臺灣博碩士論文加值系統

論文摘要:

優質的口語表達對社會文化溝通以及信息交流非常重要的。該表達對課堂上的互動尤其重要。然而，台灣有許多英語為外語（EFL）的學生在參與課堂互動時，因為跨文化障礙而表現猶豫，並選擇保持沉默。為探討台灣學生保持緘默的問題成因和解決方法，研究者從特定文化英文口說計劃（CSESP）的兩個英文溝通班級中招募了53位受試者。然後，將他們分成兩組，一組實驗組（EG）另一組為對照組（CG）。此外，兩組由同一位老師教授相同的英語口說課程。但是，參與CSESP的實驗組比對照組接受較多的實驗學習活動，包括鷹架學習和自主學習。在收集數據上，將實驗組和對照組的英語口說的前測和後測成績進行比較，並以兩個獨立樣本t檢驗和配對樣本t檢驗進行了分析比較。至於實驗組對問卷的回應則以描述統計進行比較分析。接著，將實驗組和對照組的受試在接受訪談後的結果抽取部份樣本，進行分析，並討論。這項研究的結果總結如下：
一. CSESP中的實驗組和對照組之間英文口語表達上有顯著的差異。此外，兩組的後測 平均分數皆高於前測的平均分數，顯示兩組受試在英語口語表達後試後都有進步。另一方面，實驗組和對照組的口語表達成績在前測上並無顯著差異。但兩組在後測成績上卻有差異。並且，實驗組受試的後測表現比對照組受試的後測表現還好，顯示實驗組受試在CSESP後的口語表達較對組的受試優秀。因此，CSESP讓實驗組和對照組兩者都受益，唯實驗組表現較好。
二. 在CSESP後，實驗組和對照組受試對英文口語表達的感知上有八個顯著差異。此外，實驗組在後測的表現比對照組的受試有還高的平均分數，顯示在CSESP後，實驗組比對照組的受試對英文口語表達有更正向的反應。具體來說，實驗組在八個項目上作出了更正面的回應，包括（一）英語演講和報告，（二）積極參與課外英語活動，（三）把教師當作英文口語表達的楷模，（四）把同學當作英文口語表達的楷模，（五）在國外會講英語的能力之重要，（六）創意主題，（七）特殊內容，及（八）在CSESP後，對整體內容的興趣。
三. 在CSESP後，實驗組和對照組受試對目標語文化的反應上，並沒有顯著差異。然而，實驗組和對照組受試對 18-32題的反應，平均得分都在3.0以上。這表明，在CSESP後，無論是實驗組或是對照組受試，對目標語文化的反應是正面的。例如，與文化有關的實用及有趣的主題上, 實驗組和對照組受試的反應都是最有利的。具體而言，無論是實驗組或是對照組受試都認為，使用英語歌曲有助於拓展有關目標文化的知識。
四. 在CSESP中，實驗組和對照組受試對保持沉默的反應上，僅有一項顯著差異。此外，實驗組的受試在這項的反應分數高於對照組受試，表明了實驗組的受試比對照組受試更認為缺乏英語語言能力抑制了其有意義的表達以及參與CSESP。具體而言，對照組受試表明，他們並不確定他們正在說的內容是否正確。由於這種不確定性，實驗組受試在課堂上討論選擇什麼都不說，保持沉默。這個選擇很容易導致教師的一種誤解，因為西方教學模式，就像CSESP，非常鼓勵積極參與課堂口語表達。此外，實驗組受試常自嘲或低估他們自己的英文口語表達水平。畢竟，對自身能力不足的感受導致了他們英語口語的焦慮和沉默。
五. 實驗組受試對鷹架學習的反應，一般來說是很贊同的; 他們認為老師提供的鷹架學 習，對充實他們的英語口語內容是有助益的。具體而言，大多數的實驗組受試同意，老師對關於如何提高自己的語言表達能力和糾正錯誤方面给了很多的提示。此外，實驗組受試對自主學習的反應是正面的。例如，大多數的實驗組受試同意，他們在英語口語表達方面，所訂的目標很適當。
根據本研究的結果，有三個教學的啟示。首先，英文口語表達的課程設計應該具有意義並且能鼓舞學生。二，在鷹架學習和學生自主學習時，學生應在課堂上進行師間以及學生間互動的機會。三，實際英文口語表達的策略運用時，教師應該能幫助EFL學生能有效地進行英文口語表達。

