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。

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.

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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