Task-based Language Approach to Teach EFL Speaking

運用任務型教學法於英語口說教學之研究

莊媖纓(Ying-Ying Chuang)

《國立虎尾科技大學學報》 29卷4期 (2010/12) Pp. 37-52

https://doi.org/10.6425/JNHUST.201012.0037

摘要

「任務型教學法」主要是以目標爲導向及以學習者爲中心爲課堂之主要活動，讓學生藉日常生活語言的互動與活用，來達到特定的學習成效。目前在這領域的研究，在大學英語課堂中的研究卻是缺乏的。本研究含三大方面：(1)大學生於任務型教學中，對英語學習態度、課堂活動及分組活動的看法；(2)任務型教學中學生的英語口說互動成效；(3)教師與學生對於任務型教學及口語學習成效評量的回饋。研究方法及資料分析採用質性統計工具來進行：含師生的質性訪談外，佐以課室觀察紀錄，來瞭解課堂中的學習互動與反應。
研究結果顯示，大學生在學習態度上，普遍認同口說能力的重要性，且多數反應在任務型教學活動引導下，口說能力有明顯進步。並且學生不再是處於由教師主導的教學環境中被動的學習：其參與英文課的興趣也增多；尤其是經由完成任務的過程中，更多的機會讓他們在同儕互動中學習，自信心也因此增加。對於任務型活動及分組活動的看法，學生肯定其明確的學習目標：除了更瞭解語言用法，也提升學習動機。在學習成效上，高成就與低成就學生於口語互動溝通上，句子表達字數上皆有顯著增加，且溝通策略上也有顯著進步。在教師與學生對於學習成效評量回饋上，結果顯示兩者皆持肯定態度；學生認爲分析式評量較有建設性：能呈現出他們學習表現上的優點及需要改進的缺點。同時也指出，任務型評量方式雖較具挑戰性，但比傳統型方式客觀許多。本研究結果能提供英語教師在運用任務式教學法於課堂中之經驗與建議，尤其是課堂的口語教學、訓練、評量方面上有所助益。

關鍵字

任務型教學法 ； 英語教學 ； 口說能力 ； 語言評量

並列摘要

Task-based Language Approach has emerged as a significant component in the development of the language curriculum. One of its basic principles is the use of tasks, which are goal-oriented and learner-centered, as classroom learning activities in which learners use real-life language to achieve a specific outcome. However, few task-based related research studies have been conducted in Taiwan, especially in a college EFL context. Therefore, the present study aims to explore college EFL students' perceptions of their own learning attitudes, classroom activities, and pair/group work with task-based approach, and teachers' and students' reflections on task-based approach and its assessment. The qualitative method was used in this study to investigate whether task-based approach served to improve students' oral proficiency, learning motivation, and positive attitude.
Regarding college students' learning attitude, the research findings indicate that all students valued their speaking ability, and the majority agreed that their oral proficiency was improved: they neither saw 'speaking' as a difficult skill to learn nor passively learned English in a teacher-directed environment. More opportunities were provided in engaging pair/group works for English conversation practice without anxiety, students' self-confidence therefore positively increased. In terms of their perceptions on the classroom activities, students considered that task-based activities which came with more explicit learning goals not only provided them with better understanding the usage of language, but also enhanced their motivation-through which they learned practical communicative skills to apply into real-life situations, and they also felt self-fulfillment when completing the tasks. Regarding teachers' and students' reflections on task-based learning approach and its assessment, both of them showed positive views: students preferred the analytic rating for its explicit feedback showing which parts they did well and which parts needed to be improved, according to the rating sheet. They also pointed out that task-based assessment was more challenging but also more objective than the traditional tests. Some pedagogical implications also provided to the classroom teachers who are interested in applying task-based approach into their lesson plan and assessment.

並列關鍵字

task-based language approach ； English as a Foreign Language EFL ； oral proficiency ； speaking assessment

參考文獻

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