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研究生：	黃智永 Huang, Jhih-Yong
論文名稱：	大學英語寫作課的教師寫作評語及學生回應之個案研究 A Case Study on Teacher Written Commentary and Student Responses in a Tertiary EFL Writing Classroom
指導教授：	閔慧慈 Min, Hui-Tzu
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系 Department of Foreign Languages and Literature
論文出版年：	2016
畢業學年度：	104
語文別：	英文
論文頁數：	115
中文關鍵詞：	教師寫作評語、學生反應、學生修改
外文關鍵詞：	Teacher written commentary, Student reactions, Student revisions
相關次數：	點閱：113 下載：6
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有鑑於學生在修改作文過程中對教師評語回應的重要性，本研究旨在探討一門寫作課英語系學生對教師寫作評語的即時反應及修改。一位寫作教師以及十八位學生參與本研究。本研究使用三種研究方法：﹝一﹞教師寫作評語重點及本質之文本分析，﹝二﹞學生們對其教師寫作評語即時反應之出聲思考及刺激回憶法，﹝三﹞學生們對其教師寫作評語所作修改之文本分析。結果顯示這位寫作教師提供大量有關內容的評語，並付出相當多的心力於給予修改的指示，尤其是詢問資訊和給予建議。而學生方面，他們時常瞭解、同意、使用教師的寫作評語並且成功地修改。此結果指出有關想法澄清的議題、教師直接指示的使用、學生對寫作評語的了解、同意、使用共同促進了這位教師與學生們之間成功的溝通。這突顯出教師寫作評語在過程寫作教學的有效性及價值。本研究總結：寫作教師給予回饋的過程中，有必要帶動學生參與，如此有助於營造正向及支持性的寫作課。

Motivated by the importance of student responses to actual teacher comments during their revision process, this study aims to explore English majors’ immediate reactions to their teacher’s written commentary and revisions in an EFL writing classroom. One writing teacher and eighteen students participated in this study. Three types of research methodologies were used: (a) text analyses of the foci and nature of the teacher’s written commentary, (b) think-aloud protocols and sometimes stimulated recall on the students’ immediate reactions to the teacher’ written commentary, and (c) text analyses of the students’ revisions in response to the teacher’s written commentary. The results show that the writing teacher provided a vast majority of content-focused comments, and she made a considerable amount of effort to offer revision directives, particularly instances of “asking for information” and “making suggestions”. The students understood, agreed with, and used their teacher’s written commentary, and also revised successfully in response to the comments frequently. The results suggest that the text issue on idea clarification, the teacher’s use of direct directives, and the students’ understanding, agreement, and use of written comments were interrelated with one another to facilitate successful communication between the teacher and the students. This successful communication further highlights the efficacy and value of teacher written commentary in process-oriented writing pedagogy.This study concludes by underscoring the necessity of engaging students during the feedback process, thus contributing to a more positive and supportive writing classroom.

Abstract (Chinese)	ii
Abstract (English)	iii
Acknowledgement	iv
Table of Contents	vi
List of Tables	ix
List of Figures	x
	
Chapter 1 Introduction	1
1 Background of this Study	1
2 Purpose and Research Questions	3
3 Significance of the Study	4
4 Definitions of Terminology	5
	
Chapter 2 Literature Review	7
1 Teachers’ Written Commentary on Student Writing	7
1.1 The Nature of Teacher Written Commentary	8
1.2 The Influences of Written Commentary on Student Revision	10
2 Students’ Perspectives on Written Commentary	14
2.1 Students’ Beliefs about Teacher Written Commentary	15
2.2 Students’ Perceptions of Teacher Written Commentary	16
2.3 Students’ Reactions to Teacher Written Commentary	18
3 Students’ Problems with Dealing with Teacher Written Commentary	23
3.1 General Comments	24
3.2 Question Comments	24
3.3 Hedged Comments	25
3.4 Comments on Content/Ideas	26
3.5 Types of Revision Problems	26
4 Students’ Use of Teacher Feedback without Real Understanding	27
5 Critique	28
	
Chapter 3 Methodology	30
1 Locating Participants	30
2 The Participants	31
3 The Writing Class	32
4 Procedures	34
5 Types of Data	36
5.1 Teacher’s Written Commentary	37
5.2 Students’ Second Drafts and Revised Drafts	37
5.3 Students’ Think-Aloud Protocols	37
5.4 Stimulated Recall	38
6 Data Analysis	38
6.1 Teacher’s Written Commentary	38
6.2 Students’ Think-aloud Protocols and Stimulated Recall	43
6.3 Students’ Revisions	45
	
Chapter 4 Results	47
1 The Foci and Nature of the Teacher’s Written Commentary	47
1.1 Foci of the Teacher’s Written Commentary	47
1.2 The Nature of the Teacher’s Written Commentary	48
1.3 The Teacher’s Responding Behaviors	50
1.3.1 Comments on Content	50
1.3.2 Comments on Organization	52
1.3.3 Comments on Unity	53
1.3.4 Comments on Coherence/Cohesion	53
1.3.5 Comments on Logic	55
2 Student Immediate Reactions to Teacher Written Commentary	56
2.1 Students’ Reactions to Teacher Written Commentary	56
2.2 Types of Students’ Reactions to Teacher Written Commentary	57
2.2.1 Understanding, Agreement, and Use	57
2.2.2 Understanding, Agreement, and Non-use	61
2.2.3 Understanding, Disagreement, and Non-use	67
2.2.4 Incomprehension/Misinterpretation and Use	71
2.2.5 Incomprehension/Misinterpretation and Non-use	75
3 The Results of Student Revisions	76
3.1 Attempt and Success of Student Revisions	76
3.1.1 Successful Revisions	76
3.1.2 Unsuccessful Revisions	80
3.1.3 Unattempted Problems	85
	
Chapter 5 Discussion and Conclusion	89
1 Discussion	89
1.1 The Writing Teacher’s Commentary Practices	89
1.2 Factors for Successful Teacher-Student Communication in Writing Pedagogy	91
1.3 The Students’ Confusion about Teacher Commentary	94
1.4 The Students’ Unattempted Changes to Writing	96
2 Conclusion	99
2.1 Major Findings	99
2.2 Limitations	100
2.3 Directions for Future Research	100
2.4 Pedagogical Implications	101
	
References	104
	
Appendices	
Appendix A	108
Appendix B	110
Appendix C	114

                                    

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校內：2019-07-29公開
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