本研究之目的在於探討英文寫作能力較佳的學生如何在創作及修改作文的過程中使用不同之寫作策略。經由訪談文化大學英文系三位寫作能力較佳之學生及分析其作品，本人發現這些學生在不同的寫作階段頗能有效地使用認知策略、後設認知策略、及社交情意策略。本研究目的乃在於找出可爲寫作能力較弱的學生學習採用之寫作策略，以增進其寫作之能力及作文的品質。爲使學生能充分有效地使用寫作策略，英文作文老師應於課室中教授英文寫作策略。
The purpose of the study is to investigate the writing strategies employed by the more skilled EFL student writers and how they were applied when students were inventing, composing, and revising their writing. The results were obtained through interviewing three of the more proficient students of the English Department of Chinese Culture University and analyzing the written work of these students. The study showed that these students were rather efficient at using cognitive, metacognitive and social-affective strategies at different stages of writing. The aim of studying writing strategies adopted by the more skilled students is to find Out the useful writing strategies which may be of practical use to less skillful student writers. To help students make use of writing strategies in writing tasks, EFL writing teachers should incorporate the teaching of writing strategies in their instructions.
關聯:
Hwa Kang Journal of English Language ＆ Literature ； 5期 (1999 / 07 / 01) ， P31 - 60
