臺灣博碩士論文加值系統

在臺灣，許多年輕的英語學習者在口語溝通上都曾遭遇過困難，不只因為個人個性的關係，還有對英語知識上的不足。對學習英語為外語的學生來說，在真實生活中確實缺乏了足夠的口說機會，因此他們必須仰賴課堂上大量的練習。由於現今學校英語教材多以對話方式編寫，而英語教師也認為以全英語上課對學生是有助益的，因此，本研究將應用並探討聽說教學法對國小孩童的英語溝通意願及其口說能力的影響。
本研究針對臺南市地區國小三年級學童以聽說教學法進行了一學期的英語教學，並與沒有接受聽說教學法的控制組做比較。除了量化的溝通意願及口說能力實驗前後測驗結果之外，教師的課堂觀察也一併採用以做為檢視聽說教學法的依據。
實驗結果顯示，經歷了一學期的學習，儘管兩組孩童在英語溝通意願上並無明顯的進步，但兩組相較之下，接受聽說教學法的學童在口說能力的測驗結果上有顯著的進步，透過教師的引導和示範，聽說教學法也提供了兒童更多口語的練習及表現機會。因此，聽說教學法對於增進國小三年級學童口語能力可說是具有正面的影響。

Many young learners in Taiwan have encountered great difficulties in oral communication due to their personalities or lack of knowledge of the language. It is true for EFL learners that they do not have sufficient chances to use English in real life situation; therefore, abundant practices in class are encouraged by language teachers. While textbooks at school introduce English in dialogue form, and most teachers agree an immersion of the language, the Audio-lingual Method was brought to researcher’s attention. This study aims to apply and evaluate the effects of the teaching technique, the Audio-lingual Method (ALM) in terms of young EFL children’s willingness to communicate (WTC) and speaking abilities at elementary school classrooms where both criteria are important variables in reinforcing children’s initiatives in speaking English.
In this study, an intensive teaching experiment with the Audio-lingual Method had applied to a group of the third graders in an elementary school in Tainan City in comparison with another group of students learning without the ALM. The study has enclosed quantitative data from examining children’s change in both of their willingness to communicate in English, and two oral test results. Additionally, qualitative data from the researcher’s direct observation was also taken into account in reviewing students’ WTC and speaking abilities improvement.
Although there was no significant improvement in students’ willingness to communicate in English for both groups, the results indicated that the children who had received lectures with the ALM had a significant enhancement in their English speaking abilities. Therefore, the ALM was considered to be effective in rising EFL children’s speaking abilities that it provided opportunities for young learners to speak the language with teacher’s modeling and guidance.

TABLE OF CONTENTS
Chinese Abstract …………………………………………………………………..….....v
English Abstract………………………………………………………………..……… vi
Table of Contents……………………………………………………………………...viii
List of Tables…………………………………………………………………………....xi
List of Figures………………………………………………………………………… xii
Chapter One: Introduction……………………………………………………………….1
Background Information and Research Motivation………………………………..1
Purpose of the Study………………………………………………………………..3
Research Questions ………………………………………………………………...4
Significance of the Study…………………………………………………………...4
Chapter Two: Literature Review………………………………………………………...6
The Audio-lingual Method ………………………………………………………...6
The Input Hypothesis…………….……………………………………………...............8
The Output Hypothesis…………………………………………………………......9
Willingness to Communicate……………………………………………………...12
Speaking Development in EFL Context…………………………………………..15
Chapter Three: Method…………………………………………………………………17
Research Design…………………………………………………………………...17
Pilot Study…………………………………………………………………...........19 Participants and Settings…………………………………………………………..20
Instruments………………………………………………………………………..22
Questionnaire………………………………………………………….……..22
Test………….……………………………………………………………….24
Teacher’s Field Notes………….…….…….………………………………...26
Procedure………………………………………………………………………….27
Data Collection……………………………………………………………………32
Data Analysis……………………………………………………………………...33
Reliability and Validity………………………………………...…………………35
Questionnaire ………………………………………………………….…….35 Test…………………………………………………………………………..36
Potential Limitation……………………………………………………………….37
Chapter Four: Results…………………………………………………………………..39
Reliability and Descriptive Statistics of the Measure in Present Study…………..39
Research Question One…………………………………………………...............44
Research Question Two……………………………………………………….…..45
Research Question Three……………………………………………….…………46
Research Question Four………………….………………………………………..47
Research Question Five…………………………………………………………...48
Chapter Five: Discussions and Conclusions……………………………………………65
Summary of Experiment…………………………………………………………..65
Discussion…………………………………………………………………………65
Conclusion………………………………………………………...………………72
Pedagogical Implications………………………………………………………….74
Suggestion for Future Study………………………………………………………75
References……………………………………………...………………………………77
Appendix……………………………………………………………………………….87
A Adapted Willingness to Communicate Scale…………………………………..87
B Adjusted Questionnaire of Willingness to Communicate (Chinese Version)….89
C Sample of Cambridge Young Learners English Tests………………………….90

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