本研究主要探討以英語為外語的大學生使用錄影為學習工具來
提升自己講話技巧的知覺，亦即：使用的語調、停頓、重點詞、表
情手勢、眼神接觸以及肢體語言等。本研究在北台灣某一大學進行
英語沉浸園溝通工作坊。本研究目的有二：第一，探討錄影方式是
否對英語學習者講話技巧知覺的影響；第二，探討英語在教學和學
習上採用錄影方式是否會引導學習者察覺英語表達能力的改善。
研究結果顯示：第一，錄影方式導致學習者知覺他們的講話技
巧，而且讓學習者了解講話技巧的特點，在提升知覺過程扮演重要
的角色。第二，用錄影工具的經驗對學習者察覺這些技巧的改進有
貢獻。透過回顧性的自我評估過程的表現發現改進。同時，本研究
結果建議學習者語言發展到某個階段，即在更高階段，改進可能不
會發生。再者，技巧退化可能需要一段時間的觀察，所以透過練習
期間建構新知識。

This study is devoted to exploring video-recording as a tool for raising university students’ awareness of their own speech delivery skills (viz., use of intonation, pauses, focus words as well as gesture, eye contact, and body language) in the English as a foreign language (EFL) context. The study has taken place at a university in northern Taiwan and has been conducted as a Communication Workshop in the frame of an English Corner. The study aims at investigating 1) whether video-recording affects EFL learners’ awareness of speech delivery skills such as their use of intonation, focus words, pauses, as well as gesture, eye contact, and body language; 2) whether using video-recording in teaching and learning English leads to learners’ perceived improvement in their speech delivery skills. The results show that, first, a video-recording tool leads to the learners’ awareness of their speech delivery skills. Moreover, the instructions also play an important role in the awareness raising process by making the learners understand the features of speech delivery. Second, the experience with the video-recording tool contributes to the learners’ perceived improvement in these areas of skills. The improvement has been revealed through the retrospective self-assessment procedure. At the same time, the results suggest that at a certain stage of learner language development, namely at a higher stage, improvement may not take place. Moreover, regression of skills, as self-perceived, may be observed for some period of time as a result of the new knowledge construction throughout the practice sessions.

TABLE OF CONTENTS
ABSTRACT (Chinese) ……………………………i
ABSTRACT (English) ……………………………………………………ii
ACKNOWLEDGMENTS ………………………………iv
TABLE OF CONTENTS………………………………v
LIST OF TABLES …………………………………ix
LIST OF FIGURES …………………………………x


CHAPTER ONE   INTRODUCTION 
Background and Motivation ……………………………………………………1
Statement of the Problem ……………………………………………………5
Significance of the Study ……………………………………………………6
Purpose of the Study ……………………………………………………7
Research Question ……………………………7


CHAPTER TWO   LITERATURE REVIEW 
Communicative Competence and Speech Delivery Skills in an FL classroom ……………………………………8
The Models of Communicative Competence and Their Relation to Speech Delivery ……………………………8
Suprasegmentals in Spoken Discourse ……………………………………………………12
Nonverbals in Communication ………………………………………………………17
Language Awareness and Video in an FL classroom ………………………………………………………19
Language Awareness Movement ………………………………………………………19
Video Technology in Language Learning ………………………………………………………21
Video for Awareness Raising ………………………………………………………23


CHAPTER THREE   METHODOLOGY 
Rationale of the Research Method ………………………………………………………24
Theoretical Framework ………………………………………………………25
Participants ………………………………………28
Research Site ……………………………………29
Materials and the Teaching Approach ………………………………………………………30
Data Collection …………………………………31
Procedures ………………………………………34


CHAPTER FOUR   RESULTS 
Research Question: How does a video-recording tool affect, if it does, EFL 
university students’ awareness of their own speech delivery skills? ………………………………39
Do students have a better speech delivery awareness by the end of 
the workshop? If yes, in which aspects does awareness take place? ……………………………………………39

What role does the video-recording play in raising students’ awareness 
of their own speech delivery skills? ………………………………………………………41
What role does the instruction play in raising students’ awareness	
of their own speech delivery skills? ………………………………………………………43
Do the students feel that this experience helped them improve their speech delivery skills? If yes, which areas are reported to show progress? ……………46
The Self-Perceived Progress of P1, P2, P3 ………………………………………………………49


CHAPTER FIVE   DISCUSSION AND CONCLUSIONS 
Summary of the Findings ………………………………………………………58
Discussion ………………………………………59
Self-Perceived Improvement and the Case of P3…………………………………………………59
Merits of Video for Awareness Raising ……………………………………………………61
Evaluation of the Workshop and Pedagogical Implications ……………………………………………………63
Limitations of the Study and Directions for Further Research …………………………………………65
Conclusions………………………………………66


REFERENCES………………………………………68



APPENIXES
Appendix A Comparison Table of Standardized English Tests Scoring ………………………………………74
Appendix B Questionnaire 1 …………………………………………………75
Appendix C Presentation Assessment Form ……………………………………………………85
Appendix D Questionnaire 2 ……………………………………………………86
Appendix E Course Evaluation Interview ……………………………………………………88
Appendix F Extract of the Instructional Part of a Typical Workshop Class Presented in
        the Power Point Format ……………………………………………………90
Appendix G The Content of the Workshop Program ……………………………………………………91
Appendix H Students’ Responses to Questions about the Workshop ………………………………………92
 

LIST OF TABLES
                                                           
1. The Terms of Suprasegmental Features Used in the Books by M. Celce-Murcia et al., D. Brazil, and S. F. Miller ……………………………………………………14
2. The Criteria for Evaluation of Students' Presentations in the Six Areas of Speech Delivery Skills ……………………………………………………34
3. Responses of Students on Significance of Video-Recording in Awareness-Raising Process Expressed at the End of the Study ……………………………………………41
4. Responses of Students on Perceived Effectiveness of Video in Learning a Foreign Language as Expressed in the Beginning of the Study ……………………42
5. Responses of Students on Significance of Instruction in 
Awareness-Raising Process Expressed at the End of the Study……………………………………………45

 
LIST OF FIGURES
                                                            
1. Components of language competence model (Bachman, 1990). ……………………………………………………10
2. Proposed model for raising awareness of language learners’ output with a video aid.……………………………………………27
3. Components of a typical two-hour class of the workshop. …………………………………………………35
4. Results of the learners’ perceived progress in the six areas of speech delivery skills by the end of the workshop. The score on the ordinate axis ranges from 0 to 12 representing 0-3 = “disappointing”, 4-6 = “acceptable”, 
7-9 = “good”, 10-12 = “excellent” marks. ……………………………………………………48
5. P1 performance as perceived through retrospective self-assessment in the three skill areas: the use of intonation, pauses, and focus words. ……………………………………………………52
6. P1 performance as perceived through retrospective self-assessment of the three skill areas: the use of gesture, eye contact, and body language. ……………………………………………………52
7. P2 performance as perceived through retrospective self-assessment in the three skill areas: the use of intonation, pauses, and focus words. ……………………………………………………53
8. P2 performance as perceived through retrospective self-assessment of the three skill areas: the use of gesture, eye contact, and body language. ……………………………………………………54
9. P3 performance as perceived through retrospective self-assessment in the three skill areas: the use of intonation, pauses, and focus words. ……………………………………………………55
10. P3 performance as perceived through retrospective self-assessment of the three skill areas: the use of gesture, eye contact, and body language. ……………………………………………………56

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