跳到主要內容

臺灣博碩士論文加值系統

(44.211.239.1) 您好!臺灣時間:2023/01/31 04:41
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:張榮峰
研究生(外文):Chang, Rong-Feng
論文名稱:增進高中學生英語口語能力與降低英語口說焦慮之行動研究
論文名稱(外文):Action Research on Fostering EFL Senior High School Students’ Speaking Skills and Reducing Speaking Anxiety
指導教授:程玉秀程玉秀引用關係
指導教授(外文):Cheng, Yuh-Show
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2020
畢業學年度:109
語文別:英文
論文頁數:125
中文關鍵詞:英語口語教學口語焦慮行動研究
外文關鍵詞:English speaking/presentation coursespeaking anxietyaction research
相關次數:
  • 被引用被引用:1
  • 點閱點閱:642
  • 評分評分:
  • 下載下載:163
  • 收藏至我的研究室書目清單書目收藏:0
互動式溝通是108課綱的核心能力之一,英語口語表達能力的重要性日漸增加。然而高度的口說焦慮常常是學生達成互動式溝通的阻礙。為了增進學生的英語口語表達能力和降低學生的口語焦慮,教師需要有系統的教學方法和策略。本研究主旨在探討如何將英語口語表達能力訓練融入高中英語課堂,來協助臺灣高中學生增加英語口說能力與降低英語口語焦慮。

本研究採用行動研究,研究對象為新北市某公立高中高一的30位學生,本研究設計完整18週的課程,著重於訓練學生的英語口語表達的流暢性、演講架構、簡報表達的訓練。本課程採用螺旋式的學習任務讓學生練習英語口語表達,課程提供各式朗讀練習,融入資訊落差(information gap)的口語活動、實物輔助和Pecha Kucha的圖片描述訓練來增進學生的英語口語表達能力。最後以兩種簡報模式的訓練—說服型和資訊型,讓學生能做出簡潔且富有知識性的簡報。研究者透過問卷、教師日誌、學生學習日誌、訪談等方式來收集資料,本研究採用統計計量法以及質性研究法來探討教師和學生在行動研究時遇到的困難以及如何調整教學來解決問題,也調查學生對於英語口語教學和口語焦慮的認知與態度。

研究結果顯示大多數學生的英語口說能力有進步趨勢,且教學課程後的口語焦慮顯著低於上課前。研究發現學生的英語口說能力進步和口語焦慮下降,是透過在英語口語教學過程中使用以下的原則:(1)提供重複且螺旋式的學習任務來幫助學生建立自信、(2)提供範例來幫助學生熟悉演講架構以及非語言表達的方式、(3)提供足夠的協助和差異化指導來幫助學生減少認知上的壓力、與(4)創造溫暖且支持性的學習環境。此外,研究結果顯示多數學生認為英語口語表達訓練應該要融入高中英語課程中,且對於英語口語學習有很高的期待。如果教師提供有系統且支持性的學習環境,學生雖然有口語焦慮但會願意說英語。最後,本研究針對高中英語口語教學及未來的研究,提出進一步的建議。
English speaking and presentation skills are becoming more important to students in Taiwan because one of the core goals of the 2019 National Curriculum Guidelines is to develop students’ communicative ability. However, students cannot often reach the goal due to their speaking anxiety. Teachers need to have systematic teaching methods and strategies to decrease students’ speaking anxiety and improve their English speaking/presentation skills. The present study aimed to investigate how to incorporate instruction of English speaking/presentation skills into a regular high school class to improve high school students’ English speaking/presentation skills and decrease their speaking anxiety.

The present study adopted action research. Thirty 10th graders at senior high school in northern Taiwan participated in an eighteen-week English speaking/presentation course. The course focused on training speaking fluency, the structure of a speech, and presentation skills. A spiral learning task format was adopted in designing the course and students could practice speaking/presentation using a variety of activities. These included different types of read-aloud activities, information-gap activities, oral presentations with objects, and picture description in the Pecha Kucha format. By the end of the English speaking/presentation course, students were able to make succinct and informative speeches for two types of presentations: persuasive and informative. Data were collected through questionnaires, teaching journals, students’ learning journals, and interviews. The study conducted quantitative and qualitative analyses to investigate what difficulties both the students and the teacher encountered and ways to adjust teaching procedures to solve difficulties during the research process. Moreover, it investigated students’ speaking anxiety and their perceptions and attitudes toward English speaking/presentation training.

