臺灣博碩士論文加值系統

本論文旨在探索將一般英語會話課程與正式的英語演講訓練合而為一的可行性。此種合併式的英語外語教學，是藉改良式的國際英語演講訓練（Toastmasters International Speech Training Program）方式將之應用在英語外語教學教室中進行。此種改良式的英語教學法，特色在於學生先在自然的社交情境下開口說英文，進而進入第二階段模擬會議式的演講訓練。該訓練又分三個層次，先有分組討論，成員依討論結果做一至二分鐘即席演說。再有正式演講，演說者將備好的專題與聽眾分享。最後評審就演說者的演講內容及演講技巧予以講評。此會議具有多種不同的角色，主要為：主持人（Toastmaster），即席演說者（Impromptu Speaker），演說者（Speaker），及評審（Evaluator）。每一角色皆有其特殊訓練功能，各角色間環環相扣、相互牽連，每一與會者都必需說英文，會議始得順利進行。大部分學生在經歷各種角色的訓練後，口語能力及領導能力皆可增強，進而改變自我形象。
在此為期一學期的研究中，作者對這些進階班的學生進行觀察，探究其如何增強英語溝通能力及如何提升英語演說技巧。由於語言是經由與人互動而習得，故團隊動力（Group Dynamics）及人際間的角色關係（Role Relationships），皆為本研究密切觀察的範圍。觀察重點在於學生學習的過程，及其學習成效。資料的收集取自問卷、訪談、錄影、學生學習日誌，觀察員的觀察記錄，學生自我評量成績，觀察員及外聘評審的評量成績。研究結果顯示，此種改良式的國際英語演講訓練，深受學生歡迎，不僅因它提供活潑的會話活動，更因它還兼具會議式的演說訓練。從學生的角度來看，此種多元化的密集互動教學法活化了他們既有的英語能力，並藉溝通技巧能力的訓練（Strategic Competence），增強了他們與人用英語溝通的信心與能力。此種會議式的角色扮演訓練，使他們沈浸在多元化的會議功能角色中，經由模擬不同角色的人際關係，使他們認知到語言的表達方式將依不同角色的功能而有所改變，畢竟人與人之間說話的方式取決於他們之間互動的角色關係。從研究對象（Subjects）的學習日誌和兩位觀察員的觀察記錄顯示出研究對象經由自我評量及自我反省，培養出自動自發及自我學習的能力，使他們能夠和老師共同營造學習環境。
藉著多元化的會話活動，及會議式的角色扮演訓練，這兩班高階學生培養出和諧的團隊精神，使研究對象能在輕鬆無所顧忌的語言學習環境中，練習說英語並互相激勵與支持。老師在學生學習過程中依學生不同的學習階段分別扮演指導者、從旁協助者及領導者，使研究對象能在老師的鼓舞下積極參與學習，不僅以語言學習為宗旨，更培養出相互扶持的團隊精神。藉著團隊精神及團隊動力，研究對象的學習動機得以持之以恆。透過角色扮演、彼此觀察及熱烈參與，研究對象認知到他們可以勝任的新角色，進而提升他們的自我意識，增強他們用英語與人溝通的能力及演講的技巧，使整個學習過程積極而愉快。

This thesis explores the feasibility of integrating general conversation classes with a formal public speaking training course through modification of the Toastmasters International Speech Training Program (TISTP) undertaken in an advanced EFL classroom-based context. This modified speech training program features low-threat conversation activities followed by a meeting-format speech-training program with multi-roles activity design through which every participant is required to speak and interact with one another. Each role has its specific meeting function and training purpose that may contribute to leadership development and more effective communication.
This one-semester long ethnographic study investigated how these advanced learners acquired their communicative competence and enhanced their public speaking skills. Since language learning takes place through interaction, group dynamics and role relationships were closely observed. The focus of this study was on their learning process and outcome. Data collected were from questionnaires, interviews, video recordings of subjects’ speech performance as well as their action logs, observers’ classroom observations and the evaluation of an outside evaluator. Findings suggest that learners welcomed the modified Toastmasters International Speech Program in an atmosphere of low-threat conversation activities accompanied by constructive tension under meeting-format speech training. From the subjects’ perspective, the diversified task-based intensive interaction activities activated their language knowledge and increased their communicative competence through strategic competence training. The meeting-format role-play enabled them to be immersed in a variety of meeting-function roles. Such role relationships heightened their awareness of different aspects of particular language use due to the fact that the relationship people have with each other in an act of communication usually influences the way they speak to each other. The findings derived from the subjects’ action logs and two observers’ journals also indicated that through self-assessment and self-reflection, these subjects had become autonomous and self-directed learners that enabled them to be the co-constructors of their learning context along with and in addition to their teacher’s instruction.
With the aid of intensive interaction during conversation sessions and role-plays during the meeting-format speech training, the classes developed into a cohesive group where subjects felt secure enough to use their L2 and were supportive and inspiring toward one another’s learning. With the teacher as instructor, facilitator, and group leader, and the subjects as the active participants, these two language classes were transformed into groups with strong bonds. Such team spirit and group dynamics sustained subjects’ motivation and helped them remain active participants throughout the semester—long course. Through role-taking, observation and participation when immersed in this modified speech training program, subjects discovered the new roles they could perform well and modified their self-concept in addition to advancing their communication competence, making their public presentations more successful and enjoyable.

