上輩子殺錯人上輩子殺錯人這輩子教英文這輩子教英文上輩子殺錯人上輩子殺錯人這輩子教英文這輩子教英文

──── 英文作文教學甘苦談英文作文教學甘苦談

報告者：洪瑜嬪報告者：洪瑜嬪2009/05/132009/05/13

學生寫作錯誤類型•拼字錯誤•母語影響•其他

母語影響• 中式英文e.g. Travel have many methods like with class, with

family, with know no people and with oneself.

e.g. However, to see is to believe, many things no in the books.

e.g. I will plan two days and one night travel. (兩天一夜 ?!)

e.g. air car of cat (貓空纜車 ?!)

母語影響• 台式英語 She was very happy that I had heart to give h

er birthday present. ( 有心要做…… )

My family have five people. Boys have three and girls have two. ( 男生有三個，女生有兩個 )

I very like Kauhsiung.

She walked half (她走到一半？！ )

母語影響•令人抓狂的過去式與完成式

•雙重連接詞 (because 和 so 併用 / although 和 b

ut 同時出現 )

母語影響•「有」的用法： there is / are (學生會寫成 there have / has…)

•「人稱」混亂〈對第二人稱瘋狂偏好…〉 We always learn many things when y

ou go travel.

其他類型•英文敘述中出現中文 Last year, I went to 花蓮 with my fami

ly.

•矯枉過正 The sea is beautiful very much.

其他類型•不雅文字 One day, on my way to school, I saw a

car go and a car come. Two cars bombed. One man jumped out of the car and yelled, “Fuck you!!”

其他類型• 不知所云 One day, a girl look at a cat in the gardon, th

ey play very funny, and the cat very like the girl. the girl's name is Luna, Luna ask her mom can we feel the cat? mom say ok. One day to one day more, that's a big question. but Luna don't knon how can help her. So, one day to one day more, Luna her home is BOMB. And she become a cat girl.

My Study• Purpose: the study aims to

compare the effects of model writing and creative writing on learning of English compositions for twelfth graders

My Study• Subject: 78 twelfth graders of Nan-Zih Seni

or High School

Group Number

301The MWG (Model Writing Group)

40

302The CWG (Creative Writing Group)

38

My Study• Duration: 12 weeks• Instrument: (1) pre-study composition

(2) six topics for writing assignments (3) post-study composition (4) questionnaires (QSRMW, QSRCW)

ProceduresThe teacher will divide the subjects into two groups.

The MWG will write the pre-study composition.

The MWG will discuss the writing model 1.

The MWG will write assignment 1.

The teacher will make comments on the MWG’s assignment 1.

The CWG will write the pre-study composition.

The CWG will discuss the assigned topic 1.

The CWG will write assignment 1.

The teacher will make comments on the CWG’s assignment 1.

ProceduresThe MWG will repeat the above procedures for writing the other

five assignments.

The MWG will write the post-study composition.

The MWG will answer QSRMW.

The CWG will repeat the above procedures for writing the other

five assignments.

The CWG will write the post-study composition.

The CWG will answer QSRCW.

The teacher will collect, compute, and analyze the data.

Study Findings• no significant difference between

the effects of model writing on the MWG and creative writing on the CWG

• the MWG and the CWG improved in their writing performance significantly

第五次模考非選擇平均

第六次模考非選擇平均

301(The MWG)

5.039.41

(+ 4.38)

302(The CWG)

3.128.72

(+5.6)

Study Findings• The subjects take positive

responses to the writing instruction (according to QSRMW and QSRCW).

• The subjects develop confidence in English writing (According to the results of questionnaires).

Difficulties in Writing• vocabulary-relevant problems (limite

d vocabulary, spelling errors)• grammar• influence of the native language• poor time management (25 mins)• lack of creativity and inspiration

Gains in Writing• Grammar improvement• Content enrichment• Better expression• Reduce of spelling errors

Tips for You• Marks & comments• Discussion (1, 2 & 3 )• Error correction & revision• Encouragement

Implications for Language Teachers

• employing vocabulary learning skills before writing instruction

• encouraging students to read abundant reading texts

• longer duration of writing instruction

Thank you