臺灣博碩士論文加值系統

中文摘要
口語語流一直是被忽略的研究領域。直到Henrichsen (1984)針對口語語流對聽力理解影響進行先驅研究，此研究領域才開始引發關注。先前的研究(e.g., Brown &; Hilferty, 1986; Fan, 2003; Matsuzawa, 2006; Wang, 2005)主要研究明示口語語流教學對成人以英語為外語學習者的效用。這些研究結果顯示明示教學可有效增進成人學習者口語詞彙辨識，但並不能提升其整體的聽力理解。然而，鮮少有學者研究青少年的口語語流表現與其它教學法的成效。因此，本研究旨在比較兩種口語語流教學法對增進臺灣以英語為外語國中生整體聽力與口語詞彙辨識的效用。
本研究的研究對象為來自同一所公立國中之三班國中二年級學生。一班接受明示口語語流教學，一班接受溝通式口語語流教學，另一班為對照組則未接受任何口語語流教學。兩組實驗組分別接受為期六週，一週二次25分鐘的課程。本研究的測驗工具包含背景問卷，全民英檢初級聽力測驗，自編聽力克漏字測驗，以及適用兩組實驗組之兩種版本的教學後問卷。
結果顯示明示口語語流教學及溝通式口語語流教學都無法有效增進學習者的整體聽力理解。然而，與教學後的表現相比，明示教學組與溝通式教學組在口語詞彙辨識能力上有顯著提升。與照對組相比，明示教學組有顯著進步，而溝通式教學也有進步，但在統計上與對照組沒有顯著差異。在五種口語語流類型中，明示教學組與溝通式教學組在縮短音(contraction)與省略音(elision)的表現上顯著優於對照組。此外，明示教學組與溝通式教學組對他們所接受的口語語流教學都抱持正面的態度。相較於明示教學組，溝通式教學組有更高的動機應用所學來練習聽力。
本研究建議中學英語教師可以採用明示教學法先教縮短音(contraction)與省略音(elision)，再實行溝通式活動作為練習。未來的研究可以研究用更長的練習時間對兒童或成人進行溝通式口語語流教學的效用。

ABSTRACT
Connected speech has long been an ignored research field. Not until Henrichsen’s (1984) pioneering study on the impact of the presence of connected speech on listening comprehension did this research field start to gain attention. Previous studies (e.g., Brown &; Hilferty, 1986; Fan, 2003; Matsuzawa, 2006; Wang, 2005) mainly centered on investigating the effects of explicit connected speech instruction on adult EFL learners. Findings of the previous studies show that the explicit instruction is effective in enhancing adult learners’ spoken word recognition but not their overall listening abilities. However, adolescent learners and other instruction mode have been ignored. Hence, the present study aims to compare the effectiveness of two types of connected speech instruction contexts on improving Taiwanese EFL junior high students’ overall listening comprehension and spoken word recognition.
This study recruited three intact classes of eighth graders in a public junior high school. One class received the explicit connected speech instruction; another class received the communicative instruction; the other class receiving no instruction on connected speech patterns served as the control group. The two experimental groups received two 25-minute lessons per week for a total of six weeks. The instruments included a background questionnaire, an outdated version of the elementary GEPT listening test and a self-developed cloze test, and two versions of the treatment questionnaire.
The results show that neither the explicit instruction nor the communicative instruction is effective in improving the learners’ overall listening comprehension. Nevertheless, both the explicit instruction group and the communicative instruction group improved significantly on spoken word recognition compared with their pre-instructional performance. Compared with the control group, the explicit instruction group made significant progress, while the communicative instruction group made progress which did not reach statistical significance. Among the five connected speech patterns, the explicit instruction group and the communicative instruction group outperformed the control group on contraction and elision. Furthermore, both the explicit instruction group and the communicative instruction group held positive attitudes towards the respective connected speech instruction context. Compared with the explicit instruction group subjects, the communicative instruction group subjects showed significantly higher motivation to apply what they had learned from the respective connected speech instruction.
Language teachers are suggested to first teach students contraction and elision explicitly and then implement communicative activities as practice. Future studies are suggested to investigate the effects of communicative connected speech instruction on children or adult learners with longer periods of practice or exposure.

