 Table 4.37: Descriptive Statistics of EG’s Lexical Variation Scores 121 Table 4.38: Paired-samples t-test of EG’s Lexical Variation Scores 121 Table 4.39: Tests of Normality of EG’s Syntactical Complexity Scores 122 Table 4.40: Descriptive Statistics of EG’s Syntactical Complexity Scores 123 Table 4.41: Test Statisticsa of EG’s Syntactical Complexity Scores 123 Table 4.42: Tests of Normality of EG’s Coherence and Cohesion Scores 124 Table 4.43: Descriptive Statistics of EG’s Coherence and Cohesion Scores 124 Table 4.44: Test Statisticsa of EG’s Coherence and Cohesion Scores 125 Table 4.45: Tests of Normality of EG’s Argumentative Strength Scores 126 Table 4.46: Descriptive Statistics of EG’s Argumentative Strength Scores 127 Table 4.47: Test Statisticsa of EG’s Argumentative Strength Scores 127 Table 4.48: Tests of Normality of EG’s Holistic Scores 128 Table 4.49: Descriptive Statistics of EG’s Holistic Scores 128 Table 4.50: Test Statisticsa of EG’s Holistic Scores 129 Table 4.51: Results Summary of Research Question Three 130 Table 4.52: Experimental Students’ Perception of Connecting Reading/Writing 134 Table 4.53: Experimental Students’ Perception of Reading Children Fictions 136 Table 4.54: Experimental Students’ Perception of Literature-based Writing 139 Table 5.1: Comparison between Groups at Pretest and Posttest 144 Table 5.2: Comparison within Experimental Group at Pretest and Posttest 147 List of Figures Figure 1.1: Facilitating and Inhibiting Factors in EFL Writing 11 Figure 1.2: A Descriptive Cognitive-Affective Model of Writing 12 Figure 2.1: The Process Model of Writing 28 Figure 2.2: Cognitive Processes in Reading to Writing 34 Figure 3.1: Embedded Experimental Model 52 Figure 3.2: Explanatory Sequential Mixed-methods Approach 53 Figure 3.3: A Literature-based Model Cycle 72 Figure 4.1: Experimental Students’ Perception of Connecting Reading/Writing 132 Figure 4.2: Experimental Students’ Perception of Reading Children’s Fictions 135 Figure 4.3: Experimental Students’ Perception of Literature-based Writing 137 Figure 5.1: Experimental Group’s Improvements from Pretest to Posttest 149 Figure 5.2: Students’ Perceptions of a Literature-based Model 150 Figure 5.3: Contributions of Literature-based Model to EFL Learners’ Writing Quality 153 |
參考文獻 |
References Adler-Kassner, L., & Estrem, H. (2007). Reading practices in the writing Classroom. WPA Journal, 31(2), 35-47. Ai, H., & Lu, X. (2010). A web-based system for automatic measurement of lexical complexity. Paper presented at the 27th Annual Symposium of the Computer-Assisted Language Consortium (CALICO-10). Amherst, MA. June 8-12. Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12(1), 3-15. Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann. Arya, P., Martens, P., Wilson, G. P., Altwerger, B., Jin, L., & Laster, B. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-72. Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. Baker, P., & Ellece, S. (2011). Key terms in discourse analysis. London: Continuum. Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58. Barkaoui, K., & Knouzi. I. (2012). Combining score and text analyses to examine task equivalence in writing assessments. In E. van Steendam, M. Tillema, G. Rijlaarsdam & H. van den Bergh (Eds.), Measuring Writing: Recent insights into theory, methodology and practices (pp.83-115). Leiden, Netherlands: BRILL. Barnes, B. D., & Lock, G. (2013). Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university. Australian Journal of Teacher Education, 38(2), 19-36. Bazerman, C. (1980). A relationship between reading and writing: The conversation model. College Composition and Communication, 41(6), 656-661. Bazerman, C., Little, J., Bethel, L., Chavkin, T., Fouquette, D., & Garufis, J. (2005). Reference guide to writing across the curriculum. West Lafayette, IN: Parlor Press. Belcher, D., & Hirvela, A. (2001). Linking literacies: Perspectives on L2 reading-writing connections. Ann Arbor, Michigan: The University of Michigan Press. Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35(1), 39-56. Bland, J., & Lütge, C. (2013). Children’s literature in second language education. London, England: Bloomsbury Publishing. Bloem, P. L., & Padak, N. D. (1996). Picture books, young adult books, and adult literacy learners. Journal of Adolescent & Adult Literacy, 40(1), 48-53. Blyth, C. S. (2017). Sociolinguistic competence. In M. Byram & A. Hu (Eds.), Routledge encyclopedia of language teaching and learning (2nd ed.) (pp. 436-441). New York: Routledge. Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 144-152). Cambridge, England: Cambridge University Press. Brent, D. (1992). Reading as rhetorical invention: Knowledge, persuasion, and the teaching of research based writing. Urbana, IL: National Council of Teachers of English. Bunn, M. (2013). Motivation and connection: Teaching reading (and writing) in the composition classroom. College Composition & Communication, 64(3):496-516. Burnett, R. E., & Kastman, L. M. (1997). Teaching composition: Current theories and practices. In G. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp.265-305). San Diego, CA: Academic Press. Cai, J. G. (2002). Influence of CET writing requirements and scoring criteria on Chinese students’ compositions. Journal of PLA University of Foreign Languages, 25(5), 49-53. Cai, S. L. (2008). An empirical study of corpus-based English writing teaching instruction. Foreign Language Education, 29(6), 61-65. Campbell, K. H., & Latimer, K. (2012). Beyond the five-paragraph essay. Portland, OR: Stenhouse. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. Carillo, E. C. (2015). Securing a place for reading in composition. Logan, UT: Utah State University Press. Carroli, P. (2008). Literature in second language education. New York: Continuum. Carson, J. G. (1993). Reading for writing: Cognitive perspectives. In J. G. Carson & I. Leki (Eds), Reading in the composition classroom: Second language perspectives (pp.85-104). Boston, MA: Heinle & Heinle Publisher. Carson, J. G. (2001). A task analysis of reading and writing in academic contexts. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading writing connection (pp. 48-83). Ann Arbor, MI: The University of Michigan Press. Carson, J. G., & Leki, I. (1993). Reading in the composition classroom: Second language perspective. Boston, MA: Heinle & Heinle Publisher. Carter, R., & Long, M. (1991). Teaching literature. London, England: Longman. Casanave, C. P. (2004). Controversies in second language writing: Dilemmas and decisions in research and instruction. Ann Arbor, MI: The University of Michigan Press. Chang, H. (2007). A study of classroom teaching mode under the guidance of reading and writing schema. Foreign Languages in China, 4(4), 52-56. Chen, H. (2010). A study of the writing performance measures and their attributes. Modern Foreign Languages, 33(1), 72-80. Chen, Y. M. (2006). Using children’s literature for reading and writing stories. Asian EFL Journal, 8(4), 210-232. Cheng, X. (2011). Toward professionalization in EFL writing teaching and research: Proceedings of the 6th International Symposium on Teaching and Researching EFL Writing in China. Beijing: Foreign Language Teaching and Research Press. Chiang, S. Y. (1999). Assessing grammatical and textual features in L2 writing samples: The case of French as a foreign language. The Modern Language Journal, 83(2), 219-232. Chiang, S. Y. (2003). The importance of cohesive conditions to perceptions of writing quality at the early stages of foreign language learning. System, 31(4), 471-484. Chien, S. (2007). The role of Chinese EFL learners’ rhetorical strategy use in relation to their achievement in English writing. English Teaching: Practice and Critique, 6(1), 132-150. Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education, 48(3), 409-426. Clark, I. (2012). Concepts in composition: Theory and practice in the teaching of writing (2nd ed.). New York: Routledge. Clifford, J., & Schilb, J. (1985). Composition theory and literary theory. In B. W. McClelland & T. R. Donovan (Eds.), Perspectives on research and scholarship in composition (pp. 45-67). New York: Modern Language Association of America. Connor, U., & Mbaye, A. (2002). Discourse approaches to writing assessment. Annual Review of Applied Linguistics, 22(22), 263-278. Connors, R. J. (1986). Textbooks and the evolution of the discipline. College Composition and Communication, 37(2), 178-194. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. London, England: SAGE Publications. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed-methods approaches (4th ed.). London, England: SAGE Publications. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. London, England: SAGE Publications. Crookes, G. (2003). A practicum in TESOL: Professional development through language teaching. Cambridge, England: Cambridge University Press. Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66-79. Crowley, S. (1996). Around 1971: Current-traditional rhetoric and process models of composing. In L. Z. Bloom, D. A. Daiker & E. M. White (Eds.), Composition in the twenty-first century: Crisis and change (pp. 64-74). Carbondale, IL: Southern Illinois University Press. Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10(1), 5-43. Custodio, B., & Sutton, M. J. (1998). Literature-based ESL for secondary school students. TESOL Journal, 7(5), 19-23. Delaney, Y. A. (2008). Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7(3), 140-150. Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (2nd edition). London, England: SAGE Publications. Ding, W., W, B., Zhong, M., & Guo, Q. (2008). A handbook of writing. Beijing: Foreign Language Teaching and Research Press. DiPardo, A., & Sperling, M. (2005). Theories we live by: Editors’ introduction. Research in the Teaching of English, 40(2), 137-139. Educational Testing Service (ETS). (2008). TOEFL iBT Test Independent Writing Rubrics. Retrieved September 3, 2015, from https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf Elbow, P. (2000). Everyone can write: Essays toward a hopeful theory of writing and teaching writing. New York: Oxford University Press. Ewert, D.E. (2011). ESL curriculum revision: Shifting paradigms for success. Journal of Basic Writing, 30(1), 5-33 Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching ESL composition: Purpose, process, and practice (3rd ed.). New York: Routledge. Fitzgerald, J. (1990). Reading and writing as “mind meeting.” In T. Shanahan (Ed.), Reading and writing together: New perspectives for the classroom (pp. 81-97). Norwood, MA: Christopher-Gordon. Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relationship and their development. Educational Psychologist, 35(1), 39-50. Fu, D., & Matoush, M. M. (2012). Teacher’s perceptions of English language writing instruction in China. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Lull, P. Rogers, & M. Sandsell (Eds.), New Directions in international advances in writing research: Culture, places and measures (pp.23-39). West Lafayette, IN: Parlor. Gajdusek, L., & van Dommelen, D. (1993). Literature and critical thinking in the composition classroom. In J. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 197-218). Boston, MA: Heinle & Heinle Publisher. George, D. (2001). Review: Teaching composition as a social process by Bruce McComiskey. College Composition and Communication, 52(4), 666-668. Ghosn, I. K. (1997). ESL with children’s literature. English Teaching Forum, 35(3), 14-19. Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172-179. Glenn, W. J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent & Adult Literacy, 51(1), 10-20. Gold, D., Hobbs, C. L., & Berlin, J. A. (2012). Writing instruction in school and college English: The twentieth century and the new millennium. In J. J. Murphy (Ed.), A short history of writing instruction from ancient Greece to contemporary America (pp. 232-272). New York: Routledge. Grabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. In D. Belcher, & A. R., Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp.15-47). Ann Arbor, MI: The University of Michigan Press. Grabe, W. (2003). Reading and writing relations: Second language perspectives on research and practice. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 242-262). New York: Cambridge University Press. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London, England: Longman. Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24. Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. Guo, Y., & Qin, X. Q. (2010). A report of an empirical study of Chinese Non-English majors’ foreign language writing anxiety and implications to EFL writing teaching. Foreign Language World, 2, 54-62 Haller, C. R. (2010). Toward rhetorical source use: Three student journeys. WPA: Writing Program Administration, 34(1), 33-59. Hall, G. (2015). Recent developments in uses of literature in language teaching. In M. Teranishi, Y. Saito & K. Wales (Eds.), Literature and language learning in the EFL classroom (pp.13-25). Hampshire, England: Palgrave Macmillan. Harl, A. L. (2013). A historical and theoretical review of the literature: Readingand writing Connections. In A. S. Horning & E. W. Kreamer (Eds.), Reconnecting reading and writing (pp.26-54). Anderson, SC: Parlor Press. Harris, J. (1997). A teaching subject: Composition since 1966. Upper Saddle River, NJ: Prentice Hall. Harris, K. R., Graham, S., Mason, L., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes Publishing. Haswell, R. H. (2000). Documenting improvement in college writing: A longitudinal approach. Written Communication, 17(3), 307-352. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp.1-27). Mahwah, NJ: Lawrence Erlbaum. Hayes, J. R. (2006). New directions in writing theory. In C. A. Mac Arthur, S. Graham, & J. Fitzgerald (Eds), Handbook of writing research (pp.28-40). New York: Guilford Press. He, J. (2009). Applying contemporary western composition pedagogical approaches in university EFL writing context: A case study of a writing workshop at a Chinese university. Unpublished doctoral thesis, Indiana University of Pennsylvania: Indiana, United States of America. Hedgcock, J. S. (2009). Acquiring knowledge of discourse conventions in teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.144-152). Cambridge, England: Cambridge University Press. Hedgcock, J. S. (2010). Theory-and-practice and other questionable dualisms in L2 writing. In T. Silva & P. K. Matsuda (Eds.), Practicing theory in second language writing (pp.229-244). West Lafayette, IN: Parlor Press. Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Council of Teachers of English. Hirvela, A. (2004). Connecting reading and writing. Ann Arbor, MI: The University of Michigan Press. Hirvela, A. (2005). ESL students and the use of literature in composition courses. Teaching English in the Two-Year College, 33(1), 70-77. Hirvela, A. (2007). Computer-mediated communication and the linking of students, text, and author on an ESL writing course listserv. Computers and Composition, 24(1), 36-55. Hirvela, A. (2016). Connecting reading and writing (2nd ed.). Ann Arbor, MI: The University of Michigan Press. Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259-271. Horning, A. S. (2013). Writing and reading across the curriculum: Best practices and practical guidelines. In A. S. Horning & E. W. Kreamer (Eds.), Reconnecting reading and writing (pp.71-88). Anderson, SC: Parlor Press. Hu, G. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to English language teaching. TESOL Quarterly, 39(4), 635-660. Hyland, K. (2003). Second language writing. Cambridge, England: Cambridge University Press. Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. In R. M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 17-36). Amsterdam, Netherlands: John Benjamins. Iida, A. (2012). The value of poetry writing: Cross-genre literacy development in a second language. Scientific Study of Literature, 2(1), 60-82. Ishikawa, S. (1995). Objective measurement of low-proficiency EFL narrative writing. Journal of Second Language Writing, 4(1), 51-69. Jago, C., Shea, R. H., Scanlon, L., & Aufses, R. D. (2010). Literature & composition: Reading • writing • thinking. New York: Bedford/St. Martin’s. James, M. A. (2014). Learning transfer in English-for-academic-purposes contexts: A systematic review of research. Journal of English for Academic Purpose, 14 (14), 1-13. Jay, G. S., Latosi-Sawin, E., Knight, L., & Crain, J. C. (1993). Four comments on two views on the use of literature in composition. College English, 55(6), 672-679. Ji, X. (2009). A comparative study of the effects of extensive writing and reading-writing integration on writing proficiency. Journal of Tianjin Foreign Studies University, 16(5), 65-71. Jolliffe, D. A. (2007). Learning to read as continuing education. College Composition and Communication, 58(3), 470-494. Kamhi-Stein, L. D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of “underprepared” second language college readers. TESOL Quarterly, 37(1), 35-71. Khatib, M., Rezaei, S., & Derakhshan, A. (2011). Literature in EFL/ESL classroom. English Language Teaching, 4(1), 201-208. King, S. (2000). On writing: A memoir of the craft. New York: Scribner. Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. New York: Prentice-Hall. Krashen, S. (1984) Writing: Research, theory, and applications. Oxford, England: Pergamon. Krashen, S. (1985), The input hypothesis: Issues and implications. New York: Longman Krashen, S. (2004)a. The power of reading: Insights from the research. Portsmouth, NH: Heinemann. Krashen, S. (2004)b. The case for narrow reading. Language Magazine, 3(5), 17-19. Kroll, B. (1993). Teaching writing IS teaching reading: Training the new teacher of ESL composition. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp.61-81). Boston, MA: Heinle & Heinle Publisher. Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp.219-232). Boston, MA: Heinle & Heinle Publisher. Kroll, B. (2003). Exploring the dynamics of second language writing. Cambridge, England: Cambridge University Press. