臺灣博碩士論文加值系統

閒談是一項重要的英語溝通技巧。在全球化過程中，台灣大學生可以受益於閒談技巧的學習。特別是透過練習，學生可以大幅提高英語溝通技巧並在全球職場達成社交目標。本研究目的是探討台灣英語系學生對於透過工作坊學習閒談技巧的看法以及他們對各種閒談學習活動的態度。

21位來自高雄一所科技大學應用英語系三年級學生參與本研究計畫。本研究邀請參與者填寫一份問卷，主題是關於學生在工作坊中對學習閒談的看法與經驗。除了問卷之外，本研究透過口頭訪談探究參與者對於工作坊活動的有用性看法。

本研究有兩個主要發現。第一，參與者認為透過工作坊學習英語閒談技巧是很有用的。問卷分析顯示有61.9%的學生強烈同意以及38.1%的學生同意閒談工作坊滿足他們的學習需求。第二，口頭訪談結果進一步支持問卷調查的正向發現。除此之外，受訪學生針對工作坊活動提出建議，例如授課教師必須要求學生在閒談派對進行時全程說英語，還有Kahoot遊戲必須更加具有競爭性並讓參與者可以互相比較彼此的表現。本研究根據分析結果提出重要教學建議。

關鍵詞: 閒談，學習需求，工作坊，英語系學生，台灣

Small talk is an important skill in English. In the process of globalization, Taiwanese college students could benefit from learning small talk skills. Through practicing small talk, they can enhance their English communication skills and achieve social success in the global workplace. The purpose of this study is therefore to investigate Taiwanese English-majored students’ perceptions of learning small talk skills through a workshop and explore their attitudes toward various small talk learning activities.

A total of 21 junior students were recruited from the department of English at a technological university in Kaohsiung. The participants were asked to fill out a questionnaire about their perceptions and experiences of learning small talk skills in a workshop. Furthermore, an interview was conducted to investigate student’s viewpoints on the usefulness of workshop activities for their learning.

The study revealed two major findings. First, the participants reported that it was a good idea for them to learn small talk skills in English through a workshop. The questionnaire results revealed that 61.9% of the students strongly agreed and 38.1% of the students agreed that the small talk workshop meets their learning needs in English. Second, the interview results further supported the positive findings from the questionnaire survey. Besides, the student interviewees suggested improvements for workshop activities, such as that the instructor should require students to speak English throughout the small talk party, and the Kahoot games should be made more competitive so that the participants can compare their performances. Important pedagogical implications are addressed.

Keywords: small talk, learning needs, workshop, English-majored students, Taiwan

Table of Contents

Chinese Abstract i

English Abstract ii

Acknowledgement iv

Table of Contents v

List of Tables viii

Chapter One: Introduction 1

Statement of the Problem 2

Research Purposes 4

Research Questions 5

Chapter Two: Literature Review 6

Definition of Small Talk 6

Review of Theoretical Studies 7

Advantages in Learning Small Talk for Taiwanese College Students 8

Make friends 9

Improve networking skills 9

Get jobs 9

Achieve career success 10

Review of Empirical Studies 11

Using small talk cards to promote English speaking skills 11

The difference of small talk between American students and Japanese students 14

Functions of small talk in business contexts 15

Chapter Three: Methodology 18

Research Questions 18

Research Methods 18

Participants 19

Design of Small Talk Workshop 20

Objectives 20

Materials 21

Activities 21

Small talk party 23

Instruments for Data Collection 24

Design of the questionnaire 24

Design of the interview 27

Procedures for the Main Study 28

Chapter Four: Data Analysis and Interpretations 31

Data Analysis and Findings of Researcher Question One 31

Data Analysis and Findings of Researcher Question Two 37

Brainstorming small talk topics 38

Watching small talk video clips 39

Practicing small talk skills with small talk cards 39

Participating in the small talk party 40

Playing Kahoot games 40

Interpretations 41

Chapter Five: Conclusion 44

Summary of Major Findings 44

Pedagogical Implications 45

Limitations and Suggestions 47

References 49

Appendix A - Brainstorming Small Talk Topics 51

Appendix B - Small Talk Cards 52

Appendix C - Small Talk Questionnaire 53

Appendix D - Interview Questions 56

Appendix E - Consent Form 57

Appendix F - Small Talk Workshop Program 58

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