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系統識別號 U0002-1707201703252300
中文論文名稱 影片觀賞融入英語連音教學之成效:以臺灣大一非英文主修生為個案研究
英文論文名稱 The Effects of Watching a Video Featuring Connected Speech Instruction on Taiwanese College Students: A Case Study
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 105
學期 2
出版年 106
研究生中文姓名 陳映宇
研究生英文姓名 Ying Yu Chen
學號 601110520
學位類別 碩士
語文別 英文
口試日期 2017-06-16
論文頁數 63頁
口試委員 指導教授-林銘輝
委員-李佳盈
委員-林進瑛
中文關鍵字 影片教學  英語口說能力  英語連音 
英文關鍵字 video instruction  speaking competence  connected speech 
學科別分類 學科別人文學語言文學
中文摘要 隨著時代的變遷,教育科技已被廣泛運用在語言教學課室中來幫助學生習得新的語言,雖然這樣的潮流已進入許多口說課室中,然而這樣的成效尚未在深度的英語連音教學研究獲得證實。連音的應用能力乃是英語學習者增強口說流暢度所不可或缺的要素,因此,若能明確底定影片協同教學在此特項上的成效,將能進一步肯定影片在英語課室中的教學效益。有鑑於此,本研究展開一教學實驗,利用影片輔助語言習得之設計,探討該教學法對臺灣大一生英語連音口說能力之成效。本研究為期七週,以前後測學習成就測驗以及學習態度問卷檢視48位受試者的表現及感受。研究結果顯示,利用影片教授英語連音發音,可有效增進學生口說的連音技巧,學生整體的學習態度表現亦獲正面發展。
英文摘要 In the field of language teaching, technology has been of great help in assisting language learners in their acquisition of a new language. Video instruction is believed to be one of the more effective ways to improve English learners’ language competence. Over the years, the difficulties in improving Taiwanese English learners’ speaking ability have been a major concern. Since Taiwan is in an EFL milieu with limited exposure to English, it is much more difficult to acquire adequate speaking competence compared to those in an ESL milieu or those whose mother tongue shares a similar language system with English. The fundamental step in improving language learners’ speaking competence is to acquire the knowledge of connected speech, with which improvement in fluent speech is thereby expected. Consequently, the researcher conducted this study with the aim of improving Taiwanese college freshmen’s speaking ability in connected speech with the aid of videos and seeking answers and solutions that help them develop better English speaking proficiency. A total of 48 students from a college in northern Taiwan participated in this study, which lasted for seven weeks. The results showed that watching a video featuring connected speech instruction is an effective way to improve language learners’ connected speech skills. Positive results were also observed in the outcomes of questionnaires surveying participants’ learning attitudes. It is hoped that the study results may offer language teachers some insights into the practice of video-aided language learning in language classes, particularly its efficacy for connected speech.
論文目次 Acknowledgements i
Chinese Abstract ii
English Abstract iii
Table of Contents iv
List of Tables vi
Chapter 1: Introduction 1
Research questions 5
Significance of the study 6
Overview of the thesis 6
Chapter 2: Literature Review 8
Connected speech 10
Chapter 3: Methodology 13
Participants 13
Instruments 14
Questionnaire 14
The GEPT 15
Intervention 16
Raters 18
Data collection 18
Chapter 4: Results 20
Results of the questionnaire as a whole 20
Results of the questionnaire subscales 21
Results of pre- and post-test Task A 23
Results of pre-test Task A and post-test Task B: the overlapped connected speech skills 26
Results of pre-test Task A and post-test Task B: overall linking sounds 28
Chapter 5: Discussion and Conclusion 30
References 35
Appendices
A. General information about the pilot study participants 46
B. Learning Attitudes Toward English Speaking Scale (Chinese version) 47
C. Learning Attitudes Toward English Speaking Scale (English version) 50
D. The language certificates referencing Nation Central University 53
E. The pilot study and the Learning Attitudes Toward English Speaking Questionnaire 54
F. GEPT Reading Aloud Task A 62
G. GEPT Reading Aloud Task B 63
list of tables
Table 1. Descriptive statistics for the pre- and post-test Learning Attitudes Toward
English Speaking Questionnaire 21
Table 2. Paired t-test for the pre- and post-test Learning Attitudes Toward English
Speaking Questionnaire 21
Table 3. Descriptive statistics for subscales of the Learning Attitudes Toward
English Speaking Questionnaire 22
Table 4. Paired t-tests for the subscales of the Learning Attitudes Toward English
Speaking Questionnaire 23
Table 5. Accuracy rate of overall word linking in the pre- and post-test Task A
recordings 24
Table 6. Descriptive statistics for overall word linking in the pre- and post-test
Task A recordings 24
Table 7. Paired t-tests for overall word linking in the pre- and post-test Task A
recordings 25
Table 8. Accuracy rate of specific word linking in the pre- and post-test Task A
recordings 26
Table 9. Accuracy rate of the overlapped linking sounds in the pre-test Task A
and post-test Task B 27
Table 10. Descriptive statistics for the overlapped linking sounds in the pre-test
Task A and post-test Task B 27
Table 11. Paired t-tests for the overlapped linking sounds in the pre-test Task A
and post-test Task B 27
Table 12. Accuracy rate of individual overlapping linking sounds in the pre-test
Task A and post-test Task B 28
Table 13. Accuracy rate of the overall linking sounds in the pre-test Task A and
post-test Task B 29
Table 14. Descriptive statistics for the overall linking sounds in the pre-test Task
A and post-test Task B 29
Table 15. Paired t-tests for the overall linking sounds in the pre-test Task A and
post-test Task B 29
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