Abstract

Good speaking performance is important for socio-cultural communication and message exchange. In pedagogy, it is especially important for classroom interaction. However, many English as Foreign Language (EFL) students in Taiwan hesitate to engage in classroom interaction and choose to keep reticent because of cross-cultural barriers. To investigate the cause and solution of the problem of reticence for EFL students in Taiwan, the researcher recruited 53 subjects from two English communication classes in the Culture-Specific English Speaking Project (CSESP). Then, he divided them into two groups, one experimental group (EG) and one control group (CG). In addition, both groups were taught the same English speaking lessons by the same teacher. But, the EG received more treatments including scaffolding and learner autonomy than did the CG taking part in the CSESP. In data collection, the EG’s and the CG’s English speaking pretest and post-test scores were compared by both independent-samples t-test and paired-samples t-test. As for their responses to the Questionnaire, they were compared by independent samples t-test. As for the EG’s responses to the Questionnaire they were compared by descriptive statistics. Later on, the results of interviews for some of the EG and the CG were sampled, analyzed, and discussed. The findings of this study are summarized as follows:
1. There are significant differences in the English speaking performance between the EG and the CG in the CSESP respectively. In addition, the higher mean scores in the post-test than those in the pretest for both groups showed that both groups made a progress in the English speaking performance after the post-test. On the other hand, there is no significant difference in the pretest of the English speaking performance between the two groups. But there is a significant difference in the post-test score of the EG than that of the CG, which shows that the EG made a progress in the English speaking performance after the CSESP. Accordingly, the CSESP benefited both the EG and the CG, but the EG made more progress in the English speaking performance in the CSESP than the CG.

2. There are eight significant differences in the perception of English speaking performance for the EG and CG subjects after the CSESP. In addition, there is a higher mean score of the post-test of the EG than that of the CG, which shows that the EG made more positive responses to English speaking performance than the CG after the CSESP. Specifically, the EG made more positive responses to eight items, including (a) oral English presentation and reports, (b) active participation in English activities outside of class, (c) teachers as English speaking positive models, (d) classmates as positive English speaking models, (e) the importance of English speaking ability abroad, (f) creative topics, (g) practical content, and (h) interest in overall class content after the CSESP.
3. There is no significant difference in the EG’s and CG’s responses to the target culture in the CSESP. However, the average mean scores of responses to Items 18-32 of the CG and the EG are above 3.0. It shows that both the CG and the EG had positive responses to the target culture after CSESP. For instance, The EG’s and the CG’s responses were most favorable about the interesting and practical topic matter that related to culture. To be specific, both the EG and the CG considered that the use of English songs helped broaden their knowledge of the target culture.
4. There is only one significant difference in their responses to reticence between the EG and the CG in the CSESP. In addition, the higher mean score of the EG than that of the CG shows that the EG agreed that their lack of English language ability inhibited meaningful speaking and participation in the CSESP more than the CG. To be specific, the CG expressed their uncertainty about the correctness of what was being said. As a result of this uncertainty, the EG chose to say nothing and to remain silent during class discussion. This choice can easily lead to a misunderstanding with the teacher since active oral classroom participation is strongly encouraged in modes of western teaching similar to that of the CSESP. Moreover, the EG were often self-deprecating or under-rated their English speaking proficiency. After all, their feelings of inadequacy resulted in their English speaking anxiety and reticence.

TABLE OF CONTENTS

Page
ACKNOWLEDGEMENT i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iv
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF ABBREVIATIONS AND ACRONYMS xiv

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 8
Research Questions 8
Significance of the Study 9
Limitations of the Study 9
Definitions of Terms 10
Organization of the Chapters 12

CHAPTER TWO LITERATURE REVIEW 14
Cultural Barriers for EFL Students 14
Culture and Language Learning 15
Cultural Barriers for EFL Students 16
Crossing Cultural Barriers for EFL Students 22
Reticence in the EFL Classroom 24
Language Anxiety and Reticence 25
Causes of Reticence for EFL Students 28
Impact of Reticence on Language Learning for EFL Students 31

Page
Teaching of English Speaking in the EFL Classroom 36
CLT and English Speaking in the EFL Classroom 37
Roles of Teachers in the EFL Classroom 40
Roles of Students in the EFL Classroom 43
Explicit and Implicit Instruction 46
Scaffolding in the EFL Classroom 48
Learner Autonomy in the EFL Classroom 53
Strategies for the Teaching of Speaking 56
Summary 60
CHAPTER THREE METHODOLOGY 61
Subjects 61
Instruments 63
Sample Lesson Plans 64
The English Speaking Pretest and Post-test 64
The Questionnaire on Student Responses to English 66
Speaking, Culture, Reticence, Scaffolding, and
Learner Autonomy
An Interview Form 66
Videotape Recordings of the CG and the EG Classes 67
Procedures 67
The Pilot Study 71
Data Analysis 71
A Quantitative Analysis 71
A Qualitative Analysis 72