The results revealed that students’ English speaking skills improved, and their speaking anxiety decreased, via use of the following principles during the teaching process: (1) providing repetitive and spiral learning tasks to build up students’ confidence toward speaking; (2) providing paradigms to help students familiarize themselves with the speech structure and non-verbal delivery; (3) offering sufficient and differentiated guidance to decrease cognitive demand; and (4) creating a warm and supportive environment. In addition, the results showed that most students acknowledged that English speaking/presentation training should be incorporated into high school English curriculum and had high expectations of learning English speaking/presentation. Furthermore, the results showed that there were significant differences in students’ speaking anxiety before and after the course. The results of this study suggest that if teachers offer a systematic and supportive environment, students will be more willing to speak English despite a high level of speaking anxiety. Lastly, pedagogical implications for high school English speaking/presentation training and future studies are provided.
TABLE OF CONTENTS
摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x

CHAPTER ONE INTRODUCTION 1
Research Background and Motivation 1
Ways to Reduce Students’ Speaking Anxiety 2
Activities for Training Skills Essential for Effective Oral Presentations 3
Purpose of the Study 4
Research Questions 4
Significance of the Study 4
Overview of the Thesis 5

CHAPTER TWO LITERATURE REVIEW 6
Conceptualizations of Language Anxiety 6
Language Anxiety and Achievement 7
Sources of Speaking Anxiety 7
Coping With Speaking Anxiety 9
Research on English Speaking and Presentation Tasks 10
Oral Fluency Training 10
Presentation Skills Training 11

CHAPTER THREE METHOD 15
Research Design 15
Rationale for Doing Action Research 15
Participants and Research Site 18
The English Speaking/Presentation Course 19
Curriculum Design 19
Course Schedule 23
Teaching Procedure 24
Data Collection Procedures 27
Questionnaires 28
Teaching Journals 29
Students’ Learning Journals 29
Peer Observations 30
Interviews 30
Research Procedure 31
Data Analysis 34

CHAPTER FOUR RESULTS AND DISCUSSION 36
Students’ Perceptions and Attitudes Toward Learning Speaking and Presentation Skills 37
Results From the Fluency Training Phase 42
Oral Fluency 42
Speech Structure 46
Using Realia 50
Picture Describing 55
Interviews with Students After the Fluency Training 59
Results From the Presentation Skills Training Phase 63
Persuasive Speech 63
Informative Speech 66
Students’ L2 Speaking Anxiety Before and After the English Speaking/Presentation Course 68
Overall Reflections on the English Speaking/Presentation Course 70
Concluding Remarks 73

CHAPTER FIVE CONCLUSION 75
Summary of Major Findings 75
Pedagogical Implications 77
Suggestions for Future Study 81

