An Investigation of Taiwanese College Students' Views toward In-class Speaking Activities and Instructional Practices

科技大學學生針對英語課堂中口語教學與活動的觀點之研究

莊媖纓(Ying-Ying Chuang)

《英語教學與文化》 7期 (2011/06) Pp. 149-164

https://doi.org/10.29721/ETC.201106.0013

摘要

外語學習相關研究文獻指出，許多學習者認同在目標語的習得中，「口語」技巧為最重要。即使這些外語學習者著重目標語口語能力的發展，至今仍少有文獻研究是針對學生自身對英文課堂學習活動的態度及看法。本研究的動機源自於「以學習者為中心」課程設計的原理，目的針對在於一所南部地區科技大學在學學生的觀點，探究教師在必修英文課程中所從事各項口語教學活動。研究者透過量化問卷調查，輔以學生面談的質性資料，來分析闡明所獲得的量化資料。研究結果顯示，常施行於課堂的口語學習活動中「能看稿的口頭報告」、「摘要或改述內容」、「故事分享」為三項最多學生在課堂上做過的活動。另外，學生反而認為「不能看稿的口頭報告」比較有學習效果，然而這項活動在調查中被英語教師運用於課堂的次數並不高。參與本研究的學生則評價「班級辯論」和「故事或經驗分享」兩項為他們偏好的口語活動。而學生對於分組及自己對活動之學習效果的看法明顯是分歧的：他們的看法包含有組員常會使用母語交談、缺乏學習動機而保持沉默、或很難專心於指定的學習任務上。就研究結果，研究者建議教師應該創造廣泛運用更多不同型式的口語活動來激發學生的學習興趣，及提供更多機會讓學生真正透過這些活動來張口練習說英文。教師也應該針對學生的表現給予正面性回饋與修正意見。研究者也建議大學必修英文課程的規劃者與授課教師應該積極徵求與參考學生自身的意見看法，能使得課程設計與教學實施更符合學習者使用英語做口語溝通與未來職場就業的需求。

關鍵字

學習英語為外國語 ； 課堂口語活動 ； 外語口語程度 ； 教學實施

並列摘要

Many L2 research studies found that among the four language skills, speaking was the skill most valued by beginning- and intermediate-level L2 learners. Despite these learners see the importance of their development in oral ability, no research to date has exclusively emphasized learners' attitudes toward in-class speaking activities. This study aims to examine the views of Taiwanese college EFL students toward in-class speaking activities to see the effectiveness of certain speaking activities and instructional practices in their English classroom. Inter views data assists in the interpretation and analysis of survey responses.Research findings reveal that of the six speaking activities, oral presentation with text support, although widely employed, is considered as one of the least helpful in terms of the development of students' L2 spoken ex press ion. In addition, students perceive oral presentation without textual support as more helpful; however, this alternative presentational method is infrequently practice. Students rate class debates and story-telling and information-sharing as their preferred activities. Students' reaction to group- and pair-work is decidedly mixed with respondents commenting on frequent use of L1, unmotivated classmates, and difficulty remaining on-task.Results suggest that instructors should present a broader variety of in-class speaking practices therefore students can actually engage in tasks; providing them positive feedbacks for their performance is also necessary. It is recommended that teaching staff and administrators of college EFL courses actively solicit student opinion to help shape the instructional agenda and offer courses more relevant to learners' personal and professional goals for their future oral communication needs.

並列關鍵字

English as a Foreign Language (EFL) ； in-class speaking activity ； L2 oral proficiency ； instructional practices