如何促進初學者在課堂中多說英語:國中英語口語訓練課程之行動研究

Motivating Beginning EFL Learners to Speak English in Class: An Action Research in an English Speaking Class at a Junior High School

潘慧娥(Hui-e Pan)

指導教授 ： 程玉秀博士

國立臺灣師範大學/文學院/英語學系在職進修碩士班/碩士(2002年)

摘要

本論文描述一個國中英語口語訓練課程之行動研究。此項口語訓練課程隸屬台北某國中之學校本位的語言實驗課程。身為這個語言實驗課程唯一的教師兼研究者，本人提出三個研究議題做深入的探討。更明確地說，本人嘗試觀察「小組學習」，「以學習者為中心的活動」，以及「老師適時的精神鼓勵」是否可以在此國中英語口語訓練課程中，引起學生的學習動機並進而增加開口練習英語的機會。除了這三個研究議題之外，發生在研究過程當中的其他問題，也都依據行動研究的精神一一探索解決方法。
參加本語言實驗課程的學生係於西元2001年9月註冊為國中一年級的新生，人數約為180人。這些學生在為時一學期的英語實驗課程中，藉由三階段的分組，參與進階「英語閱讀」、「英語聽力」、以及「英語會話」的延伸課程。這項行動研究發現，當學生以分組方式進行小組學習時，他們獲得更多課堂練習說話的機會。此外，透過適當的活動式引導，學生們也可以增加說話的機會。老師適當的精神鼓勵則可以有效地減少學生們對於開口說英語的憂慮。本行動研究另一項重要成果為本人伴隨專業成長而增加了自信心，也增進了教學技巧。

關鍵字

行動研究 ； 口語訓練課程 ； 國中英語教學 ； 英語初學者

並列摘要

The thesis describes an action research project carried out in an English speaking class, which was part of an extended language program launched at a junior high school in Taipei. Working as the only teacher-researcher in the project, I identified three initial research focuses or teaching issues for exploration. More specifically, I attempted to see whether and how small group learning, learner-centered activities, and teacher’s emotional support could motivate students to talk more in a speaking class. Due to the cyclical nature of action research, the three research issues as well as some secondary problems evolved and were addressed accordingly during the research process.
In this study, there were about 180 participating students. These students registered as first-graders of the junior high school in the fall semester of 2001. They were required to take the advanced reading, listening, and speaking classes in turn within the semester-long, three-phase extended language program. This research indicates that students could get more chances to speak when they were put in small groups and when they were appropriately guided to participate in the learner-centered activities. Suitable emotional support appeared to be important in reducing students’ apprehension in speaking English. Another important outcome of this research was an increase in my self-confidence accompanied by my professional growth, which contributed to better teaching techniques as well.

並列關鍵字

Action Research ； English Speaking Class ； English Teaching at Junior High School ； Beginning EFL Learners

參考文獻

Armstrong, Thomas. (2002, July 23). Multiple intelligences. [On-line]. Available: http://www.thomasarmstrong.com/multiple_intelligences.htm

Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge

University Press.

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Byrne, D. (1929). Teaching oral English. Longman Handbooks for Language Teachers. Harlow : Longman.