臺灣博碩士論文加值系統

該這項研究用於探討溝通式教學 (CLT)中的語言學習策略是否能在於提升大學英文為主修的學生，不管是教室內或是現實生活情境底下的英語溝通能力。總計有三個班級，八十位英文主修的三年級學生參與教室內的實際活動。其目在於提升他們的溝通能力。這八十位學生中的二十位同學先參與了先導性研究，而剩下的六十位學生則參與了後續的研究。研究結果顯示，適當的學習策略對教授給學生以期對之學習能力多所有多項助益，並提升其在日常生活中的溝通能力。而研究過程中學生們的對話則透過顯像影像記錄的方式加以觀察並分析，探究出他們是否具備在日常生活中與英語為母語人士以及口說流利的英文非母語人士的溝通能力。此次的研究結合了嚴謹細密的半結構式的量化分析，並與參加的學生由此產生連結，從中獲取的資料加以評估，並且也以簡明的方式了解學生在學習過程中所面對的挑戰，還有知道以便得知學生使用何種學習策略以增進在日常生活情境下的溝通能力。

This study employed language learning strategies in Communicative Language Teaching (CLT) to enhance university English majors’ communicative competence both inside the classroom and in real life situations. Participants in this study are eighty third year tertiary English majors from three classes who participated in practical activities inside the classroom to develop their communicative competence. Twenty of the participants were involved in the pilot study and sixty were engaged in the follow up study. Students were taught learning strategies to facilitate their language learning to develop their communicative competence to communicate in real life situations. Their conversations were video recorded, observed and analyzed to evaluate whether they were able to competently communicate in real life situations with native English speakers and other fluent non-native English speakers. The qualitative method in the form of structured semi-structured interviews was integrated in this study to interact with students, evaluate the information gathered from them to understand in a concise way the challenges they face in language learning, and what strategies they used in developing their communicative competence to communicate in real life situations.

Acknowledgement ii
Chinese Acknowledgement iii
Abstract iv
Chinese Abstract v
Table of Contents vi
List of Figures x
CHAPTER 1 INTRODUCTION 1
1.1 Introduction 1
1.2 Background of the Study 3
1.3 The Purpose of the Study 6
1.4 Research Questions 7
CHAPTER 2 LITERATURE REVIEW 9
2. 1 Background and Historical Development of CLT 9
2.2 A Brief Consideration of Grammar Translation Method 10
2.3 A Brief Consideration of Audio-Lingual Method 13
2.4 The Emergence of Communicative Language Teaching 14
2.5 Communication in Real Life Situations 17
2.6 The Development of Communicative Competence 19
2.6.1 Definitions of Communicative Competence 19
2.6.2 The Historical Background of Communicative Competence 21
2.6.3 Grammatical Competence 23
2.6.4 Sociolinguistic Competence 24
2.6.5 Strategic Competence 24
2.6.6 Discourse Competence 26
2.7 The Principles of Communicative Language Teaching 27
2.8 The Application of CLT in ESL and EFL Contexts 30
2.9 Learning Strategies to Elicit Students’ Communicative Competence 34
2.9.1 Definitions of Learning Strategies 34
2.9.2 Rebecca Oxford (1990) Classifications of Language Learning Strategies 36
2.9.3 Direct Learning Strategies 36
2.9.4 Indirect Learning Strategies 39
2.10 The Roles of Teachers CLT Classrooms 40
2.11 The Roles of Students in CLT Classrooms 42
CHAPTER 3 METHODOLOGY 45
3.1 Overview 45
3.2 Research Design 45
3.3 Participants of the Study 46
3.4 Instruments of the Study 47
3.5 Data Analysis 49
3.6 Data Collection Procedures 50
3.6.1 Classroom Teaching for Interactive Learning 51
3.6.2 Integrating Language Learning Strategies into Classroom Activities 53
3.6.3 Coding of the Identity of the Participants 55
3.6.4 Pilot Study 56
3.6.5 The Rationale for Assessing Students’ Communicative Competence 58
CHAPTER 4 FINDINGS AND DISCUSSIONS 60
4.1 Overview 60
4.2 Analyzing the Video Recorded Conversations 60
4.3 Integrating the Research Questions with the Interviews and Conversations 74
4.3.1 Focus on the First Research Questions 74
4.3.2 Focus on the Second Research Question 80
4.3.3 Focus on the Third Research Question 83
CHAPTER 5 CONCLUSION 89
5.1 Overview 89
5.2 Summary of the Study 89
5.3 Limitations of the Study 94
5.4 Recommendations for Further Study 95
References 96
Appendix 1 Consent Form 110
Appendix 2 Interview Questions 112
Appendix 3 Video Recorded Conversation of PS1 and PG1 113
Appendix 4 Errors and Possible Correct Answers of PS1 114
Appendix 5 Video Recorded Conversation of PS2 and PG2 115
Appendix 6 Errors and Possible Correct Answers PG2 118
Appendix 7 Video Recorded Conversation of S1 and G1 119
Appendix 8 Errors and Possible Correct Answers of S1and G1 123
Appendix 9 Video Recorded Conversation of S2 and G2 126
Appendix 10 Errors and Possible Correct Answers of S2 and G2 129
Appendix 11 Video Recorded conversation of S3 and GS4 130
Appendix 12 Errors and Possible Correct Answers of S3 and GS3 132
Appendix 13 Video Recorded Conversation of S4 and GS4 134
Appendix 14 Errors and Possible Correct Answers of S4 and GS4 137

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