CHAPTER FOUR RESULTS AND DISCUSSIONS 73
Comparison between the CG’s and the EG’s English 73
Speaking Performance before and after the CSESP
Comparison between the CG‘s and the EG’s Perceptions 75
Page
of English Speaking in the CSESP
Comparison between the CG‘s and the EG’s Responses 82
to the Target Culture in the CSESP
Comparison between the CG‘s and the EG’s Responses 85
to Reticence after the CSESP
The EG‘s Responses to Scaffolding and Learner Autonomy 88
in the CSESP
Comparison of the EG’s Responses to Scaffolding in the CSESP 88
Comparison of the EG’s Responses to Learner Autonomy 105
after the CSESP

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS 115
AND SUGGESTIONS
Conclusions 115
Implications 117
Suggestions 118


REFERENCES 121

APPENDIXES 144
Appendix A-1 A Sample Lesson Plan on English Speaking 144
for the Experimental Group
Appendix A-2 A Sample Lesson Plan on English Speaking 148
for the Control Group
Appendix B The English Speaking Pretest 151
Appendix C The English Speaking Post-test 155
Appendix D The Questionnaire on Student Responses to 159
English Speaking, Culture, Reticence,
Scaffolding, and Learner Autonomy
Page
Appendix E Reliability of a Questionnaire on Student 163
Responses to English Speaking, Culture,
Reticence, Scaffolding, and Learner Autonomy
Appendix F Validity of a Questionnaire on Student 165
Responses to English Speaking, Culture,
Reticence, Scaffolding, and Learner Autonomy
Appendix G The Oral Cultural Assimilator Texts 167
Appendix H-1 Use of the Oral Cultural Assimilators 179
Appendix H-2 A Permission Letter 180
Appendix I An Interview Form 181
Appendix J-1 OCA Worksheet – (Example 1) 183
Appendix J-2 OCA Worksheet – (Example 2) 184




















LIST OF TABLES

Table Page

1. Distribution of Overseas Student Numbers from 2006 to 2010 2

2. The Similarities and Differences in the Treatment for the CG and the EG 63

3. Independent Samples t-test Results of the CG’s and the EG’s English 74
Speaking Performance in the CSESP

4. Paired Samples t-test Results of the CG’s and EG’s English Speaking 75 Performance in the CSESP
5. Comparison of the CG’s and the EG’s Perceptions of English Speaking 76
after the CSESP

6. Comparison of the CG’s and the EG’s Responses 82
to the Target Culture in the CSESP

7. Comparison of the CG’s and the EG’s Responses to Reticence Items 85
after the CSESP

8. Comparison of the EG’s Responses to Scaffolding after the CSESP 89

9. The EG’s Gains from Scaffolding in the English-speaking Classes 99
after the CSESP

10. The EG’s Limitations of Scaffolding in the English-speaking Classes 102
after the CSESP

11. Comparison of the EG’s Responses to Learner Autonomy 105
after the CSESP

12. The EG’s Gains from Learner Autonomy in the English-speaking Classes 110
after the CSESP
Table Page

13. The EG’s Limitations of Learner Autonomy in the English-speaking Classes 112
after the CSESP

LIST OF FIGURES

Figures Page

1. A Flow Chart of the Study Procedures 70

























LIST OF ABBREVIATIONS AND ACRONYMS

CA Communicative Apprehension
CSESP Culture-Specific English Speaking Project
CG Control Group
CLT Communicative Language Teaching
EFL English as a Foreign Language
EG Experimental Group
ESL English as a Second Language
ELT English Language Teaching
ETS Educational Testing Service
FLA Foreign Language Anxiety
GEPT General English Proficiency Test
IELTS International English Language Testing System
IRE Initiate – Respond - Evaluate
IRF Initiate – Respond – Feedback
KMO Kaiser-Meyer-Olkin Measure of Sampling Adequacy
L1 First / Native Language
L2 Second Language
LTTC Language Training and Testing Center
MICE Meetings, Incentives, Conferences, and Events
MOE Ministry of Education
NKUHT National Kaohsiung University of Hospitality and Tourism
OCA Oral Cultural Assimilators
OSN Online Scoring Network
QSRESCRSLA Questionnaire of Student Responses to English Speaking, Culture, Reticence, Scaffolding and Learner Autonomy
SLA Second Language Acquisition
SPSS Statistical Package for the Social Sciences
STEP Spoken Test of English Proficiency
TESOL Teaching of English as a Second Official Language
TOEIC Test of English for International Communication
UNESCO United Nations Educational, Scientific and Cultural Organization
ZPD Zone of Proximal Development

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