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研究生：	林育帆 Yu-fan Lin
論文名稱：	口說與書寫對話日誌對英語口語能力的影響 The Effect of Oral-written Dialogue Journals on Speaking in EFL Students
指導教授：	何慧玲 Her, Huei-Ling
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2003
畢業學年度：	91
語文別：	英文
論文頁數：	152
中文關鍵詞：	對話日誌、口語、口語程度、流利度、文法精確度、字彙
英文關鍵詞：	dialogue journals, speaking, oral proficiency, fluency, grammatical accuracy, vocabulary
論文種類：	學術論文
相關次數：	點閱：151 下載：21
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對話日誌方面的研究已顯示出口說或書寫的對話日誌能改善學生的口語表現。然而，幾乎沒有研究探討口說與書寫對話日誌對英語口語能力的影響。這篇論文以質化及量化的方式探究口說與書寫對話日誌對大學生英語口語能力的影響。旨在調查此活動對整體英語口語能力、說話流利度、文法精確度、字彙方面的影響及實驗對象對這項活動的看法。
此活動一共進行了三個月，實驗對象包括11位大學生。研究結果發現實驗對象整體口語能力提升。流利度、文法精確度及字彙方面都有某個程度的改善，尤其在流利度及時態精確度方面。此外，他們對活動抱持正向的態度，不僅在說英文方面變得較有自信，也有較強烈的動機去學英文和說英文，而且喜歡這個活動。
這項研究讓我們了解到學生在英語口語方面有哪些進步，以及他們為何能改善他們的口語表現。基於這些研究發現，研究者提出具體說明關於這項活動如何落實在英語教育以及對未來研究的多項建議。

Research in the area of dialogue journals has shown that keeping oral or written journals can improve students’ speaking performance. However, nearly no research has been done on the effects of doing oral-written dialogue journals in enhancing speaking English. This thesis quantitatively and qualitatively explored the impacts of the oral-written dialogue journals on speaking performance of EFL university-level students. Specific research focuses were the influence of keeping oral-written dialogue journals on overall speaking proficiency and the effect on speaking fluency, grammatical accuracy, and vocabulary richness as well as the participants’ perceptions of this activity.
The oral-written dialogue journal activity had been implemented for three months. The subjects were eleven university students who were invited to join this activity. Findings consisted of objective measurements and qualitative inquiry revealed that participants’ overall speaking proficiency was enhanced through this activity. Their fluency, grammatical accuracy and vocabulary richness were also improved to some extent, particularly on fluency and verb tense accuracy. The subjects’ perceptions of this activity were also shown positive. They not only became more confident in speaking English and more motivated to speak or learn English but also liked this activity.
This study enabled us to understand in what aspects of speaking EFL learners had made progress as well as why they had improved their speaking performance. Based on the findings, pedagogical implications and suggestions for further research were made.

