摘要
根據李氏(1992)的研究，大部份的高中學生的確都認為英文作文是他們最費力的一門科目。經過了十年，英文作文對台灣大部份的高中生來說，似乎仍然還是一件很困難的事情，這樣的情況可以從2001年大考中心所統計的結果看來—作文分數得分超過12分的考生比例不到百分之八。這個令人不滿的事實不僅造成了困擾，對學生與老師來說，也都是個挫折。
在做完三方面—作文教學研究、台灣的作文實證教學研究、英語教師對於教學的施行與信念—的文獻回顧後，我使用了質性研究的方法來撰寫這個論文。質性方法裡面包括了作為問卷調查內容基礎的面談與問卷調查。
在此研究中的結論是作文老師的先前學習經驗對於他們目前的教學實習有所影響。此外，關於他們為什麼會採取不同的教學方式的原因，有許多可以能的解釋，比如時間的限制、學生的人數或者是考試導向的教育等。教師的信念與實行也可能會因為學生的不同背景與需要而有很大的不同。再者，老師所面臨的困難的確是很嚴重的問題，這些是有關單位應該要去解決的，而一些相關的建議也應提出。最後還有很重要的一點，這個研究的結果已經顯示出一些老師們對於他們作文教學上的信念，包括他們對於編輯寫作教材的原則意見與他們所強調的教學重點。因此，有關單位和其他研究者在執行語言教育改格或進行相關研究時，參考本研究的結果。希望這個研究可以使大家對於高中英文作文教師的信念有更全面性的了解並且引起大家多注意他們的需要與困難。

According to Li’s (1992) study, the majority of high school students in Taiwan consider English writing their most taxing subject. After ten years, it seems still a difficult task for most of them, which is shown by the results from CEEC in 2001—the percentage of examinees who have scored higher than 12 points in writing is below 8%. This undesirable fact causes trouble and frustration not only to students but also to teachers. After a literature review of three dimensions—research on English composition, empirical studies in Taiwan, and English teachers’ beliefs and their pedagogical practices, the researcher adopted a qualitative methodology to do the research. The methodology is composed of an interview and a questionnaire.
In this study, it is concluded that writing teachers’ prior learning experiences had an influence on their current teaching practices. What’s more, as for the explanation of why writing instructors have adopted these different methods, there are many possible reasons to give, such as time limit, students’ numbers or a test-oriented trend in education. Teachers’ beliefs and practices may also differ significantly due to their students’ different backgrounds and needs. Moreover, the difficulties that teachers face are indeed serious problems the authorities concerned have to fix and some relevant suggestions should be proposed. Last but not least, the results of this study have shown some of teachers’ beliefs about their writing instruction, including the opinions on principles of compiling writing materials and the teaching points they stress. Therefore, the relevant authorities and other researchers can refer to these results in this study when they implement language education reforms or conduct related studies. It is hoped that such a study would help people have a thorough comprehension of senior high school writing instructors’ beliefs and draw much more attention to the importance of their needs, and difficulties.

TABLE OF CONTENTS

Abstract (English)………...……………………………………………………………i
Abstract (Chinese)…………..…………………………………………………………ii
Acknowledgements…………...………………………………………………………iii
Table of Contents……………………………………………………………………..iv
List of Tables…………………………………………………………………………..x

CHAPTER ONE INTRODUCTION…………………………………………….1
1.1 Motivation…………………………………………………….……………..1
1.2 Research Background ……………………………………………………….2
1.3 Purpose of the Study………………………………………………………...6
1.4 Research Questions……………………………………………….................7
1.5 Significance of the Study……………………………………………………8

CHAPTER TWO LITERATURE REVIEW…………………………………...9
2.1 Research on English Composition………………………………………….9
2.2 Theoretical Development of Writing Instructions…………………………10
2.3 Traditional Approaches of Teaching Writing……………………………...10
2.3.1 Controlled Composition…………………………………………………...11
2.3.2 Free Writing…………………………. ……………………………………12
2.4 Current Approaches of Teaching Writing………………………………….13
2.4.1 Process Approach…………………………. ……………………………...13
2.4.2 The Language Experience Approach……………………………………...14
2.4.3 Contrastive Rhetoric Approach……………………………………………15
2.4.4 Content-based Approach…………………………. ……..………………..16
2.4.5 Computer-assisted Approach………………………………………………17
2.5 Empirical Studies on Writing Instructions………………………………...18
2.5.1 Error Analysis and English Composition Teaching………………………..19
2.5.2 Sentence Combination…………………………. …………………………19
2.5.3 Strategies Towards EFL Writing…………………………………………..20
2.5.4 Process Writing…………………………. ………………………………..20
2.5.5 Reading and Writing in English Writing Instruction………………………22
2.5.6 Dialogue Journal…………………………. ………………………………22
2.5.7 Internet-based Approach…………………………. ………………………23
2.5.8 Writing Evaluation…………………………. …………………………….24
2.6 English Teachers’ Beliefs and Their Pedagogical Practices………………25
2.6.1 The Nature of Teachers’ Beliefs…………………………. ………………25
2.6.2 The Relationships Between Writing Teachers’ Beliefs and Pedagogical Practices…………………………. ……………………………………….26
2.6.3 Research on the Beliefs of English Writing Instructors…………………..27

CHAPTER THREE METHODOLOGY………………………………………..30
3.1 Subjects……………………. …………………………. …………………30
3.2 Instruments………. …………………………. …………………………..30
3.2.1 Interview………. …………………………. ……………………………..31
3.2.2 Questionnaire………. …………………………. ………………………...33
3.2.3 Pilot Study………. …………………………. ……………………………34
3.3 Data Collection………. …………………………….. ..………………….35
3.3.1 Collection of the Interview Data………. …………………………. ……..36
3.3.2 Collection of the Questionnaire Data……………………. ……………….36
3.4 Data Analysis………. …………………………. …………………………37
3.4.1 Analysis of the Interview Data………. …………………………. ……….37
3.4.2 Analysis of the Questionnaire Data……………………. …………………40
3.5 Validity………. …………………………. ……………………………….40

CHAPTER FOUR RESULTS……………………………………………………42
4.1 Demographic Information of the Respondents…………………. ………..42
4.2 Responses to Closed-ended Questions…………………. ………………..45
4.3 Responses to Ranking Questions…………………. ……………………...51
4.4 The Analysis of Open-ended Questions…………………. ………………54

CHAPTER FIVE CONCLUSIONS……………………………………………..54
5.1 Discussion of Research Questions…………………. ……………………..55
5.2 Pedagogical Implications…………………. ………………………………71
5.3 Limitations of the Study…………………. ………………………………..75
5.4 Suggestions for Further Studies…………………. ………………………..76

REFERENCES……………………………………………………………………...78

APPENDICES………………………………………………………………………88
Appendix A Interview Guide (Chinese)………………………………………........88
Appendix B Interview Guide (English)…………………………………………….99
Appendix C Questionnaire (Chinese)………………………………………………92
Appendix D Questionnaire (English) ……………………………………………...96
Appendix E Permit Form…………………. ……………………………………..101

LIST OF TABLES………………………………………………………………...102
Table 3-1 Demographic information of the interviewees…………………………102
Table 4-1 Demographic information of respondents ………….………………….103
Table 4-2 Learning experiences of English writing ……………………………...104
Table 4-3 Current practices of English writing instruction ………………………105
Table 4-4 Difficulties that teachers face…………………. ………………………106
Table 4-5 Principles of compiling English writing materials…………………. …107
Table 4-6 Teaching points that teachers emphasize…………………. …………..108

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