| Summary: | 碩士 === 國立高雄師範大學 === 英語教育研究所 === 85 === This study aims to investigate whether there is any difference
in the time spent on the three writing phases, planning,
translating and reviewing between freshmen in the basic level
writing course and juniors in the advanced level writing course.
Furthermore, it aims to explore whether juniors in the advanced
level writing course differ from freshmen in the basic level
writing course inthe attention paid to the four aspects of
writing, i.e. language use, content,organization and audience
during the entire writing process and during each writing phase.
The subjects for the study were 48 English majors, with 11
freshmen and 16 juniors at National Kaohsiung Normal University
and 9 freshmen and 12 juniors at National Tsing Hua University
in Taiwan. The subjects were asked to compose aloud an
expository essay in the language laboratory, and they were
audiotaped while composing aloud. After the subjects finished
the composing-aloud task, they were required to fill in a
questionnaire that inquired about their writing habits and their
learning experience in English writing. The composing-aloud
tapes were then transcribed and coded for analysis. Two-way
ANOVA and two-way MANOVA were used to analyze the data yielded
from the protocols. The major findings are summarized as
follows: (1) The mean total writing time of the junior writing
group was significantly longer than that of the freshman writing
group. (2) Both the freshman and junior writing groups
investedmost of their writing time to translating. Not much
time was allocated to planning and reviewing. (3) The junior
writing group spent signficantly greater proportion of their
writing time planning than the freshman writing group, whereas
the freshman writing group spent significantly greater
proportion of theirwriting time translating. The two groups did
not differ significantly in theproportion of time allocated to
reviewing. (4) During the entire writing process, both the
freshman and the junior writing groups were mainly concerned
with content and paid much less attention to other aspects of
writing. (5) During the entire writing process, the junior
writing group paid significantly moreattention to organization
and audience than the freshman writing group. The two groups
did not differ significantly in the attention given to content
and language. (6) The subjects'' focus of attention changed
somewhat as they moved from one phase to another. During the
planning phase, the main concern of both year-level groups was
content. Next came organization. Little attention was given to
audience. During the transalting phase, both the freshman and
junior writing groups paid most of their attention still to
content, but language use became the second category they
attended to. Finally, during the reviewing phase, language use
became the main concern. and the next was content. Neither
group displayed any concern over organization or audience. (7)
The two year-level groups did not differ significantly in the
attention they paid to thefour aspects of writing during
planning and reviewing. However, during translating, the junior
writing group attended signficaintly more to organization and
language use than the freshman writing group. Finally, based on
the findings, implications for English composition teaching and
suggestions for further research are provided.
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