研究發現許多學生對於第二語言論證寫作感到困難。面對此一難題，本論文欲探討第二語言論證寫作課程中，大學生之論證概念、論證寫作方法、與論證技巧(主張、資料、論據、支持、反主張、自省)學習模式。本研究亦欲進一步了解此三變項與學生第二語言論證寫作中論證品質與線上論證話語行為(閱讀、修改、發表與貢獻想法)之相關(relationships)。研究地點位於台灣北部一所私立大學，研究介入時間為2019年，為期五週。研究參與者為兩班第二語言寫作課程中之四十位大學生（26位女性與14位男性，主修英語為第二語言）。教學介入前，參與者完成前測(第二語言論證寫作)，並就八個開放式問題(探討論證概念與論證寫作方法)回答。於結合式教學(結合課堂認知建模教學法與學生主導之線上論證討論)後，學生於最後一周完成後測，並透過線上鷹架設計顯示論證技巧學習模式。透過現象圖學法分析學生對八個開放性問題之回答，結果顯示六大類論證概念（表達想法、討論想法、說服他人、證實想法、判斷論點、反思與擴展想法）與四大類論證寫作方法（組織結構、使用修辭技巧、使用證據、比較論點與反思）。卡方檢定顯示論證概念與論證寫作方法在實際層次上有顯著關聯性，但是發展層次則無，顯示學生有不同的下一發展區間。接著，評分者就學生前後測中論證品質三個層面（主論述、反向論述與反駁、反思論述）分別評分，相關分析則使用曼¬-惠特尼U檢定檢視兩組獨立樣本差異性。結果顯示，學生的主論述與反向論述兩個面向論證品質都有顯著進步。雖然學生傾向不於論證中表達自己論述的弱點(反思)，從學生學習論證技巧模式與線上論證討論行為之相關研究結果顯示，線上主動發表與貢獻想法能加強學生反思技巧學習與應用。本研究結果另建議，教師可透過了解學生對六項論證技巧的學習模式，進而預測學生論證品質的發展。而學生的論證概念則具有預測學生第二外語論證寫作品質之潛力。這些實徵研究期能對第二語言論證寫作教學與研究有所貢獻。

Previous research revealed that many students had difficulties in writing second language (SL) argumentative essays. To tackle the issue, this dissertation aimed to investigate undergraduate students’ conceptions of argumentation, argumentative writing approaches, and ways of learning the argumentative skills (claim, data, warrant, backing, counterargument, and rebuttal) in the context of SL argumentative writing class. In addition, the relationships between the three variables and the quality of argumentation in their second language (SL) argumentative essays as well as the relationships between the variables and students’ online argumentative discourse behaviors (reading, modifying, and creating-and-contributing ideas) in the context of SL argumentative writing class were also explored. The investigation was implemented in a private university in Northern Taiwan in 2019 with a duration of five weeks. The participants were 40 English-majored undergraduate students (29 females and 14 males) in two intact SL writing classes. Before the instructional intervention, the participants wrote an SL argumentative essay (pretest) and their conceptions of argumentation and argumentative writing approaches were explored through their responses to eight open-ended essay questions. During the intervention, the participants received an integrated instruction (a cognitive-modeling instruction on six argumentative skills supported by online argumentative discourse). In the final week, in addition to the posttest, the participants demonstrated their ways of learning the six argumentative skills (as either transformed or non-transformed skills). Through the analysis of the participants’ responses to the eight essay questions by means of the phenomenographic method, six hierarchical categories of the conceptions of argumentation (expressing ideas, discussion ideas, persuading others, proving ideas, judging arguments, and reflecting and extending ideas) and four categories of the argumentative writing approaches (structuring components, using rhetorical skills, using evidence, and comparing and reflecting on ideas) were identified. The Chi-squared tests showed that there was a significant association between the conceptions of argumentation and argumentative writing approaches at the main level but not at the achieved level, suggesting the diversity of students’ zone of next development. On the other hand, the scores were given to the qualities of the three facets (main argument, counterargument and refusal, reflective rebuttal) of argumentation in students’ pre- and post- tests (SL argumentative essays) respectively (a single-group repeated measure method), and the relationships were analyzed by means of Mann-Whitney U tests to examine the differences between two independent sample groups. The results suggest that the developments of the participants’ main arguments and counter-refusals were promising after receiving the integrated instruction. Although there was still a lack of willingness or awareness for the use of rebuttals (self-reflection) in the participants’ SL argumentative essays, the relationships between students’ ways of learning the argumentative skills and their online argumentative discourse behaviors suggest that the activities of creating and contributing ideas in online argumentative discourse have the potential to enhance students’ awareness and use of rebuttals. It also suggests that through the examination of students’ ways of learning the argumentative skills, teachers can efficiently predict the qualities of the three facets of argumentation in students’ SL argumentative essays. Finally, this study suggests that the conceptions of argumentation have the potential to predict the qualities of the three facets of argumentation in undergraduate students’ SL argumentative essays. These findings are expected to shed light on both research and education in the field of SL argumentative writing.

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