2010-02-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/683268摘要：對以英文作為第二語言的學術工作者來說，能有效率地寫出高水準的英文論文是極具挑戰卻又必要的能力。寫作技巧以認知心理學觀點而言，屬於一種程序知識（procedural knowledge），無法透過純粹口頭授課方式獲得寫作技巧，必須佐以實際寫作演練與專業的回饋來訓練。此外，寫作本身牽涉複雜的思路重組，加上以外語為載體的負擔，使得英文寫作的挑戰遠超過一般人的認知負荷，常使得寫作者無法下筆或是受困於英文，而無法把腦力擺在寫作內容。研究也顯示，在認知負荷重的情況下學習，效果多有限。一般英文寫作課程，英文訓練常是重點，也少有將學生的認知負荷納入考慮。不同於此，本計畫擬依據心理學有關「程序記憶獲得」以及「認知負荷對學習影響」等方面的研究，發展寫作歷程的心理學理論與實務性研究。課程設計將配合學生的專業興趣與認知資源（cognitive resource），強調從「作中學」 （learning by doing）。並配合英文專業編輯並給予學生即時回饋以及一些心理學技巧，降低英文不熟所加諸的額外負擔，使得寫作學習得以主動開展。 研究結果將發展成有效的英文寫作訓練課程，包括15次不同主題的授課內容，以四學期的時間試教並修改，以其達到增進台大學生英文寫作技巧（流暢性與可讀性）的目的。套裝式的課程設計將便於未來將課程由心理系推廣到其他系所。<br> Abstract: The current study focus on developing effective training course for English scientific writing based on psychological findings about acquisition of procedural knowledge. Publishing scientific articles in English is difficult for scholars writing in a second language. Improving writing skill is difficult, even for a first language user because learning to write well is similar to learning musical instruments, language acquisition and reading or other skills that require the acquisition of procedural knowledge, which requires mass guided practice with useful feedback. Unfortunately there is less psychological research on writing, both theoretical and applied, than on those similar activities. The training course will be designed to conform the principle of “Apprenticeship with Deliberate Practice” and “Practice under Affordable Cognitive Load”. The two-year project will have two phases: (1) pilot studies during which the program is tested and refined with graduate students in Psychology department; (2) implementation and generalization the course to the Department of Psychology and other departments in the Science Division.學術寫作writing