合作式寫作與獨立式寫作應用於臺灣國中生寫作歷程之個案研究

Abstract

近年來,合作式寫作相關研究受到的關注增加。許多研究文獻指出合作式寫作幫助學習者在最佳化的環境中建構更完整的寫作過程、修改，以及提升對讀者需求的察覺能力 (例如， Cicalese, 2003; Dale, 1992; Lim and Jacobs, 2001; Schindler, 2002)。合作式寫作範疇的相關研究日益增多，然而多數研究以英語為第二語言的國家地區為背景，主要以大學生或高中生為探討對象。國內外相關文獻鮮少以台灣的國中學生為對象探討。更甚，學生在合作式寫作過程中的互動本質也較被忽略。本研究以Storch (1994)所整理提出之互動類型分類架構，將參與者的互動種類予以分類，以檢視學生參與個人寫作及合作式寫作活動過程中展現的不同特色、學生們和配對隊友的互動本質和其影響，以及他們對合作式寫作在國中課堂上實施的認知及評價。本研究邀請29位台灣中部國中二年級學生參與個人式寫作及合作式寫作活動。為了更全面了解學生的寫作過程，學生們共參與了兩次個人式寫作，兩次合作式寫作活動，以練習全民英檢(GEPT)初級作文模擬測驗。寫作練習活動執行在2014年的上學期共進行12週，每一個主題進行約三週時間。本研究以質性研究之方法輔以量表成果呈現。在研究過程蒐集的資料包含學生的前後測問卷、研究教師的課堂觀察、學生合作式寫作過程錄音檔、學生訪問、以及學生的四份寫作文稿。 研究結果顯示，國中階段學生在參與合作式寫作時較有機會產出品質較佳的作品。對話合作過程有利於激發他們對寫作不同階段的重視，更因而改善作品整體的精確度及流暢度。然而，學生合作類型的本質在合作式寫作成效中扮演了不可或缺的要角。本研究結果發現，合作型小組及專家/新手型小組相對於主導/服從型小組較有機會產出較高品質寫作作品。而研究結果更發現不同的合作類型也影響了學生對合作式寫作的認知及評價。超過半數的參與學生對於本次合作式寫作體驗抱有正面的感受及評價。依據研究結果，研究者也指出本研究之缺失，及提出針對英語教學上的應用與未來相關研究之建議。

In recent years, collaborative writing has substantially gained interests. Many studies have shown that collaborative writing enables learners to have an optimum environment for the full construction of their writing process, revision and the enhancement of audience awareness (e.g., Cicalese, 2003; Dale, 1992; Lim and Jacobs, 2001; Schindler, 2002). Although there have been increasing studies on collaborative writing, most of them were conducted in ESL contexts, targeting learners in universities and senior high schools. Little attention has been paid to the learners in junior high schools in Taiwan. Furthermore, very few studies on collaborative writing have examined the nature of learners’ collaboration in collaborative writing process. Adopting the theoretical framework proposed by Storch (1994), this study aimed to explore (a) how students’ writing shaped when they were engaged in individual and collaborative writing activities, (b) how students interacted with their peers or in collaborative writing tasks and how their interaction shaped their writing process, and (c) how they perceived and evaluated the implementation of collaborative writing tasks in a junior high school. Twenty-nine 8th graders in a junior high school in central Taiwan were invited to engage in individual and collaborative writing tasks. To obtain a comprehensive picture of these students’ writing process, the students were engaged in four writing tasks, including two individual tasks and two collaborative writing tasks, practicing the simulation writing tests for GEPT at the elementary level. The writing tasks lasted for 12 weeks, three weeks for one writing task, in fall, 2014. The study adopted a mixed methodology design with both quantitative and qualitative methods. The data of the study were collected from two questionnaires, classroom observations, audio recordings from collaborative writing, interviews, and the students’ writing works. The results showed that these junior high school students tended to produce higher quality of writing outcomes when they were engaged in the collaborative writing tasks. The collaboration enabled them to raise awareness on different aspects of writing and thus improved the overall accuracy and fluency of their writing. However, the nature of students’ pair interaction played a vital role in their collaborative writing process. The findings showed that the dyads working in the collaborative and the expert/novice patterns tended to perform better in their writing product than those in the dominant/passive pattern. The results further revealed that the interactional patterns affected their perceptions of the collaborative writing practices. More than half of the students held positive attitudes toward their experiences of collaborative writing. Several pedagogical implications were provided for junior high school writing teachers to consider in implementation of collaborative writing in their classrooms.