大一學生英文口語能力發展及其對大一英文課堂活動之看法

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Title:	大一學生英文口語能力發展及其對大一英文課堂活動之看法
Other Titles:	University EFL Freshmen's English Oral Competence Developments and Attitudes toward Their Freshman English In-class Oral Activities
Authors:	蔡承均 Tsai,Cheng-Chun Alan
Contributors:	陳中漢 Chen,Jung-Han 外國語文學系
Keywords:	大一英文課堂口語活動;英文口語能力發展;態度 Freshman English in-class oral activities;English oral competence developments;attitudes
Date:	2013
Issue Date:	2014-02-13T03:47:51Z (UTC)
Abstract:	本研究調查了大一非英文系主修學生於課堂內及課餘時英文口語能力發展及其對於大一英文課堂口語活動之看法。此外，也一並檢驗了大一學生英文口語能力發展與其對於大一英文課堂口語活動看法之間的關係。共有四百六十三名參與者於台灣中部一所私立大學大一英文課程中募集。本研究使用三份中文問卷作為蒐集資料之工具並提供研究所需。分別是，個人基本資料問卷（九道題目）用以蒐集參與者之基本背景資料；英文口語能力發展問卷（四十二道題目）用以測量參與者於大一英文課堂內和課餘時，英文口語能力發展之自我評估；以及大一英文課堂口語活動看法調查問卷（二十四道題目）用以測量參與者對於大一英文課堂口語活動之看法。問卷已於2010年春季期末發放完畢。本研究使用統計軟體SPSS 13.0 for Windows來組織和分析研究所需之蒐集資料。推論性統計皆以α < .01作為決定統計結果是否顯著。首先，描述性統計分析用來取得每一選項選填之頻率分佈、平均及標準差。其次，獨立樣本t測驗則用來檢驗大一學生於課堂內與課餘時英文口語能力之發展、對大一英文課堂口語活動之看法，於英文高、低能力組之間的差異。而皮爾森相關係數分析則是用來調查課堂內與課餘時英文口語能力發展之間的關係，再使用簡單回歸分析來檢驗大一英文課堂口語活動之看法與大一學生於課堂內及課餘時英文口語能力發展之間的顯著關係。主要研究結果包括以下幾點。第一，大一學生較會以課堂內自我練習的方式發展其英文口語能力，但似乎不太會在課餘時自我練習或與他人練習；而高能力組的大一學生比低能力組的大一學生更會去參與課堂內及課餘時之英文口語活動。第二，課堂內與課餘時的英文口語能力發展之間有著顯著正面關聯；意謂著，當大一學生參與較多課堂內英文口語活動時，也會相對地去參與較多的課餘時英文口語活動。第三，參與者不僅對大一英文課堂口語活動之功能及特色有正面看法，在參與活動時也抱持著正面感受及愉快的心情；而高能力組的大一學生似乎比低能力組的大一學生對大一英文課堂活動抱持著更正面的看法。最後，大一學生對於大一英文課堂活動之看法，則是對課堂內及課餘時英文口語能力發展有統計上的顯著預測；然而與低能力組大一學生相比，本研究證實了高能力組大一學生對於大一英文課堂活動之看法，僅對課堂內英文口語能力發展時有較強預測，但對課餘時英文口語能力發展則沒有。本研究也提出了其在英語教學上應用之道及對未來研究方向之建議。 This study investigated university EFL non-English-majored freshmen's in-class and outside-class English oral competence developments (EOCD) and attitudes toward their Freshman English in-class oral activities. In addition, the researcher of the study examined the relationships between university freshmen's EOCD and their attitudes toward their Freshman English in-class oral activities.A total of 463 freshmen recruited from the Freshman English for Non-English Majors (FENM) program offered in a private university in central Taiwan participated in this study. Three questionnaires written in Chinese were used as the instruments to collect data for the study. They were the Basic Personal Background Information Questionnaire (nine items) to collect the participants’ basic personal background information, the EOCD Inventory (forty-two items) to measure their self-rated degrees of in-class and outside-class EOCD, and the Attitudes toward In-class English Oral Activities Questionnaire (twenty-four items) to measure their self-rated attitudes toward Freshman English in-class oral activities. The instruments were administered to the participants by the end of the spring semester in 2010.The statistical software package SPSS 13.0 for Windows was used to organize and analyze the data collected for the study. The significance decision level was set at α < .01 for all the statistical significance tests. First, descriptive analyses were performed to obtain frequency distribution, means, and standard deviations of the questionnaire items. In addition, independent-samples t-tests were used to examine the differences between the participants of high and low English proficiency levels in their in-class and outside-class EOCD as well as in their attitudes toward their Freshman English in-class oral activities. Then, Pearson correlation analysis was performed to investigate the relationship between the participants' in-class and outside-class EOCD, followed by simple regression analyses to examine the predictive relationships between the participants' attitudes toward Freshman English in-class oral activities and their in-class and outside-class EOCD.The major findings of the study are presented as follows. First, in general the university freshmen developed their English oral competence (EOC) by engaging in more self-practicing practices in class; however, they seemed to be less likely to self-practice or practice with others outside of class. In addition, the freshmen of the high English proficiency level seemed to engage in more in-class and outside-class English oral activities than those of the low English proficiency level. Second, a positive significant relationship was found between in-class and outside-class EOCD, indicating that the more the freshmen engaged in the in-class English oral activities, the more they would engage in the outside-class English oral activities. Third, the participants' positive attitudes toward the functions and the features of the Freshman English in-class oral activities as well as their positive feelings and pleasant affections in engaging in these activities were found. In addition, the freshmen of the high English proficiency level seemed to show more positive attitudes toward their Freshman English in-class oral activities than their low-proficiency counterparts. At last, freshmen's attitudes toward their Freshman English in-class oral activities were found a statistically significant predictor of their in-class and outside-class EOCD, while attitudes of the high-proficiency freshmen turned out to be a stronger predictor of only their in-class EOCD but their outside-class EOCD compared to their low-proficiency counterparts. To wrap up this thesis, pedagogical implications and suggestions for future research were provided.
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