REFERENCES 83
REFERENCES
REFERENCES
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-168.
Al‐Issa, A. S., & Al‐Qubtan, R. E. D. H. A. (2010). Taking the floor: Oral presentations in EFL classrooms. TESOL Journal, 1(2), 227-246.
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. Classroom Oriented Research in Second Language Acquisition, 3(5), 67-102.
Bailey, K. M., Curtis, A., Nunan, D., & Fan, D. (2001). Pursuing professional development: The self as source (Vol. 63, No. 59, p. 4). Boston, MA: Heinle & Heinle.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native. speakers of English. Procedia-Social and Behavioral Sciences, 2, 1305-1309.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Carrero Pérez, N. P. (2016). Effects of tasks on spoken interaction and motivation in English language learners. GIST Education and Learning Research Journal, 13, 34-55.
Chang, K. C. (2014). A study on the sources and coping strategies of anxiety about English academic oral presentations among Taiwanese EFL graduate students (Master’s thesis), National Taiwan Normal University, Taipei, Taiwan. Retrieved August 2, 2018, from http:// ndltd.ncl.edu.tw/
Chambers, F. (1997). What do we mean by fluency? System, 25(4), 535-544.
Chaqmaqchee, Z. A. (2015). Empowering learning: Students and teachers’ outlook on peer assessment for oral presentation. Journal of Education and Practice, 6, 75-81.
Cheng, Y. S. (2017). Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety. System, 68, 15-25.
Chou, M. H. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30, 272-285.
Christianson, M., & Payne, S. (2011). Helping students develop skills for better presentations: Using the 20x20 format for presentation training. Language Research Bulletin, 26, 1-15.
Coskun, A. (2017). The effect of Pecha Kucha presentations on students’ English public speaking anxiety. Profile: Issues in Teachers' Professional Development, 19, 11-22.
Dale, P., & Wolf, J. C. (2006). Speech communication made simple. Pearson/Longman.
Doğan, Y., & Tuncer, M. (2016). Examination of foreign language classroom anxiety
and achievement in foreign language in Turkish university students in terms of various variables. Journal of Education and Training Studies, 4(5), 18-29.
Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34, 231-248.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language learning, 43(2), 157-194.
Goh, C. C. M. (2007). Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.
He, D. (2017). How to cope with foreign language speaking anxiety effectively? The case of university students in China. Electronic Journal of Foreign Language Teaching, 14.
Hine, G., & Lavery, S. D. (2014). Action research: Informing professional practice within schools. Issues in Educational Research, 24(2).
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125‐132.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. New insights into language anxiety: Theory, research and educational implications (pp. 31-50). Bristol: Multilingual Matters.
Johnson, M. L. (2012). Engaging students through pecha-kucha presentations. Techniques: Connecting Education & Careers, 87(6), 21-24.
Kemmis, S. & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. Beverly Hills, CA: 3rd edition.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer Science & Business Media.
Levin, M. A., & Peterson, L. T. (2013). Use of Pecha Kucha in marketing students' presentations. Marketing Education Review, 23(1), 59-64.
Liao, H. A. (2014). Examining the role of collaborative learning in a public speaking course. College Teaching, 62(2), 47-54.
Lin, L. C. (2014). Learning Word Meanings from Teachers' Repeated Story Read-Aloud in EFL Primary Classrooms. English Language Teaching, 7(7), 68-81.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92, 71-86.
Lucas, K., & Rawlins, J. D. (2015). Pecha Kucha presentations: Teaching storytelling, visual design, and conciseness. Communication Teacher, 29, 102-107.
Mabuan, R. A. (2017). Developing ESL/EFL learners’ public speaking skills through Pecha Kucha presentations. English Review, 6(1).
MacIntyre, P. D. (1999). Language anxiety: A review of research for language teachers. In D.J. Young (Ed.), Affect in Foreign Language and Second Language Learning. 24-46. Boston: McGraw-Hill.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214.
Matsuoka, R., Matsumoto, K., Poole, G., & Matsuoka, M. (2014). Japanese University. Students' Willingness to Communicate in English: The Serendipitous Effect of Oral Presentations. Journal of Pan-Pacific Association of Applied Linguistics, 18, 193-218.
McNiff, J. (2016). You and your Action Research Project. London: Routledge.
Murugaiah, P. (2016). Pecha Kucha style powerpoint presentation: an innovative CALL approach to developing oral presentation skills of tertiary students. Teaching English with Technology, 16, 88-104.
Orton, J. (2014). Comparing Teachers' Judgments of Learners' Speech in Chinese as a Foreign. Language. Foreign Language Annals, 47, 507-526.
Palacios, L. M. (1999). Foreign language anxiety and classroom environment: A study of Spanish university students (Unpublished doctoral dissertation). The University of Texas, Austin.
Pan, H. E. (2002). Motivating beginning EFL learners to speak English in class: An
action research in an English speaking class at a junior high school (Unpublished Master’s thesis). National Taiwan Normal University, Taiwan, ROC.
Pathak, A., & Le Vasan, M. (2015). Developing oral presentation competence in professional contexts: A design-based collaborative approach. International Journal of Evaluation and Research in Education, 4, 179-184.
Pearson, J. C., Child, J. T., & Kahl Jr, D. H. (2006). Preparation meeting opportunity: How do college students prepare for public speeches? Communication Quarterly, 54, 351-366.
Phillips, E. M. (1992). The effects of language anxiety on students’ oral test
performance and attitudes. The Modern Language Journal, 76(1), 14-26.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. Language Anxiety, 87-97.
Robinson, R. (2015). Pecha Kucha: How to improve students’ presentation skills. In European Conference on Language Learning. Brighton, United Kingdom.
Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral fluency: The neglected component in the communicative language classroom. Canadian Modern Language Review, 66, 583-606.
Scovel, T. (1978). The effect of affecting on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-142.
Simona, C. E. (2015). Developing presentation skills in the English language courses for the engineering students of the 21st century knowledge society: A methodological approach. Procedia-Social and Behavioral Sciences, 203, 69-74.
Stringer, E. T. (2013). Action research. Sage publications.
Trang, T. T. T., Moni, K., & Baldauf Jr, R. B. (2013). Foreign language anxiety: understanding its sources and effects from insiders' perspectives. Journal of Asia TEFL, 10(1), 95-131.
Tsang, A. (2018). Positive effects of a programme on oral presentation skills: high-and. low-proficient learners’ self-evaluations and perspectives. Assessment & Evaluation in Higher Education, 43, 760-771.
Van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2015). Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education. Educational Research Review, 14, 62-80.
Van Emden, J., & Becker, L. (2016). Presentation skills for students. New York: Palgrave Macmillan.
Vani, V. V. (2016). Enhancing students’ speaking skills through peer team teaching: A. student centered approach. i-Manager's Journal on English Language Teaching, 6, 19.
Wang, Z. (2014). Developing accuracy and fluency in spoken English of Chinese EFL learners. English Language Teaching, 7, 110.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. (Expanded 2nd ed.). Alexandia, VA: Association for Supervision and Curriculum Development.
Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5, 181-191.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37, 308-328.
Yaikhong, K., & Usaha, S. (2012). A measure of EFL public speaking class anxiety: Scale development and preliminary validation and reliability. English Language Teaching, 5(12), 23-35.
Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23, 539-553.
Zappa-Hollman, S. (2007). Academic presentations across post-secondary contexts: The discourse socialization of non-native English speakers. Canadian Modern Language Review, 63(4), 455-485.
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education/Revue Canadienne Des Jeunes Chercheures et Chercheurs en Education, 1(1), 1-12.
Zuber-Skerritt, O. (1992). Action research in higher education: Examples and reflections. London: Kogan Page.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top