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge. Kuze, K. (2015). Using short stories in university composition classrooms. In M. Teranishi, Y. Saito, & K. Wales (Eds.), Literature and language learning in the EFL classroom (pp.182-196). Hampshire, England: Palgrave Macmillan. Langer, J. (1997). Literacy acquisition through literature. Journal of Adolescent and Adult Literacy, 40(8), 606-614. Lasker, B. (2007). Critical thought and literature in the Japanese university EFL classroom. The Journal of Kanda University of International Studies, 19(1), 1-11. Laskin, M., & Diaz, J. (2009). Literary research in a bilingual environment: Information literacy as a language-learning tool. In K. A. Johnson & S. R. Harris (Eds.), Teaching literary research: Challenges in a changing environment. (pp. 109-128). Chicago, IL: Association of College and Research Libraries. Lauer, J. M. (2006). Rhetoric and composition. In B. McComiskey (Ed.), English studies: An introduction to the discipline(s) (pp106-152). Urbana, IL: NCTE. Leal, P. (2015). Connecting reading and writing using children’s literature in the university L2 classroom. Reading in Foreign Language, 27(2), 199-218. Lee, S-y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning, 55(2), 335-374. Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York: Routledge. Longer. (2013). An in-depth analysis of Chinese EFL learners’ lower proficiency in English writing. Retrieved September 8, 2016, from http://www.houxue.com/news-104960/ Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474-496. Ma, W., & Wang, C. (2014). Learners’ privilege and responsibility: A critical examination of learners from Chinese backgrounds in the United States. Charlotte, NC: Information Age. Mallozzi, C.A., & Malloy, J.A. (2007). International reports on literacy research. Reading Research Quarterly, 42(1), 161-166. Manchón, R. M. (2016). Quantitive inquiry in L2 writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp.519-541). Boston, MA: De Gruyter. Mansilla, V. B., & Gardner, H. (2007). From teaching globalization to nurturing global consciousness. In M. M. Suarez-Orozco (Ed.), Learning in the global era: International perspectives on globalization and education (pp. 47-66). Berkeley, CA: University of California Press. Matsuda, A. (2006). Negotiating ELT assumptions in EIL classrooms. In J. Edge (Ed.), (Re)Locating TESOL in an age of empire (pp.158-170). London, England: Palgrave. McComiskey, B. (2000). Teaching composition as a social process. Logan, UT: Utah State University Press. McKay, S. (1986). Literature in the ESL classroom. Oxford: Oxford University Press. McKay, S. (2001). Literature as content for ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.319-332). Boston, MA: Heinle & Heinle Publisher. Moore, K.A. (2008). Quasi-experimental evaluations: Part 6 in a series on practical evaluation methods. Retrieved July 4, 2016, from https://www.childtrends.org/wp-content/uploads/2008/01/Child_Trends-2008_01_16_Evaluation6.pdf Mousavi, S. A. (2012). An encyclopedic dictionary of language testing (5th ed.). Tehran, Iran: Rahnama Press. Mutch, C. (2005). Doing educational research: A practitioner’s guide to getting started. Wellington, New Zealand: NZCER Press. Muthusamy, C., Mohamad, F., Ghazali, S. N., & Subrayan, A. (2010). Enhancing ESL writing creativity via a literature based language instruction. Studies in Literature and Language, 1(2), 36-47. Nation, I. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press. Nelson, N., & Calfee, R.C. (1998). The reading-writing connection. Chicago, IL: National Society for the Study of Education. Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269-303. Paesani, K. (2005). Literary texts and grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38(1), 15-24. Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496. Pearson, P. D. (2007). An endangered species act for literacy education. Journal of Literacy Research, 39(20), 145-162. Perkin, D. N., & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-32. Petrosky, A. (1982). From story to essay: Reading and writing. College Composition and Communication, 33(1), 19-36. Phakiti, A. (2014). Experimental research methods in language learning. London, England: Bloomsbury. Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47(1), 101-143. Polio, C. (2001). Research methodology in second language writing research: The case of textbased studies. In T. Silva & P. K. Matsuda (Eds.), On second language writing (pp. 91-115). Mahwah, NJ: Lawrence Erlbaum. Polio, C. (2012). How to research second language writing. In A. Mackey & S. M. Gass (Eds), Research methods in second language acquisition: A practical guide (pp.139-157). Oxford, England: Blackwell Publishing Ltd. Popescu, A., & Cohen-Vida, M. (2014). Synthesis writing in a foreign language. Procedia - Social and Behavioral Sciences, 116, 4367-4371. Porte, G. (2010). Appraising research in second language learning. A practical approach to critical analysis of quantitative research. Amsterdam, Nertherlands: John Benjamins. Powell, B. B. (2012). Writing: Theory and history of the technology of civilization. Malden, MA: Wiley-Blackwell. Qiu, J. (2014). Effects of integrating internet-based reading into EFL writing instruction on Chinese students’ syntactic complexity in English writing. Modern Foreign Languages, 37(6), 847-854. Read, J. (2005). Applying lexical statistics to the IELTS speaking test. Research Notes, 20, 12-16. Rodriguez Kessler, E. (2006). Contemporary issues and decisions: reading, writing, and thinking in today’s world. New York: Pearson Longman. Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann. Salvatori, M. (1996). Conversations with texts: Reading in the teaching of composition. College English, 58(4): 440-454. Saito, Y. (2015). From reading to writing: Creative stylistics as a methodology for bridging the gap between literary appreciation and creative writing in ELT. In M. Teranishi, Y. Saito, & K. Wales (Eds.), Literature and language learning in the EFL classroom (pp.61-74). Hampshire, England: Palgrave Macmillan. Salote, A. (2007). Tree Talk. Somerset, England: Speaking Tree. Sedgwick, M. (2010). Floodland. London, England: Orion Children’s Book Shanahan. T. (2006). ‘Relations among oral language, reading, and writing development’. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp.171-183). New York: Guilford Press. Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 21(2), 134-148. Shrestha, P. N. (2008). Using stories with young learners. In M. Krzanowski (Ed.), Current developments in English for academic, specific and occupational purposes (pp. 231-235). Reading, England: Garnet Education. Short, K. G., Lynch-Brown, C., & Tomlinson, C. M. (2013). Essentials of children’s literature. New York: Pearson. Sinor, J., & Huston, M. (2004). The role of ethnography in the post-process writing classroom. Teaching English in the two-year college, 31(4), 369-382. Smallwood, B. A. (1992). Children’s literature for adult ESL Literacy. Retrieved September 30, 2016, from https://www.ericdigests.org/1993/adult.htm Smallwood, B. A. (1996). Multicultural children’s literature: A cross-cultural, thematic curricular approach for English as second language learners in grades K-6. Unpublished doctoral dissertation. Fairfax, VA: George Mason University. Spaulding, E., Wang, J., Lin, E., & Hu, G. (2009). Analyzing voice in the writing of Chinese teachers. Research in the Teaching of English, 44(1), 23-50. Squire, J. R. (1983). Composing and comprehending: Two sides of the same basic process. Language Arts 60(5), 581-589. Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60(5), 627-642. Tadayon, F., & Ravand, H. (2016). Using grounded theory to validate Bachman and Palmer’s (1996) strategic competence in EFL graph-writing. Language Testing in Asia, 6(8), 1-29. Tate, G. (1993). A place for literature in freshman composition. College English, 55(3), 317-321. Teranishi, M., Saito, Y., & Wales, K. (2015). Literature and language learning in the EFL classroom. New York: Palgrave Macmillan. Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60 (5), 568-580. Tierney, R. J. (1992). Ongoing research and new directions. In J.W. Irwin & M.A. Doyle (Eds.), Reading/writing connections: Learning from research (pp.246-259). Newark, DE: International Reading Association. Tobin, L. (2001). Process pedagogy. In G. Tate, A. Rupiper & K. Schick (Eds.), A guide to composition pedagogies (pp.1-18). New York: Oxford University Press. Tsui, A. B. M. (2009). Teaching expertise: Approaches, perspectives, and characterizations. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp.190-198). Cambridge, England: Cambridge University Press. Tunnell, M.O., & Jacobs,J.S. (1989). Using “real” books: Research findings on literature based reading instruction. The Reading Teacher, 42(7), 470-477. Van, T.T.M. (2009). The relevance of literary analysis to teaching literature in the EFL classroom. English Teaching Forum, 47(1), 2-9. Vandrick, S. (2003). Literature in the teaching of second language composition. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp.263-283). Cambridge, England: Cambridge University Press. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: The MIT Press. Wang, J. J., & Lin, D. F. (2014). Teaching and researching EFL writing from psychocognitive and socio-cultural perspectives: Proceedings of the 8th International Conference on Teaching and Researching EFL Writing in China. Beijing: Foreign Language Teaching and Research Press. Wang, L. F. (2006). The current situation of and a reflection on the empirical research on writing instruction in China. In X.H. Hu & Y.Q. Hei (Eds.), English writing teaching and research: Proceedings of the 2nd ESL teaching and research international seminar (17-27). Xi’an, China: Northwestern Polytechnic University Press. Wang, L. F. (2014). Current developments of L2 writing research in China and abroad and its application. Journal of EFL Writing: Teaching and Research, 1(1), 1-10. Wang, P. L. (2009). The application of integrated literature instruction in freshman English teaching. Sino-US English Teaching, 6(9), 1-11. Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19(1), 80-96. Weigle, S. (2002). Assessing writing. New York: Cambridge University Press. Wen, Q. F. & Wang, L. F. (2003). Research on English writing. Xi’an, China: Shanxi Normal University Press. Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2004). Literacy: Reading, writing and children’s literature (2nd ed.). Melbourne, Australia: Oxford University Press. Wittrock, M. C. (1984). Writing and the teaching of reading. In J. M. Jensen (Ed.), Composing and comprehending (pp.77-83). Urbana, IL: National Council of Teachers of English. Wood, W., & Quinn, J. M. (2003). Forewarned and forearmed? Two meta-analysis syntheses of forewarnings of influence appeals. Psychological Bulletin, 129(1), 119-138. Xu, F. (2012). Teaching and researching English writing. Beijing: Foreign Language Teaching and Research Press. Xu, H., & Gao, C. (2007). An empirical study on integrating reading with writing in EFL teaching. Modern Foreign Languages, 30(2), 184-190. Xu, S. H. (2003). The learner, the teacher, the text, and the context: Sociocultural approaches to early literacy instruction for English language learners. In D. M. Barone & L. M. Morrow (Eds.), Literacy and Young Children (pp. 61-80). New York: The Guilford Press. Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1-19. Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41(1), 81-105. Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263. Yan, B. (2005). Where does the soul return? Confucianism and Christianity in modern China. Jinan, China: Shandong Peoples’ Publishing House. Yang, M., Badger, R. & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics & Education, 23(1), 31-48. Yang, Y. L., & Dong, Y. Z. (2010). Writing through reading and reading through writing: A new exploration of experiential teaching approach. Foreign Languages in China, 7(1), 13-21. Yang, Y. L., Liu, Y. Q., & Wang, L. J. (2009). A study of the teaching of English writing in China: Questions and solutions. Computer-assisted Foreign Language Education, 4, 3-11. Yoshimura. F. (2009). Effects of connecting reading and writing and a checklist to guide the reading process on EFL learners’ learning about English writing. Procedia Social and Behavioral Sciences, 1, 1871-1883. You, X. (2004a). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing, 13(2), 97-110. You, X. (2004b). New directions in EFL writing: A report from China. Journal of Second Language Writing, 13(4), 253-256. You, X. (2010). Writing in the devil’s tongue: A history of English composition in China. Carbondale, SI: Southern Illinois University Press. Young, R. (1978). Paradigms and problems: Needed research in rhetorical invention. In C. Cooper & L. Odell (Eds.), Research on composing: Points of view (pp.29-47). Urbana, IL: National Council of Teachers of English. Yu, M. H. (2016). How to improve your English writing ability? Retrieved September 8, 2016, from http://www.xue163.com/3/5/33448.html Yu, S., & Lee, I. (2014). An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing. System, 47(4), 28-38. Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17 (2), 165-187. Zapata, G. C. (2005). Literature in L2 Spanish classes: An explanation of focus-on-cultural understanding. Language Awareness, 14(4), 261-273. Zhang, C, Yan, X., & Liu. X. (2015). The development of EFL writing instruction and research in China: An update from the International Conference on English Language Teaching. Journal of Second Language Writing, 30, 14-18. Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446-447. Zhang, L. J. (2016)a. Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203-232. Zhang, L. J. (2016)b. Sociocultural contexts and learning/teaching academic English writing: The case of Chinese EFL writers’ argumentation strategies. Paper presented at The 10th International Conference of the National Association for Teaching and Researching EFL Writing in China: Teaching and Researching EFL and ESP Writing for Global and Professional Communication, Taiyuan, China. September 23-25. Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3-17. Zhu, W. (2004). Writing in business courses: An analysis of assignments types, their characteristics, and required skills. English for Specific Purposes, 23(2), 111-135. |
論文全文使用權限 |
如有問題,歡迎洽詢!
圖書館數位資訊組 (02)2621-5656 轉 2487 或 來信