圖像提示之任務型導向教學法對台灣大學生言語焦慮、學習動機與口說表現影響之探究

An Investigation into Picture-Cued Task-Based Instruction on Speaking Anxiety, Learning Motivation, and Speaking Performance of EFL College Students in Taiwan

宋美瑩(Mei-Ying Sung)

指導教授 ： 李家遠

中原大學/人文與教育學院/應用外語研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400361

摘要

台灣大學生害怕開口說英文的議題，一直以來在各種研究中被廣泛地討論 (Cheng, 2009; Huang, 2005)。這種現象可能是源自下列幾項因素：強烈的恐懼感、缺少學習動機以及較差的口語表現。在過去數十年的語文研究中，任務型導向教學似乎是幫助學生英文口語一項有效的方式。在任務型導向教學中，圖像提示任務更是其中一項重要的教學方式。因此，本研究著重於探究圖像提示之任務型導向教學法，對台灣大學生言語焦慮、學習動機與口說表現之影響。本研究嘗試去探討: (1) 圖像提示之任務型導向教學法對台灣大學生言語焦慮有何種程度的影響？(2) 以英語作為外國語的大學生，對採用圖像提示之任務型導向教學法來提升學習動機有何種看法? (3) 圖像提示之任務型導向教學法，對台灣以英語作為外國語的大學生之口說表現有何種影響？本研究的參與者為台灣某大學英語系大二會話課，兩班55位學生。在為期12週的課程中，授課老師每週花費25分鐘，將三種不同的圖像型任務應用在實驗組班級中；這三項任務活動：「圖像描述」、「圖像比較」、與「圖像意涵」依序輪流應用在每週課程中。本研究的工具為(1) 外語教室焦慮量表(FLCAS, Horwitz, Horwitz, & Cope, 1986) (2) 態度/動機測量問卷 (AMTB, Gardner, 1985) (3)口說能力訪談表現成績 (OPI, oral proficiency interview)以及(4) 圖像提示任務問卷(picture-cued task questionnaire)。此外，研究者也蒐集口說表現能力考試後書面感想、期末學生訪談、期末授課者訪談以及觀察課堂互動等資料。
研究者將上述資料以量化與質化形式加以分析。從量化分析來看，成對樣本t 檢定和獨立樣本t檢定用來比較兩班差異(實驗組和對照組)。結果顯示，應用圖像提示之任務型導向教學法於課堂中，會減少言語焦慮。然而，學習動機並未增加。由口說表現數據來看，實驗組在成對樣本t 檢定中有顯著的不同，意指參與者由前測到後測的口語成績表現愈來愈好。但是，從獨立樣本t檢定來看，研究者比較實驗組和對照組，數據顯示結果並無顯著的不同。此外從圖像提示任務問卷來看，當參與者在進行圖像提示任務活動時，並不會感到焦慮；大多數人對於提昇學習動機並無表示意見；且認為進行圖像提示任務活動有助於口說表現的提升。從質化分析來看，大多數學生表示這些活動減少口語焦慮、增加學習動機以及提升口說表現。同時，授課老師指出，當學生在口說能力訪談考試回答問題時，他們能說出與圖像提示任務活動相關的單字或詞彙。而且，研究者同時也觀察兩班整學期上課情形，並發現兩班學生差異性可能是影響研究結果的原因之ㄧ。
因此，建議未來研究應以下述為方向：增加更多研究參與者、加長研究時間、以及尋找非英語系主修學生為參與者。

關鍵字

任務型導向教學，圖像提示任務，言語焦慮，學習動機，口說表現

並列摘要

The issue of Taiwanese EFL college students fearing speaking English has long been discussed in various research studies (Cheng, 2009; Huang, 2005). This phenomenon may result from several factors, including strong anxiety, poor learning motivation, and weak speaking performance. From the language studies in the past decades, it seems that task-based instruction is an effective way to help students in English speaking. One important component of task-based instruction is picture-cued task. Therefore, this present study concentrates on investigating the effect of the picture-cued task-based instruction on speaking anxiety,learning motivation, and speaking performance of EFL college students in Taiwan.This present research attempts to explore:(1)To what extent can picture-cued task-based instruction influence speaking anxiety of EFL college students in Taiwan?(2)What are the EFL college students’ perceptions toward adopting picture-cued task-based instruction to increase their learning motivation?(3)What are the effects of picture-cued task-based instruction on EFL college students’ speaking performance in Taiwan? Participants in this study are 55 sophomore English-major students in two intact conversation classes at a university in Taiwan. During a 12-week-long course, the instructor assigns one of the three picture-cued tasks to the experimental class for twenty-five minutes in each weekly class; the three tasks, “picture description”, “picture comparison”, and “picture implication” are used on a rotating schedule. The instruments in this study are (1)Foreign Language Classroom Anxiety Scale(FLCAS, Horwitz, Horwitz, & Cope, 1986); (2) Attitude / Motivation Test Battery (AMTB, Gardner, 1985); and (3)speaking performance grade(OPI,oral proficiency interview) and post picture-cued task questionnaire. In addition, post-OPI reflection papers, post-session interviews with the students, post-session interviews with the instructor and class observation are collected.The data of the study is analyzed both quantitatively and qualitatively.From quantitatively analysis, pair sample t-test and independent sample t-test are used to make comparisons between the two classes (the experimental group and the control group). The results show that applying picture-cued task-based instruction decreases speaking anxiety in class. However, it does not increase learning motivation. From the data of speaking performance, the experimental group has a statistically significant difference in pair sample t test,which means that the participants get better grades from pretest to posttest. But, from the independent sample t test, the researcher compares the experimental group and the control group, the data shows that it does not have a statistically significant difference. In addition, the data of post picture-cued task questionnaire reveals that the participants do not feel anxious while performing picture-cued task, and they remain neutral on the issue of learning motivation, and think applying picture-cued task could enhance their speaking performance.From qualitative analysis, most of the students express that these activities decrease their speaking anxiety,improve their learning motivation and enhance their speaking performance. Also, the instructor points out that the students talked about the words or terms they learned from the picture-cued task when they answered the OPI questions. Furthermore, the researcher also observes both classes for the whole semester, finding that the discrepancy between the two classes may greatly affect the research results. Therefore, it is suggested that adding more objects, extending the research time and finding non-English major participants can be the guide for the future research.

並列關鍵字

speaking anxiety ； picture-cued task ； learning motivation ； task-based instruction ； speaking performance

參考文獻

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