TABLE OF CONTENT
Acknowledgements I
Abstract II
Abstract (Chinese) IV
Table of Content V
List of Tables VIII
Chapter One Introduction 1
Background of the Study 1
Scope of the Study 6
Purpose of the Study 7
Research Questions 8
Significance of the Study 9
Definition of Terms 10
Chapter Two Literature Review 12
Effectiveness of Teaching Connected Speech Patterns 12
Connected speech instruction targeting Chinese EFL adult learners 13
Connected speech instruction targeting Chinese EFL children 15
Summary of connected speech instruction targeting Chinese learners 15
Connected speech instruction targeting Japanese EFL adult learners 16
Explicit Instruction vs. Implicit Instruction 17
Explicit instruction on connected speech patterns 18
Implicit instruction on connected speech patterns 20
Summary of connected speech instruction 20
Error Types of Connected Speech Patterns 21
Chinese EFL learners’ error types of connected speech patterns 22
Japanese EFL learners’ error types of connected speech patterns 23
Summary of the error types of connected speech patterns 23
Assessing EFL Learners’ Performance in Perceiving Connected Speech Patterns 24
Dictation 25
Cloze tests 25
Standardized listening comprehension tests 26
Other instruments used to assess connected speech comprehension 26
Summary of the instruments used for assessing EFL learners’ performance in perceiving connected speech patterns 27
Teaching Materials Used in Connected Speech Instruction 27
Chapter Three Method 30
Participants 30
Instruments 37
GEPT listening section 38
Self-developed cloze test 38
Questionnaires 41
Treatment 42
Explicit instruction 45
Communicative instruction 47
Data Collection 48
Data Analysis 49
Chapter Four Results and Discussions 50
GEPT Listening Test Results 50
Summary of the GEPT Listening Test Results 54
Self-developed Cloze Test Results 54
Summary of the Self-developed Cloze Test Results 58
Results of the Subsets of the Self-developed Cloze Test 58
Results of C-C Linking 59
Results of Contraction 60
Results of Elision 62
Results of C-V Linking 64
Results of Palatalization 65
Discussion of the Subsets of the Self-developed Cloze Test 67
Treatment Questionnaire Results 69
Results of the Treatment Questionnaire for the Explicit Instruction Group 69
Results of the Treatment Questionnaire for the Communicative Instruction Group 75
Discussion of the Treatment Questionnaire Results 82
Chapter Five: Conclusion 86
Limitation of the Study 87
Pedagogical Implication 88
Suggestions for Future Studies 89
References 91
Appendix A The Stress Perception Test 97
Appendix B Cloze Test Items 98
Appendix C Item Difficulty and Item Discrimination Indices 101
Appendix D-1 Background Questionnaire 105
Appendix D-2 Background Questionnaire (English version) 108
Appendix E-1 Explicit Treatment Questionnaire 111
Appendix E-1 Explicit Treatment Questionnaire (English version) 113
Appendix F-1 Communicative Treatment Questionnaire 115
Appendix F-2 Communicative Treatment Questionnaire (English version) 117
Appendix G Worksheets for the Explicit Instruction Group 119
Appendix H Worksheets for the Communicative Instruction Group 127


LIST OF TABLES
Table 3.1 Students’ Responses to the Time They Started Learning English 31
Table 3.2 Students’ Experience of Taking Standardized Listening Tests 32
Table 3.3 Students’ Experiences and Expectations on English Listening 33
Table 3.4 Students’ Perception of Listening 34
Table 3.5 Students’ Opinions about Their Need for Listening Instruction 35
Table 3.6 Students’ Perceptions of Their Listening Difficulties 36
Table 3.7 The Six-week Teaching Plan 43
Table 3.8 Time Distribution of Each 25-Minute Lesson 44
Table 4.1 Descriptive Statistics of the Three Groups on the Elementary GEPT Listening 51
Table 4.2 A Summary Table of One-Way ANCOVA of the Elementary GEPT listening Scores among Explicit Group, Communicative Group and Control Group 52
Table 4.3 Descriptive Statistics of Cloze Test Scores 55
Table 4.4 Analysis of Covariance for the Cloze Posttest Scores by the Cloze Pretest
Scores 56
Table 4.5 LSD Post Hoc Analysis of Cloze Posttest Scores 56
Table 4.6 Means and Standard Deviations for C-C Linking of the Pretest and the Posttest Among Explicit Group, Communicative Group and Control Group 59
Table 4.7 A Summary Table of One-Way ANCOVA of the Cloze Subtest on C-C Linking Among Explicit Group, Communicative Group and Control Group 60
Table 4.8 Means and Standard Deviations for Contraction of the Pretest and the Posttest Among Explicit Group, Communicative Group and Control Group 61
Table 4.9 A Summary Table of One-Way ANCOVA of the Cloze Subtest on Contraction Among Explicit Group, Communicative Group and Control Group 61
Table 4.10 LSD Pos Hoc Analysis of the Three Group’s Performance on Contraction 62
Table 4.11 Means and Standard Deviations for Elision of the Pretest and the Posttest Among Explicit Group, Communicative Group and Control Group 63
Table 4.12 A Summary Table of One-Way ANCOVA of the Cloze Subtest on Elision Among Explicit Group, Communicative group and Control Group 63
Table 4.13 LSD Pos Hoc Analysis of the Three Group’s Performance on Elision 63
Table 4.14 Means and Standard Deviations for C-V linking of the Pretest and the Posttest Among Explicit Group, Communicative Group and Control Group 64
Table 4.15 A Summary Table of One-Way ANCOVA of the Cloze Subtest on C-V linking Among Explicit Group, Communicative Group and Control Group 65
Table 4.16 Means and Standard Deviations for Palatalization of the Pretest and the Posttest Among Explicit Group, Communicative Group and Control Group 66
Table 4.17 A Summary Table of One-Way ANCOVA of the Cloze Subtest on Palatalization Among Explicit Group, Communicative Group and Control Group 66
Table 4.18 The Explicit Instruction Group Subjects’ Perceptions about the Worksheets 70
Table 4.19 The Explicit Instruction Group Subjects’ Perceptions about Explicit Rule Instruction 72
Table 4.20 The Explicit Instruction Group Subjects’ Perceptions about the Effectiveness of Explicit Rule Instruction on Learning Connected Speech Patterns 73
Table 4.21 The Explicit Instruction Group Subjects’ Perceptions about the Explicit Rule Instruction and Songs 75
Table 4.22 The Communicative Instruction Group Subjects’ Perceptions about the Worksheets 76
Table 4.23 The Communicative Instruction Group Subjects’ Perceptions about Communicative Instruction 77
Table 4.24 The Communicative Instruction Group Subjects’ Perceptions about the Effectiveness of Communicative Instruction on Learning Connected Speech Patterns 79
Table 4.25 The Communicative Instruction Group Subjects’ Perceptions about the Communicative Instruction and Songs 81

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