Fostering L2 Speaking and Thinking Through a HOT Approach

藉由高等思考法促進外語口語能力及思考表現

陳美惠(Mei-Hui Chen)

《課程與教學》 18卷4期 (2015/10) Pp. 193-225

https://doi.org/10.6384/CIQ.201510_18(4).0008

摘要

本研究探討高等思考法在外語口語能力及思考表現的效果。實證研究發現，高等思考詰問法之教學在外語口語輸出量、文法複雜性、及高層次思考具有正面影響。但是，有些研究者指出，詰問法之教學並不能真實地促進外語口語能力及思考的發展。思考教學的使用在全球各地與日俱增，此導致一場辯論：此教學是否適用於外語教室，特別是亞洲學生。為了能真正地促進學生之外語口語能力及思考表現，本研究在臺灣的一所大學實施12週之高等思考法教學。本研究結果顯示，此思考法對外語口語能力及思考表現有顯著及正面的長期效應，這指出亞洲外語學習者可經由訓練而做批判性及獨立性之高等思考。本研究並指出高等思考教學法之價值：擴大外語學習及學習動力。

關鍵字

外語口語 ； 高等思考 ； 高等思考詰問法

並列摘要

This study investigated the effect of a Higher-Order Thinking (HOT) approach on the speaking proficiency and thinking performance of L2 students. Empirical research on higher-order questions has shown positive impact on the quantity of L2 speaking output, syntactic complexity, and higher cognition. However, some researchers argued that questioning does not truly facilitate L2 speaking and cognitive development. In association, a world-wide increase in teaching thinking has led to a debate about its applicability to L2 settings, especially to Asian learners. To enable students to enhance L2 speaking proficiency and to proactively use HOT, this study based on a review of literature related to higher-order questions, questioning techniques, and communication skills designed and undertook a HOT approach. It included thinking tasks designed with higher-order questions in two steps. First, in a teacher-led setting the teacher modelled the tasks to the students focusing on how to responding to higher-order questions and language use. Secondly, thinking tasks were performed in small groups as part of L2 learning where students subsequently practiced the communicative skills and language use acquired in the first step. The researcher conducted this innovative study with a case study design for 12 weeks in a Taiwanese university L2 classroom. Two classes of non-English major freshmen participated in this study: one class received the innovation, while the other class did not. The group discussion data collected at the pre-, post-, and delayed post-test were assessed for L2 speaking proficiency and cognitive performance. The results show strong evidence that the thinking approach exerts statistically significant positive effects on L2 speaking proficiency and thinking performance and the effects are long-lasting, indicating that it is practicable to train Asian L2 learners to think critically and independently. The researcher suggests the value of introducing higher-order thinking into L2 classrooms to broaden learning basic linguistic skills and expand the learning dynamic.

並列關鍵字

L2 speaking ； higher-order thinking ； higher-order questioning