| Summary: | 碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 100 === The purpose of this study is to discuss the effect of Williams cognitive affective interaction model for rhetorical instruction. The research method is based on the pretest-posttest nonequivalent-groups design of quasi-experimental research. The samples come from the fifth grade students of a public elementary school in Nantou County. Both of the experimental and control group are 30 pupils. At first, the researcher designs this rhetorical instruction according to the Williams cognitive affective interaction model, and then to carry out the experimental teaching courses for ten weeks. After the experiment, the researcher commences to discuss the effect of the fifth grader in rhetorical cognitive ability, rhetorical skills, writing skills and rhetorical interest by the following three research instruments: "rhetoric reading test", "creative writing checklist" and "rhetorical interest questionnaire". The researcher adopts "descriptive statistics", " independent sample t test" and "one-way ANCOVA" to analyze the data. The main results are as following:
1. Williams cognitive affective interaction model can promote the rhetorical cognitive ability of the experimental group.
2. Williams cognitive affective interaction model can promote using rhetorical skills of the experimental group.
3. Williams cognitive affective interaction model can promote writing compositions of the experimental group.
4. Williams cognitive affective interaction model can promote the rhetorical interest of the experimental group.
Based on the findings, the researcher provides some suggestions on designing rhetorical instructions as references for further teaching and researching in this field.
Keywords : Rhetoric Learning, Rhetorical Instruction, Williams Cognitive Affective Interaction Model
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