透過同儕回應寫作環境培養國小學生的讀者意識

Cultivating Primary Students’ Audience Awareness in Peer Response Writing Environment

在國小寫作活動中，學生作文的讀者通常只有教師，缺少與其他讀者互動的機會，可能導致學生缺乏讀者意識，即學生在寫作時不會預設文章的可能讀者。因此，本研究在寫作過程中加入同儕回應活動，提供學生來自真實讀者的同儕回應，讓學生與同儕讀者進行面對面與線上的同儕回饋互動，以了解其對學生讀者意識的影響。本研究對象為110位國小四年級學生，分為同儕回應組與個人寫作組，進行為期一學期共四次的寫作活動。兩組學生先進行「讀促創」活動，完成文章初稿；接著同儕回應組學生進行「聊促修」活動、個人寫作組學生進行「自我修改」活動。為了比較兩組學生讀者意識的差異，本研究蒐集讀者意識的前後測、閱讀與寫作自我覺察問卷，並抽樣12位學生在模擬寫作過程進行訪談。研究結果顯示，透過同儕回應活動，可幫助學生提升寫作的讀者意識。相較於個人寫作組，同儕回應組學生具有較高的比例認為其他同學為讀者，且較能嘗試從讀者的角色來修改自己的文章。故同儕回應寫作環境的搭設能讓國小學生在心中建立新的讀者觀點，從需依賴同學所扮演的真實讀者，成長為自身能依需求而假想不同的虛擬讀者。

Primary students usually can’t attend to the informational needs of their readers because they may lack audience-awareness in writing. The purpose of this study is to improve elementary school students’ audience awareness through providing feedback for their writing products by real readers in online peer response writing environment. Hence, this study adopted peer response activity in students’ writing process to help them aware the existing of the readers and reinforce audience-awareness. The participants were 110 fourth grade students assigned to peer-response group and independent-writing group. Two groups produced their drafts by “reading for creating” activity, but revised their drafts by different methods, respectively “talking for revising” and “self-revising.” An audience awareness test was used as a pretest and posttest to evaluate the effect of peerresponse on students’ audience awareness. Through the questionnaire to compare the two groups in the difference of audience awareness. Furthermore, 12 students participated in an interview in a simulated writing process. The results indicated that significant effects on audience-awareness were found in favor of the peer-response group. In contrast to the independent-writing group, peer-response group students could regard not only their teacher but also other students as their audiences. Besides, peer-response activity facilitates peer-response group students to revise their articles from the role of the reader in the writing process. By providing opportunities for students to face real audiences and receive word-base feedback, it helps students fi nd out various new reader perspectives. In the process, students revised their writing products based on virtual readers, their need, rather than real readers, their classmates. Overall, the writing environment and the activity “talking for revising” promote students develop audiences’ awareness in comparison with the self-writing model.