CHINESE ABSTRACT………………………………………………=………i
ABSTRACT…………………………………………… …………….….iii
ACKNOWLEDGEMENTS……………………………………………...……. v
TABLE OF CONTENTS…………………………………………......... vi
LIST OF TABLES……………………………………… ………..…....ix
CHAPTER
1. INTRODUCTION………………………………………………….…….1
2. LITERATURE REVIEW………………………………………….….….5
2.1 LEARNERS’ L2 MOTIVATION………………………………...…..5
2.2 LEARNERS’ COMMUNICATIVE COMPETENCE……..…………......7
2.3 PUBLIC SPEAKING AND ANXIETY……………………………...… 8
2.4 TOASTMASTERS INTERNATIONAL………………….…………….….11
2.5 GROUP DYNAMICS AND RELATIONSHIP-DRIVEN TEACHING….. … 13
2.6 AUTONOMOUS LEARNING AND SELF-ASSEESSMENT…………. . ...16
3. METHODOLOGY…………………………………………………...…..18
3.1 MODIFICATION OF TISTP…………………………………........19
3.2 SETTING………………………………………………………….….21
3.3 SUBJECTS AND ARTICIPANTS……………..………………….....22
3.4 THE RESEARCH INSTRUMENTS……………………….….... . ...24
3.5 THE RESEACH PROCEDURES……………….……………………....25
3.6 DATA ANALYSIS…………………………….…………………… ..27
4. FINDINGS................................................28
4.1 RESULTS FROM SUBJECTS’ FEEDBACK ON QUESTIONNAIRES….…28
4.1.1 Subjects’ Feedback on the Research Questions….…….28
4.1.2 Subjects’ Feedback on L2 Learning………......……...33
4.1.3 Subject’s Learning Outcome from Modified TISTP Major
Roles……...….......................................35
4.2 RESULTS FROM SUBJECTS’ ACTION LOGS AND OBSERVERS’
JOURNALS……………………………………………….....…..36
4.2.1 Subjects’ Action Logs...……………………………….….36
4.2.2 Observers’ Journals …….…………..…………...……..49
4.3 THE RESULTS FROM SPEECH PERFORMANCE SCORES……….. ....54
4.3.1 The Icebreaker Speech versus the Final Speech…......55
4.3.2 Role-Taking Performance Scores………………..… ......57
5. DISCUSSION…………………………..………………………......59
5.1 THE TEACHER’S ROLE…………………………..……………....59
5.1.1 The General Conversation Activities……………….…...60
5.1.2 The Meeting-Format Speech Training………….…………..65
5.2 SUBJECTS’ PARTICIPATION…………………....……………. .68
5.3 THE LEARNING CONTEXT……………………….......………....73
5.3.1 The Learning Atmosphere………………………..……….. .73
5.3.2 The Role Relationship…………………………...….......74
5.3.3 Individuals’ Changes Conflict with Group’s
Changes……..........................................74
5.4 OVERALL DISCUSSION OF MODIFIED TISTP……....…………...75
6. CONCLUSION…………………………………….…………………...77
6.1 SUMMARY OF THE STUDY………………………..……………….. 77
6.2 PEDAGOGICAL MPLICATIONS…………………………….………...79
6.3 LIMITATIONS OF THE STUDY………………....………………...80
6.4 SUGGESTIONS FOR FURTHER STUDY……………………….…….. 80
REFERENCES.............................................. ..82
APPENDICES.................................................89
Appendix A, Toastmaster’s Major Meeting Roles.............89
Appendix B, Toastmaster’s Table Topics Session v.s. Modified Table Topics Group Discussion Session....................................................90
Appendix C, Spolsky’s General Model of Second Language Learning...................................................91
Appendix D, The Placement-test Scores on Class A and Class B..........................................................92
Appendix E, Questionnaire I................................93
Appendix F, Questionnaire II...............................96
Appendix G, Questionnaire III..............................99
Appendix H-1, The Toastmasters International Speech Evaluation Form (English Version).....................................103
Appendix H-2, The Toastmaster International Speech Evaluation Form (Chinese Version).....................................104
Appendix I, The Learning Process of Role-Taking…...……...105

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