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研究生：	潘慧娥 Hui-e Pan
論文名稱：	如何促進初學者在課堂中多說英語:國中英語口語訓練課程之行動研究 Motivating Beginning EFL Learners to Speak English in Class: An Action Research in an English Speaking Class at a Junior High School
指導教授：	程玉秀 Cheng, Yuh-Show
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2002
畢業學年度：	91
語文別：	英文
論文頁數：	147頁
中文關鍵詞：	行動研究、口語訓練課程、國中英語教學、英語初學者
英文關鍵詞：	Action Research, English Speaking Class, English Teaching at Junior High School, Beginning EFL Learners
論文種類：	學術論文
相關次數：	點閱：234 下載：94
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本論文描述一個國中英語口語訓練課程之行動研究。此項口語訓練課程隸屬台北某國中之學校本位的語言實驗課程。身為這個語言實驗課程唯一的教師兼研究者，本人提出三個研究議題做深入的探討。更明確地說，本人嘗試觀察「小組學習」，「以學習者為中心的活動」，以及「老師適時的精神鼓勵」是否可以在此國中英語口語訓練課程中，引起學生的學習動機並進而增加開口練習英語的機會。除了這三個研究議題之外，發生在研究過程當中的其他問題，也都依據行動研究的精神一一探索解決方法。
參加本語言實驗課程的學生係於西元2001年9月註冊為國中一年級的新生，人數約為180人。這些學生在為時一學期的英語實驗課程中，藉由三階段的分組，參與進階「英語閱讀」、「英語聽力」、以及「英語會話」的延伸課程。這項行動研究發現，當學生以分組方式進行小組學習時，他們獲得更多課堂練習說話的機會。此外，透過適當的活動式引導，學生們也可以增加說話的機會。老師適當的精神鼓勵則可以有效地減少學生們對於開口說英語的憂慮。本行動研究另一項重要成果為本人伴隨專業成長而增加了自信心，也增進了教學技巧。

The thesis describes an action research project carried out in an English speaking class, which was part of an extended language program launched at a junior high school in Taipei. Working as the only teacher-researcher in the project, I identified three initial research focuses or teaching issues for exploration. More specifically, I attempted to see whether and how small group learning, learner-centered activities, and teacher’s emotional support could motivate students to talk more in a speaking class. Due to the cyclical nature of action research, the three research issues as well as some secondary problems evolved and were addressed accordingly during the research process.
In this study, there were about 180 participating students. These students registered as first-graders of the junior high school in the fall semester of 2001. They were required to take the advanced reading, listening, and speaking classes in turn within the semester-long, three-phase extended language program. This research indicates that students could get more chances to speak when they were put in small groups and when they were appropriately guided to participate in the learner-centered activities. Suitable emotional support appeared to be important in reducing students’ apprehension in speaking English. Another important outcome of this research was an increase in my self-confidence accompanied by my professional growth, which contributed to better teaching techniques as well.

