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題名 | The Effects of Video Instruction on College Students' Oral English Performance=錄影媒體教學對提昇大學生英語口語表達能力之研究 |
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作者姓名(中文) | 蘇碧瓊; | 書刊名 | 高雄師大學報 |
卷期 | 6 1995.03[民84.03] |
頁次 | 頁287-313 |
分類號 | 805.1 |
關鍵詞 | 口語; 大學生; 表達能力; 英語; 教學; 錄影媒體; |
語文 | 英文(English) |
中文摘要 | 本研究採實驗法,旨在探討接受錄影媒體教學的實驗組與未接受錄影媒 體教學的控制組在英語口語表達能力及情意發展有何差異,以瞭解錄影媒體輔助 英語口語教學之成效。 本研究對象為國立高雄師範大學英語系二年級學生,共七十二名。以隨機取樣法 將學生分為實驗組與控制組各三十六名,進行教學實驗十八週。其假設為實驗組 經由錄影媒體教學其口語表達能力將比控制組經由錄音媒體教學表現優異,且具 統計上之顯著差異。測驗工具包括口試和情意發展問卷。 研究結果發現: 1.口語方面,在七種變項中實驗組比控制組發音清晰、用字恰當、文法正確、內 容具體。同時肢體語言運用較自然,講話時較能放鬆有自信,並樂於溝通。 2.情意發展方面,實驗組在口語表達時的情緒緊張程度比控制組低。 本研究發現印證了錄影帶的使用可幫助學生提昇其英語口語表達能力,並減少其 表達時侷促不安的情況,其原因為錄影帶提供學習者具體而接近真實的會話模 式。最後本研究建議進行口語教學時,可利用錄影帶靜止的畫面,提供學習者注 意肢體語言的應用;選擇教學錄影帶時除了要注意其內容需適合學習者的年齡及 英語程度外,也要注意錄影帶本身的品質,如說話者口齒清晰、用語自然等。 |
英文摘要 | This was a pretest-posttest randomized control group study toinvestigate whether video instruction would help Chinese collegestudents: (a) improve their oral performance; and (b) become lessinhibited when they were communicating to their interlocutors. The subjects for this study were seventy-two sophomore studentsmajoring in English at National Kaohsiung Normal University, Taiwan,the Republic of China. The experimental group learned Englishspeaking skills through video instruction; the control group, via audioinstruction. The findings indicated that: 1. Among seven variables related to oral performance-clarity of pronunciation, relevance of content, appropriate vocabulary, grammatical correctness, relaxation and confidence, appropriate body language, and eagerness to communicate, the experimental group performed better than the control group. 2. The students in the experimental group did become much less nervous than those in the control group when communicating with their interlocutors. It was suggested that we teachers do well to turn to a specialfunction, the freeze-frame device, of the video equipment to developstudents' awareness of the paralinguistic features so that when theyspeak in front of a group, they know not only what to respond to, butalso how to respond. In addition, when we select videotapes: (a) we have to be careful to select videotape exercises with roles andlanguage requirements within students' own reach and field ofexperience; and (b) we have to pay attention to the following elements-whether or not: the language is "real," that is, used by native speakersin their daily lives; the scene or the situation is contextualized; thecharacters speak in a clear and natural way; the content is attractiveand interesting to students; and the pictures and sound are clear. |
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