台灣英語主修大學生英語口語策略使用之研究-以朝陽科技大學為例

Oral Communication Strategies Used by English Major College Students in Taiwan － A Case of Chaoyang University of Technology

陳秀雯(Hsiu-wen Chen)

指導教授 ： 徐 碧 霙

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2009年)

摘要

學習及運用口語溝通策略可幫助語言學習者更有效與人對談。為提升語言學習者的口說能力，本研究探討英語主修大學生在溝通困難時如何因應。
本研究目的在於調查台灣英語主修大學生使用口語溝通策略之狀況以及口說能力與策略運用是否相關，並且檢視口說能力程度高、低學生使用口語溝通策略之差異。
本研究對象為126位中部某科技大學應用外語系的學生，而為分析數據資料，受測對象被分為口說能力高、低兩組，並使用Nakatani先生於2006年研發的口語溝通策略量表為研究工具。
本研究主要發現：一、口說能力與口語溝通策略之使用有相關。二、口說能力高、低兩組學生在使用四類溝通策略上有顯著差異。口說能力高者較常使用社會情意、表達流暢取向、語意暢通以及精確表達取向等策略；口說能力低者較常使用語意削弱與轉換以及放棄溝通等策略。因此，本研究建議教師在教學上可敎授有效的口語溝通策略以幫助學生提升溝通能力。

關鍵字

口說能力 ； 口語溝通策略

並列摘要

Learning and using oral communication strategies can be beneficial for language learners to engage themselves in effective conversations. In order to assist English learners to develop their speaking proficiency, this study explored how English major college students coped with their oral communication problems during communication.
The research aimed to investigate oral communication strategies (OCSs) used by college English majors as well as the relationship between speaking proficiency and the use of OCSs. It also examined the differences in OCS use between high proficient speakers and low proficient speakers. In the current study, 126 students majoring in Applied Foreign Languages at a university in central Taiwan were recruited and Nakatani’s (2006) Oral Communication Strategy Inventory (OCSI) was used as an instrument. For purposes of analysis, the participants were divided into high and low speaking proficiency groups.
The study revealed that speaking proficiency was related to the use of OCSs at a certain level. It also showed that high proficient speakers tended to use effective strategies such as social affective strategies, fluency-oriented strategies, negotiation for meaning while speaking strategies and accuracy-oriented strategies more frequently than low proficient speakers whereas low proficient speakers inclined to employ negative strategies such as message reduction and alteration strategies and message abandonment strategies more often. Therefore, the findings might suggest that teachers could adopt oral communication strategies in their teaching and implement the effective communication strategies in class to help improve students’ communicative proficiency.

並列關鍵字

speaking proficiency ； oral communication strategy

參考文獻

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