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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/46859

    Title: 透過IWiLL建構科技學術寫作之語段能力
    Other Titles: Building Textuality of Scientific Academic Writing through IWiLL
    Authors: 胡映雪
    Contributors: 淡江大學英文學系
    Keywords: Writing assessment;Error correction;Textuality;Coherence;Cohesion;ProcessWriting;Mind mapping;CALL
    Date: 2009
    Issue Date: 2010-04-15 15:23:39 (UTC+8)
    Abstract: 本研究是為了探討和檢驗透過電腦輔助教學網站IWiLL,建構學生對於科技類學術 性寫作中文本語段的連結(textuality)。雖許多之前的研究針對錯誤校正(error correction) 的程序和實質的影響探討,尤其在於英文寫作中文法的糾正,但極少數研究是著重於建 構文本語段的連結來檢驗對於寫作的功效和文章品質的提升。針對上述的想法,此研究 中,將採用歷程寫作,心智圖,和電腦資源使學習達到最大的功效。質與量的數據資料將 被收集。首先,質的研究資料來自於1)未教學前第一次和教學後的寫作文章將被收集, 和2)教學後的面談也將被採納。再者,量的研究資料來自於 1)學生英語的程度測驗,和 2)前測和後測的問卷以及後測的面談。另外,質化和量化的資料將作更進一步的交叉分 析,以便回答以下的研究問題:1) 提高學生文本語段連結的建構對學生的寫作有何影 響,2) 歷程寫作的結合對於學生寫作有何影響,和3)文章寫作品質和寫作中文本語段的 連結對於學習效果有何影響。參與的對象有20 位資訊工程系的博士生組成。另外,參與 者將在2009 年的下學期春季選取淡江大學的寫作研究課程。本研究的結果將在建構式 方法下,科技性和技術性文章的寫作有極大的見解和突破,以及幫助全國科技領域的教 師對於教學的適當時間點和標準課程規劃的議題上有所啟發。 This research aims to investigate and examine the effectiveness of building the textuality (Holiday and Hasan, 198) of scientific/technical academic writing through cooperating the computer-assisted language learning tool, IWiLL(Intelligent Web-based Interactive Language Learning). Although many studies have assessed the procedure and impact of error correction, particularly that of grammar, on EFL writing, few have been done to explore the validity and efficacy of explicating the textuality (cohesion, coherence, and so forth) of academic writing to learners so as to improve their quality of writing. In light of this, process writing, mind mapping, and technology resources will be adopted in this research to maximize learning achievement. Both qualitative and quantitative data will be collected. Firstly, the qualitative data will be compiled from 1) pre-and post-revision drafts, 2) post-study interviews. Secondly, the quantitative data will be gathered from 1) English proficiency test, and 2) pre-study and post-study questionnaires. Both quantitative and qualitative data will be further cross-analyzed to answer 1) how the awareness of textuality in writing affects L2 students’ writing; 2) how the integration of process writing have an impact on learners’ writing products; and 3) the correlation between writing quality and the effectiveness of textuality learning in their texts. The participants in the initial study are 20 Computer Science and Information Engineering doctoral students enrolled in the Writing Seminar offered by their program at Tamkang University in the Spring semester, 2009. The results of this research are expected to shed light on the efficacy of this top-down approach to teaching scientific and technical writing and when successfully implemented, can be further incorporated into a standard curriculum that can be adopted by teachers who are in the field of science and technology.
    Appears in Collections:[Graduate Institute & Department of English] Research Paper

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