臺灣博碩士論文加值系統

改變目前英語學習者在課堂上的口語表現及參與度，一直都是政府、學者及教育者們的目標。為了提升在國際社會上的競爭力，英文已經成為國小學童的必修課程；有愈來愈多的家長也要求小孩從小就開始學習英文。當年輕的學子比上一代，具備了相當程度的英文能力及較好的學習環境時，為什麼他們在課堂上的口語參與度仍然未有明顯的改善呢?
本研究的目的即為探討哪些因素影響了臺灣英語學習者課堂上口語參與度，以及檢視不同學習背景的受訪者，影響的程度是否不同。本研究採用半結構式一對一的質性研究訪談。共取樣16位以英文為主修及非主修的臺灣英文學習者；年齡介於20歲到48歲之間。本研究的訪談問題採用四個主題，包含了受訪者的個人背景、社會文化、教育制度、及教學現場實務，其中包含了老師、同學及教室氣氛等。
本研究發現，受訪者的課堂上口語參與度受到多方因素的影響。首先，不論受訪者來自於何種家庭背景，從孩童時期就學習英文者，長大後多數確實俱備了較好的英文能力及興趣。社會文化因素方面，儒家思想及科舉考試的觀念，則關鍵性的影響了受訪者課堂上的行為及對於學習的基本價值觀。當受訪者來自不同的科系及教育程度時，對於英文課程的安排也會有不同的期待，因而影響了他/她們課堂上的口語表現。老師則是創造課堂上友善發言環境的重要角色; 同時，同學的態度也會影響受訪者在課堂口語參與的意願。最後，受訪者的英文學習動機則高度影響了其課堂上口語參與的意願。

To alter the current situation of EFL learners’ low oral performance and participation in the classroom has been a target for government, scholars, and educators in Taiwan. In order to promote competition among with the international community, English has become a required subject in elementary school. More and more parents insist their children learn English from childhood. For younger generations, who possess a relatively good ability in English, and have a better learning environment than previous generations, why is their in-class oral participation not also demonstrating significant improvements?
The purpose of this study is to explore factors that influence Taiwanese EFL learners oral participation in the classroom, and to examine how these factors are perceived differently from individual learning backgrounds. The method used to carry out this study was semi-structured interviews for the collecting of qualitative data. Sampling for this study consisted of 16 Taiwanese EFL participants with English/non-English majors; the age of participants varied from 20 to 48 years old. There are four main themes within the interview questions, including personal backgrounds, socio-cultural factors, educational system, and teachers, classmates, and classroom atmosphere
According to research results, participants’ in-class oral participation in this study was influenced by a multitude of factors. First, learning English in the early childhood does help participants possess a better English competence and interest in English regardless of their family backgrounds. The concept of Confucian thoughts and imperial examination are the crucial socio-cultural factors to influence participant’s in-class behavior and underlying value on studying. Participants with different major and levels of education may have diverse expectations for the English curriculum, and therefore influence their in-class involvement. Also teacher is an important role to create a friendly speaking environment in the classroom; meanwhile, classmates’ attitude towards participants’ speaking would somehow influence their willingness towards in-class oral participation. Finally, participants’ motivation of learning English largely decides the level of in-class oral participation.

Table of Contents

Chinese Abstract-------------------------------------------------------------------------------------------i
English Abstract----------------------------------------------------------------------------------------ii
Acknowledgements----------------------------------------------------------------------------------iv
Table of Contents---------------------------------------------------------------------------------------vi List of Tables-------------------------------------------------------------------------------------ix
Chapter 1 Introduction ----------------------------------------------------------------------1
1.1 Background and Motivation of the Study -------------------------------------------1
1.2 The Structure of the Thesis -----------------------------------------------------------3
Chapter 2 Literature Review ---------------------------------------------------------------5
2.1 SLA and Oral Ability ------------------------------------------------------------------5
2.1.1 Learning Anxiety on Oral Performance --------------------------------------7
2.2 Culture and Language -----------------------------------------------------------------9
2.2.1 Cross-Culture Theories and People’s Behavior ----------------------------11
2.3 Oral Performance of EFL Learners in Asia ------------------------------------------------14
2.4 Socio-Cultural Backgrounds in Taiwan -------------------------------------------17
2.4.1 Confucian Philosophy --------------------------------------------------------17
2.4.2 Religions (Buddhism and Taoism) ------------------------------------------20
2.4.3 Chinese Imperial Examination System -------------------------------------23
2.4.4 Japanese Colonial Influence in Taiwan -------------------------------------24
2.4.5 Current Language Education Situation in Taiwan -------------------------26
2.5 The Gap in Previous Studies --------------------------------------------------------28
Chapter 3 Methodology --------------------------------------------------------------------29
3.1 Purpose of Study ----------------------------------------------------------------------29
3.2 Research Questions -------------------------------------------------------------------29
3.2.1 Research Method --------------------------------------------------------------30
3.3 Sampling Strategies and Participants ----------------------------------------------31
3.4 Rationale of Questions ---------------------------------------------------------------33
3.5 Data Collection and Analysis Procedures -----------------------------------------36
Chapter 4 Results and Discussion -------------------------------------------------------38
4.1 Personal Backgrounds ---------------------------------------------------------------38
4.1.1 Influence of Parents’ Occupation and Attitude on Studying -------------41
4.1.2 Starting Age of English Learning and Oral Ability -----------------------43
4.1.3 Commentary -------------------------------------------------------------------45
4.2 Socio-Cultural Factors ---------------------------------------------------------------45
4.2.1 The Influence of Traditional Chinese Cultures-----------------------------46
4.2.2 The Influence of Western Culture -------------------------------------------50
4.2.3 Commentary --------------------------------------------------------------------52
4.3 Factors of the Educational System -------------------------------------------------53
4.3.1 Curriculum Arrangement -----------------------------------------------------54
4.3.2 Exam-Oriented Education ----------------------------------------------------55
4.3.3 Other Factors -------------------------------------------------------------------56
4.3.4 Commentary --------------------------------------------------------------------57
4.4 Classroom Practices: Teachers, Classmates, and Classroom Atmosphere ---58
4.4.1 Teachers’ Factors --------------------------------------------------------------58
4.4.2 Classmates & Classroom Atmosphere --------------------------------------60
4.4.3 Commentary --------------------------------------------------------------------62
4.5 Other Determinants-------------------------------------------------------------------63
4.5.1 Personality ----------------------------------------------------------------------64
4.5.2 Participants’ Level of Education ---------------------------------------------66
4.5.3 Motivation ----------------------------------------------------------------------67
4.6 Macro and Micro Factors------------------------------------------------------------69
4.6.1 Macro Factors -----------------------------------------------------------------69
4.6.2 Micro Factors ------------------------------------------------------------------73
4.7 Conclusion ----------------------------------------------------------------------------76
Chapter 5 Conclusion ----------------------------------------------------------------------78
5.1 Summary of Major Findings -------------------------------------------------------78
5.2 Pedagogical Implications -----------------------------------------------------------80
5.3 Limitation of the Study --------------------------------------------------------------81
5.4 Suggestion for future Research -----------------------------------------------------82

References ---------------------------------------------------------------------------------------83
Appendix -----------------------------------------------------------------------------------------94

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