自我詢問檢核策略的介入對讀者覺察能力的實驗效果

Promoting Audience Awareness in Writing

本研究設計寫作之自我詢問檢核策略，據此探討策略介入對寫作者之讀者覺察能力、寫作修改能力及寫作品質的影響，更進一步分析此策略介入的漸進效果。研究對象取自臺中市國小五年級的學生，以班級為單位抽取兩個班級，再隨機分派至不同的實驗處理組別，實驗組接受十二週次「寫作之自我詢問檢核策略」的實驗處理，而控制組則接受一般寫作教學的處理。因之，本研究採不等組前後測的準實驗設計，以前測為共變數進行共變數分析。研究結果發現，寫作之自我詢問檢核策略的介入對學生的讀者覺察能力具增進效果，且促進寫作修改能力及提昇寫作品質。隨著自我詢問檢核策略介入次數的增加，實驗組學生的讀者覺察能力、寫作修改能力及寫作品質亦隨之增進。

Audience awareness in writing is a vital concern for all mass communicators. Writing methods enable students to specifically and clearly learn how to consider their readers. The purpose of this study was to investigate the effects of promoting audience awareness in elementary school students to their writing ability. We used one type of procedural facilitation strategy focused on text revision to promote audience awareness. We introduced 2 self-assessment checklists whereby students were encouraged to evaluate and modify their text. We used a pre/post-test quasi-experimental design. We recruited 2 fifth-grade classes that we randomly assigned to the experimental group and the control group. The experimental group received 12 weeks of experimental treatment, whereas the control group did not. The obtained data were analyzed by using one-way ANCOVA statistics and trend analysis. The results show significant differences between the experimental group and the control group in audience awareness, text revision skill, and writing quality. The experimental students gradually progressed in audience awareness, text revision skill, and writing quality.