探討溝通式教學法提升國小三年級之口語能力

A Study of Third-Grade EFL Students' Oral Skill in CLT Classroom

林靜君(Ching-chun Lin)

指導教授 ： 陳月妙

國立中正大學/文學院/英語教學研究所/碩士(2015年)

摘要

本研究主要探討在國小英語教學中，溝通式教學法對於三年級學生口說能力的提升、學生的口語能力以及學生對於溝通式教學法使用之看法。參與本研究教師為研究者本身，以及嘉義某市立國小一班24位三年級學生，研究期間為十四週， 共28堂課。資料蒐集以課室觀察錄影紀錄、學生的訪談資料為主，教師反思日誌及學生的學習檔案為補充資料。所有的課室活動以及學生訪談都予以錄影、錄音，並轉為逐字稿。接著再利用內容分析法，歸納學生對於溝通式教學法的看法及其功能。
研究發現包含三個部分。第一部份，提升學生的口語能力的結果可歸納出兩大主題：班級的協助和學生自學。學生們不僅提升了口說能力，也同時增強了學生的學習動機。
第二部分，學生自評口說能力的部分，可分出兩個部分：動機與表達。動機包含態度，而表達包含說話、談話內容以及整體表現。學生在英語口說上的進步而提升口說能力的自信心，以致他們在課堂上表達也比上學期更多。
第三部分，對於溝通式教學法的看法，從學生的訪談中可分為兩個主題: 溝通和口說發展。每個主題又根據學生使用溝通式教學法的表現，細分為兩個功能。溝通包含互動和學習環境，然而口說發展包含學習成果和態度。
因此，研究顯示，學生在溝通式教學法的環境下提升了他們的口說能力以及英語學習的動機。溝通式教學法的應用營造出更多學生間的互動機會、更多課堂互動以及同學間的情感交流。

關鍵字

台灣英語教育 ； 國民小學 ； 英語教學 ； 口語能力 ； 溝通式教學法

並列摘要

The purpose of this study was to investigate third-grade EFL students’ oral skill, oral performance, and the perceptions of the practice of CLT. The participants in this study were the researcher and 24 third grade EFL students from an elementary school in Chia-Yi City. The duration of this study was 14 weeks (28 classes). The data were mainly collected through classroom observations and semi-structured interviews. Moreover, teacher’s reflective journals and students’ documents in class were served as the supplementary data. All classroom observations and semi-structure interviews were audio recorded, and then transcribed verbatim for data analysis. After data collection, the researcher utilized content analysis to sort out the effect of CLT on students’ oral skill.
The findings of this study included three parts. Firstly, two main themes of enhancing students’ oral skill were concluded: assistance from the class and self-learning. Students enhanced not only their oral skill, but also their learning motivation.
Secondly, the students’ oral performance identified two parts: motivation and expression. Motivation included attitude while expression included the delivery of the speech, content of the speech, and overall presentation. The students gained more confidence in their English speaking performance so that they express more in class than last semester.
Thirdly, two main categories were identified from the students’ interviews: communication and oral progress in the practice of CLT. Each category was classified into two sub-categories. Communication covered interaction and learning environment. Oral progress covered learning outcome and attitude.
Therefore, according to the findings, students facilitated their oral skill and English learning motivation in CLT environment. The study also demonstrated that the application of CLT created more opportunities of interaction for students, classroom interaction, and boosted the classmates’ relationship.

並列關鍵字

English Teaching ； Oral Skill ； Communicative Language Teaching ； Elementary School ； English Education in Taiwan

參考文獻

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