Table of Contents
Abstract (Chinese)    i
Abstract (English)    ii
Acknowledgements    iii
Table of Contents    iv
List of Tables    vi
Chapter One   Introduction    1
1.1 Background    1
1.2 Purpose of the Study    3
1.3 Research Questions    4
1.4 Overview of the Study    5
Chapter Two   Review of the Literature    6
2.1 Definition of the Dialogue Journal    6
2.2 Types of Dialogue Journals    7
2.3 Characteristics of the Dialogue Journal    11
2.4 Benefits of the Dialogue Journal    12
2.5 Past Studies on Written Dialogue Journals    14
2.5.1 Improving writing skills    15
2.5.2 Enhancing reading development    21
2.5.3 Improving speaking performance    23
2.6 Past Studies on Oral Dialogue Journals    25
2.7 Types of Feedback    27
2.8 Summary    29
Chapter Three   Methodology    31
3.1 Theoretical Bases    31
3.1.1 Swain’s output hypothesis    31
3.1.2 Vygotsky’s perspective    32
3.1.3 The second language interactionist view    33
3.2 Method    34
3.2.1 The subjects    34
3.2.2 The procedures    34
3.2.2.1 Questionnaire    34
3.2.2.2 Pre-test    35
3.2.2.3 The administration of oral-written dialogue journal activity    36
3.2.2.3.1 Types of feedback    36
3.2.2.4 Self evaluation of the speaking improvement    38
3.2.2.5 Post-test    38
3.2.2.6 Interview    38
3.2.3 Instruments    38
3.2.3.1 Questionnaire    39
3.2.3.1.1 Questionnaire results    39
3.2.3.2 Proficiency test    45
3.2.3.3 Speaking learning log    46
3.2.3.4 Interview    47
3.2.3.5 Objective measurement    47
3.3 The Coding Principles    47
3.3.1 Definition of fluency    48
3.3.2 Objective measurements of fluency    50
3.3.3 Objective measurements of grammatical accuracy    55
3.3.4 Objective measurements of vocabulary    55
Chapter Four   Results and Discussion    60
4.1 Results    60
4.1.1 Statistical analysis of performance data    60
4.1.2 Results from the speaking learning logs    72
4.1.3 Comparison of quantitative and qualitative results    79
4.1.4 Interview results    80
4.2 Discussion    94
Chapter Five   Conclusion    105
5.1 Summary of Important Findings    105
5.2 Conclusion    106
5.3 Pedagogical Implications    107
5.4 Limitations and Suggestions for Further Research    109

References    113
Appendix A    121
Appendix B    124
Appendix C    126
Appendix D    127
Appendix E    128
Appendix F    130
Appendix G    132
Appendix H    134
Appendix I    151

List of Tables
Table 3.1 The scores of the six subjects in the GETP high-intermediate speaking test in the pilot study    35
Table 3.2 Questionnaire results    40
Table 3.3 Subjects’ weaknesses in speaking English    42
Table 3.4 Difficulties in speaking English    42
Table 3.5 Types of feedback    43
Table 4.1 T-test of pre- and post-test    61
Table 4.2 Speaking rate    61
Table 4.3 Summary table of analysis of variance on speaking rate    61
Table 4.4 Posterior comparison of speaking rate    62
Table 4.5 Number of pauses per 100 words    62
Table 4.6 Summary table of analysis of variance on number of pauses per 100 words    62
Table 4.7 Posterior comparison of number of pauses per 100 words    63
Table 4.8 Ratio of pause time to total speaking time    63
Table 4.9 Summary table of analysis of variance on ratio of pause time to total speaking time    63
Table 4.10 Posterior comparison of ratio of pause time to total speaking time    64
Table 4.11 Average speaking runs    64
Table 4.12 Summary table of analysis of variance on average speaking runs    64
Table 4.13 Posterior comparison of average speaking runs    64
Table 4.14 Number of repetitions per 100 words    65
Table 4.15 Summary table of analysis of variance on number of repetitions per 100 words    65
Table 4.16 Posterior comparison of number of repetitions per 100 words    65
Table 4.17 Tense errors per 100 words    66
Table 4.18 Summary table of analysis of variance on verb tense accuracy    67
Table 4.19 Posterior comparison of verb tense accuracy    67
Table 4.20 Errors of prepositions per 100 words    67
Table 4.21 Summary table of analysis of variance on prepositional accuracy    68
Table 4.22 Errors of plural forms per 100 words    68
Table 4.23 Summary table of analysis of variance on accuracy of plural forms    68
Table 4.24 Errors of subject-verb agreement per 100 words    69
Table 4.25 Summary table of analysis of variance on accuracy of subject-verb agreement    69
Table 4.26 Changes in lexical variation throughout this activity    70
Table 4.27 Changes in VP throughout this activity    70
Table 4.28 Changes in lexical variation within the basic 1000 words    71
Table 4.29 Summary of statistical results    71
Table 4.30 Results of the first speaking learning log    72
Table 4.31 Results of the second speaking learning log    75
Table 4.32 Summary of results of the first and second speaking learning logs    77
                                

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Chinese part

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