Chia Nan University of Pharmacy & Science Institutional Repository:Item 310902800/25409
English  |  正體中文  |  简体中文  |  Items with full text/Total items : 18034/20233 (89%)
Visitors : 23357323      Online Users : 423
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    CNU IR > Chna Nan Annual Bulletin > No.37 (2011) >  Item 310902800/25409
    Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/25409


    Title: Does EFL Students' Grammatical Ability Account For Writing Ability? A Case Study
    個案研究: EFL 學生的文法能力是否說明其寫作能力?
    Authors: Yun Hsuan Huang
    Contributors: 嘉南藥理科技大學應用外語系
    Keywords: grammarability
    writingability
    grammarandwriting
    文法能力
    寫作能力
    文法與寫作
    Date: 2011-12
    Issue Date: 2012-06-08 10:11:50 (UTC+8)
    Abstract: EFL students’ grammatical ability has been often discussed in apposition with writing ability. The role of grammar in writing has been extensively argued, yet not reaching a consensus conclusion. The major reason is due to how grammatical and writing abilities are defined as well as the variables of the design and assessment of the tests. Thus, this study proposed a theoretical model for each ability. Based on the models, this study tried to examine whether grammar instruction could promote the students’ grammatical ability, thereby further helping their writing. In this study, the test, divided into a grammar subset and a writing subset, was administered to ten senior high school students in a lowerintermediate English class at a cram school in Southern Taiwan. The grammar subtest and the writing subtest comprised 40% and 60% of the whole test respectively. The results indicated that most students’ grammar subtests outperformed their writing subtests. The finding implied that there was no strong relationship between the knowledge of grammar and usage among lower-intermediate learners. In addition, some suggestions were provided for improving instruction and both grammar and writing subtests.
    EFL 學生文法能力常與寫作能力被相提並論,文法在寫作中之角色一直被廣泛爭論卻仍未達一致結論,主因是如何定義文法寫作,及其能力之測驗設計和評量等變數有關。故本研究設計評量文法及寫作能力模型,以檢視文法指導是否提升學生文法能力並進而幫助其寫作。本研究中測驗含文法及寫作兩項目,文法及寫作分數比各佔40%及60%,被執行於南台灣補習班英文課中十位中低英文能力之高中生。結果顯示大部分學生文法測驗表現比寫作好。此發現暗示文法知識及其使用,在中低英文能力學生身上無明顯關聯。一些建議也被提出,以供改進教學與文法寫作測驗設計。
    Relation: 嘉南學報(人文類) 37期:p.500-515
    Appears in Collections:[Chna Nan Annual Bulletin] No.37 (2011)
    [Dept. of Applied Foreign Languages] Periodical Articles

    Files in This Item:

    File SizeFormat
    37_500_515.pdf2350KbAdobe PDF5420View/Open


    All items in CNU IR are protected by copyright, with all rights reserved.


    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback