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研究生:潘怡珍
研究生(外文):PAN, YI-CHEN
論文名稱:運用主題知識提升EFL學生口語表現
論文名稱(外文):Using Topical Knowledge Enhances EFL Students’ Oral Performance
指導教授:楊茹茵博士
指導教授(外文):Yang, Ju-Yin
口試委員:梁興皇博士孫莉恩博士
口試委員(外文):Liang, Hsing-HuangSun, Li-En
口試日期:2023-03-15
學位類別:碩士
校院名稱:開南大學
系所名稱:應用英語學系
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:2023
畢業學年度:111
語文別:英文
論文頁數:45
中文關鍵詞:主題知識EFL口語表現
外文關鍵詞:Topical knowledgeEFL speaking, performance-based assessment
相關次數:
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在實作導向評量中評估學習者口語能力是一項重要的議題。本研究旨在探討
使用主題知識(Topical Knowledge)與非英語系學習者口說的有效性。研究對象為一所位於南台灣公立大學的76名大二學生。研究結果顯示: (一) 在使用主題知識(Topical Knowledge)後,學生的口語能力提升; (二) 大多數學生對於使用主題知識(Topical Knowledge)在提升整體的口語表現呈現正面態度。。綜上所述,本研究指出在使用主題知識(Topical Knowledge)能提升學生整體表現與學習動機。最後本研究希望提供教師在口語課程在施行主題知識(Topical Knowledge)提出淺見,並建議未來研究方向。


Assessing learners’ oral speaking is a critical issue of concern with performance-based assessment. This study investigated the effectiveness of using topical knowledge on college non-English learners’ speaking performance. The EFL participants were 76 sophomore students at one public university in southern Taiwan. Both qualitative and quantitative methods were used to collect and analyze EFL participants’ speaking performance. The results showed that: (a) the learners improved their speaking skills through using topical knowledge and (b) the learners showed their positive towards using topical knowledge in language learning. The researcher hoped this study can provide EFL teachers with a valuable perspective on implementation of topical knowledge in higher education.
Chapter One 1
Introduction 1
1.1 Background of the Study 1
1.2 Statement of the Problem 1
1.3 Purpose of the Study and Research Questions 2
1.4 Significance of the Study 3
1.5 Definition of Terms 3
Chapter Two 4
Literature Review 4
2.1 Topical Knowledge 4
2.2 Foreign Language Anxiety 6
2.3 L2 Studies on EFL Learners’ Speaking Performance in Taiwan 11
2.4 Summary of Chapter Two 13
Chapter Three 14
Methodology 15
3.1 Research Design 15
3.2 Participants 15
3.3 Instruments 16
3.4 Procedure 18
Chapter Four 21
Results and Discussion 21
4.1 Overall Descriptive Results 21
4.2 Participants’ Reflections on Topical Knowledge 27
4.3 Participants’ Reflections on Improvement of Their Speaking 27
4.4 Participants’ Reflections for Improvement on Specific Areas 28
Chapter Five 29
Conclusions 29
5.1 Summary of the Study 29
5.2 Conclusions 30
5.3 Pedagogical Implications of the Study 30
5.4 Limitations and Recommendation for Future Research 30
References 32


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