使用慣用語串提升口說表達能力

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Title:	使用慣用語串提升口說表達能力
Other Titles:	Developing Oral Proficiency through Use of Formulaic Sequences
Authors:	邱嘉慧
Contributors:	東海大學外國語文學系行政院國家科學委員會
Date:	2012
Issue Date:	2014-03-07T07:07:17Z (UTC)
Abstract:	本研究為教學實驗設計，其目的在於檢驗第二語言慣用語串覺識教學是否能幫助學生在語言表達中增加慣用語串的使用，並間接提升口說表達能力。本研究的受測對象為五十名主修英文之大學生，所有受測者將隨機編入實驗組與對照組兩組。研究者將給予兩組學生大量的真實語料閱讀教材與聽力CD(例如：米契爾?艾爾邦的天堂遇見的五個人、一點小信仰)，並進行為期十二週(約二十小時)的教學指導與活動。於實驗組，研究者將在教學過程中特別提示學生注意閱讀及聽力教材中所出現的慣用語串。於對照組，研究者則將在教學過程中著重個別字彙的意義。本研究使用教學前、後測之設計。兩組學生於教學實驗開始前與結束後，將進行故事重述與讀者回應兩項口說測驗。所有口說樣本將存成的語音檔，由兩位英語為母語並有英語第二語言教學相關經驗的評審進行評分。兩位評審在不被告知受測對象所屬之組別的情況下，將先閱讀與學生相同的故事，然後使用一套口說表達能力評分標準來評定受測者的整體口說能力。此外，所有口說樣本將由兩位研究助理謄寫成文本。在謄寫文本與分析過程中，研究助理亦不被告知受測對象所屬之組別。在撰寫文本時，研究助理也將清楚標記口語樣本中的錄音時間與受測者說話之停頓處。爾後，兩位評審將使用一套判別慣用語串之準則，檢視撰寫成文本之口說語料，分析歸納慣用語串的使用，並計算其使用次數。為了對受測對象的口語表達能力有更客觀的評比，兩位研究助理也將利用語料文本中所標記之錄音時間及停頓處，計算受測對象的語速(每分鐘所說之音節數)以及平均說話長度(每次停頓點間所說之音節數)。本研究將進行共變數分析(前測分數為共變)，檢視實驗組與對照組在教學實驗後，在兩種口說測驗上之表現是否有顯著差異，以下項目為檢視之依變項：慣用語串的使用次數、整體口語表達能力、語速以及平均說話長度。本研究亦將進行相關性分析，檢視口語表達能力與慣用語串使用之相關強度。 The proposed study is an experimental study, designed to examine the extent to which an instructional method that aims at raising learners’ awareness of L2 formulaic sequences can help learners increase their use of formulaic sequences in their speech and hence indirectly facilitate their development of oral proficiency. Participants will be 50 college students majoring in English. They will be randomly divided into the experimental group or the control group. Over the 20 teaching hours in a period of 12 weeks, the two groups will be exposed to considerable quantities of authentic reading and listening materials (i.e. The Five People You Meet in Heaven & Have a Little Faith: A True Story, paperback and Audio CD both by Mitch Albom). The experimental group will be made aware of formulaic sequences embedded in the reading and listening materials, whereas the control group will be instructed to focus on the meanings of individual words. This study will employ a pretest-posttest design and investigate the participants’ learning gains on two types of speaking tasks. Prior to the beginning and at the end of the experiment, both groups will retell and respond to a portion of the instructional materials (i.e. story retelling & reader’s response). Their speech samples will be analyzed. Two judges, who speak English as an L1, work in a TESOL-related field and are unaware of the divisions of the participants, will read the story assigned to the learners, then listen to the speech samples and evaluate the participants’ overall oral proficiency, based on a pre-established set of scoring rubrics. Two research assistants, who are not aware of the division of the participants, will transcribe the speech samples. Minutes and pauses will also be marked on the transcripts. The same judges will then count the numbers of formulaic sequences shown on the transcripts, based on a pre-established set of judging criteria. Discrepancies in the oral scores or frequency counts of the formulaic sequences from the judges will be resolved through discussions with the researcher. In addition, to obtain objective indices of oral proficiency, learners’ speech rate (measured as the mean number of syllables uttered per minute) and the mean lengths of runs (measured as mean number of syllables uttered between pauses) will be calculated with reference to the minutes and pauses marked on the transcripts. ANCOVA will be performed (pretest scores as the covariate) to examine the differences of the two groups in their performance on the two speaking tasks, after the instruction. The following are the four dependent variables: numbers of formulaic sequences used, overall oral proficiency, speech rate and mean lengths of runs. Correlation coefficients (Pearson’s r) will also be computed to examine the strength of association between the use of formulaic sequences by the participants and their oral proficiency.
Relation:	計畫編號：NSC101-2410-H029-039 研究期間：2012-08~ 2013-07
Appears in Collections:	[外國語文學系所] 國科會研究報告

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