Table of Contents
Chinese Abstract …………………………………………………………………….. i
English Abstract …………………………………………………………………….. ii
Acknowledgements …………………………………………………………………….. iii
Table of Contents …………………………………………………………………….. v
List of Tables……………………………………………………………………………. ix
List of Figures…………………………………………………………………………… xi
Chapter One  Introduction…………………………………………………………….. 1
     Motivation……………………………………………………………………….. 1
     Context of the Research 3
     Major Research Focuses …………………………………………………………. 4
     Abbreviations Used………………………………………………………………. 5
     Organization of the Study………………………………………………………… 6
Chapter Two  Literature That Informs Actions………………………………………. 8
     Conversation Instruction…………………………………………………………. 8
     Cooperative Learning in Conversation Classes………………………………….. 9
     Theory of Multiple Intelligences…………………………………………………. 13
     Learner-Centered Activities in Conversation Classes……………………………. 17
     Audio-Visual Aids in Conversation Classes…………………………………….. 19
     Students’ Anxiety Reduction in Conversation Classes…………………………… 19
     Conclusion………………………………………………………………………... 21
Chapter Three  Methodology………………………………………………………….. 22
     Students Participating in the Study………………………………………………. 23
     Research Procedures……………………………………………………………… 23
     Data Collection Procedures………………………………………………………. 27
     Data Analysis Procedures………………………………………………………… 29
     Research Schedule………………………………………………………………… 30
Chapter Four  Research Processes and Data Analyses…………………………………. 32
     Specific Research Issues………………………………………………………….. 32
     Instructional Interventions………………………………………………………… 33
     Phase One  Research and Analyses ….…………………………………………. 35
          Major Research Focuses…………………………………………………… 36
               Small Group Learning………………………………………………. 36
               Learner-Centered Activities…………………………………………. 40
               Emotional Support………………………………………………….. 45
          Redefinition of Research Focuses…………………………………………. 47
          Secondary Problems……………………………………………………….. 48
     Phase Two  Research and Analyses ……………………………….……………. 51
          Treatment of Secondary Problems Encountered at Phase One…………….. 51
          Major Research Focuses…………………………………………………… 51
               Small Group Learning………………………………………………. 51
               Learner-Centered Activities………………………………………… 55
               Emotional Support……………………….…………………………. 61
          Effects of Phase Two Actions……………………………………………… 66
          Secondary Problems……………………………………………………….. 67
     Phase Three  Research and Analyses ………………………….……………….. 68
          Treatments of Previous Secondary Problems……………………………… 68
          Major Research Focuses…………………………………………………… 69
     Summary………………………………………………………………………….. 75
          Improvement on the Three Research Issues………………………………. 75
          Conclusions………………………………………………………………… 77
Chapter Five  Concluding Remarks……………………………………………………. 79
     Research Findings………………………………………………………………… 79
     Reflections……………………………………………………………………….. 83
     Limitations……………………………………………………………………….. 86
     Suggestions for Future Research………………………………………………… 88
References ………………………………………………………………………………. 89
Appendix A  Questionnaire One (Chinese Version)……………………………………. 95
            Questionnaire One (English Version) …………………………………… 97
Appendix B  Questionnaire Two (Chinese Version) ………………………………….. 99
            Questionnaire Two (English Version) …………………………………… 101
Appendix C  Questionnaire Three (Chinese Version) ………………………………… 103
            Questionnaire Three (English Version) ………………………………… 105
Appendix D  Questionnaire Four (Chinese Version) ………………………………… 108
            Questionnaire Four (English Version) ………………………………… 110
Appendix E  Questionnaire Five (Chinese Version) …………………………………… 112
            Questionnaire Five (English Version) …………………………………... 115
Appendix F  Questionnaire Six (Chinese Version) …………………………………… 119
            Questionnaire Six (English Version) …………………………………… 122
Appendix G  Handout: The Speaking Class……………………..…………………….. 126
Appendix H  Handout: Interview your teachers……………………………………….. 127
Appendix I   Handout: Family Tree－Information Gap Activities………………….. 128
Appendix J   Handout: What is his/her name?－Information Gap Activity.…………. 130
Appendix K  Handout: Interview Your Classmates……………………………………. 132
Appendix L  Handout: Who is Sylvia?………………………………………………… 133
Appendix M  Handout: Practical English in the Classroom…………………………… 134
Appendix N  Handout: Role Responsibility (for Group)………………………………. 136
Appendix O  Handout: Names of the Stationery………………………………………. 137
Appendix P  Handout: Christmas Song Evaluation Chart……………….…………….. 138
Appendix Q  Handout: What Is “Family” Like?……………………………………….. 139
Appendix R  Handout: What Is Your Partner’s Family Like?…………………………. 140
Appendix S  Student’s Product: The Speaking Class………………………………….. 141
Appendix T  Student’s Product: What Is Your Partner’s Family Like?………………… 142
Appendix U  Student’s Product: Interview Your Classmates………………………….. 143
Appendix V  Student’s Product: Names of the Stationery…………………………….. 144
Appendix W  Student’s Product: Christmas Song Evaluation Chart………………….. 145
Appendix X  Student’s Product: What Is “Family” Like?…………………………….. 146
Appendix Y  Student’s Product: Role Responsibility (for Group)…………………….. 147
                                

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