論文名稱：提供結構指南作為摘要寫作引導對外語寫作初學者的影響之研究
校所組別：國立成功大學外國語言文學研究所
畢業時間及提要別：九十學年度第二學期碩士學位論文提要
研究生：潘順賢
指導教授：高實玫 博士

論文內容提要:
本研究旨在探討提供結構指南作為摘要寫作指引對外語寫作初學者的影響。本研究對象為國立新營高中高二同班學生。根據前測成績按S型分組方式將該班46位學生分為控制組與實驗組。
本實驗包含兩階段。第一階段的目的在提供實驗證據證明結構指引可作為外語初學者自習的工具；第二階段的目的在提供實驗證據證明結構指引可作為過程寫作教學法的補充方法。
本研究中所使用的測量工具為寫作評量表與量化文本分析。寫作評量表改編自Heaton 所設計的評量表；量化文本分析包含文章長度與句法複雜度分析。
本研究所得的發現摘要如下：
一、 不管作為學生自習工具或過程教學法的補充工具，依據指定閱讀文章所設計的結構指引有助於促進學生了解文章結構，而文章結構知識幫助學生將閱讀所學的知識應用於寫作，進而影響其文章內容。
二、 不管作為學生自習工具或過程教學法的補充工具，結構指引幫助學生寫出結構較佳的文章。本研究所指的結構係指合乎邏輯的順序，每段討論一個主題，文句與段落間恰當的起承轉合，與清晰的文章起始，主體，和結論。
三、 雖然使用結構指引作為過程教學法之補充方法不比單獨使用過程教學法產生較佳的語言使用與寫出較長的文章。但是，作為學生寫作自習工具時，結構指引對語言的使用與寫出較長的文章有顯著的幫助。
四、 結構指引對學生文章的句法複雜度，遣詞用字，與機械性技巧沒有幫助。
總結而言，用結構指引協助摘要寫作不只可作為第二外語初學者自習的工具，亦可當作實施過程寫作教學法的補充方法。

Abstract
The study investigated the effects of summary writing with structure guidelines on the writing of EFL beginning writers. The subjects, consisting of 46 second-year students in the same class in National HsinYing Senior High School, were divided into a Control Group and an Experimental Group in an “S” model according to their pretest scores given by two independent evaluators.
The study included two stages. The first stage was aimed to provide empirical evidence for using structure guidelines as a tool for EFL beginning writers’ self-study. The second stage was aimed to provide empirical evidence for using structure guidelines as a supplementary approach for the process approach writing instruction.
The instruments used in the study were an evaluation form and the quantitative text analysis. The evaluation form was adapted from Heaton’s Scheme (1988, p. 146). The quantitative text analysis included analysis of text length and text complexity.
The findings of the present study are summarized as follows:
1. Structure guidelines helped students have better performances in content whether they were used as a tool for self-study or as a supplementary tool to the process approach writing instruction.
2. Structure guidelines helped students write with better organization referring to logical order and sequence, paragraph centering on a subject, proper transitions between sentences and paragraphs, and clear introduction, body, and conclusion, whether they were used as a tool for self-study or as a supplementary tool to the process approach writing instruction.
3. Structure guidelines contributed to better language use and helped students write longer texts when they were used as a tool for self study, but using such guidelines as a supplementary tool to the process approach writing instruction did not contribute to students’ significantly better language use or longer texts than using the process approach writing instruction alone.
4. Structure guidelines did not help students have better performances in syntactic complexity, vocabulary, or mechanics whether they were used as a tool for self-study or as a supplementary tool to the process approach writing instruction.
In conclusion, summary writing with structure guidelines not only can be used as a tool for EFL beginning writers’ self-study but can also be used as a supplementary tool to the process approach writing instruction.

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