探討「合作習作」及其中之社會互動

Exploring the Social Dimension of Writing: Integration of Collaborative Pedagogy into an EFL Writing Class

寫作可視為是一種社會互動的行為，因其不僅是個人思考創作的過程，更是作者與讀者間的對談及溝通。施行「合作習作」於作文課中不但提供了寫作者與讀者互動的習作環境，更可培養學生重視讀者需求的寫作習慣。此外，於同儕學習中，學生亦能互相鼓勵，彼此學習，截長補短。學生對本人在大三英作課施行「同儕互閱」的回應顯示「合作習作」對學生英文寫作有實質的助益。本文經由觀察習作者於「合作習作」中所表現之社會行為及參閱相關文獻以探討寫作之社會互動。

Writing is, to a considerable degree, a social process in which writers talk within themselves or with readers. Collaborative learning specifies the social dimension of writing by providing a knowledge community in which students learn to write through interacting with a capable peer. In writing groups, students develop concepts of audience and receive emotional support from encouraging peers. Integrating collaborative pedagogy into the regular course syllabus increases the effectiveness of writing instruction. This paper explores the social dimension of writing through reviewing related literature and investigating students' behavior in the classroom. Students' comments about peer review are provided to show the efficacy of collaborative learning strategies in an EFL writing class.