本論文旨在探索台灣大專學生養成高成就口語能力之發展歷程，希冀進一步發現高成就口語能力發展必經之成功途徑；以利英文口語學習之參考與遵循。本論文採納紮根理論研究法，研究對象來自通過篩選機制的六位非英文系主修並具備高成就口語能力之大專生。資料之蒐集始於「書寫式訪談」-- 每位研究對象詳實寫下自啟蒙學習，歷經國高中時期，至大學英文學分中口語能力發展之歷程。接續以2-3次電話深度訪談，獲致具體之釐清、補強資料之蒐集、以利資料分析。
    口語能力的發展環境，基本上分為兩個類別: 教室內學習與教室外學習環境。兩者學習環境都不外乎由三個面向組成: 教師，教材以及教學法。本研究的結果顯示，教師在學生發展口語能力上有多方面的影響，諸如學習心態的正向引導，信心喊話；學習夢想與目標的設定；以及對學生能力表現的肯定與支持。口語表達的學習，啟蒙老師的發音尤其關鍵。學習教材方面則必須是有趣、實用、激發思考、以及涵蓋中西文化差異。高成就口語能力的台灣大專學生認為：自然、真實的學習教材相當重要；同時，使用英英字典是絕對有益於正確、圓融的口語表達。群體學習時的開口說話練習機會是相當有益於口語發展的；獨自學習時的大聲朗誦也是養成流利口語的關鍵。高成就口語能力的台灣大專學生不怕被人糾正；勇於嘗試新學習法。他們證實了：培養口語能力不須遠走海外到英語系國家；相對的，只要遵循高成就口語能力者之成功種學習模式，台灣的環境一樣可以培養出高成就者。

Abstract:
          This study explores the development journey of oral communication skills (OCS) of the high achievers among college graduates in Taiwan and aims at discovering the factors leading to their successes. Six high achievers were selected and solicited for the stories on their journeys of the development of the oral communication skills (OCS). Data were collected via written interviews and follow-up probing inquiries. The Grounded Theory Methodology was adopted to analyze the data. The settings in which high achievers acquired their OCS were categorized in two types: group learning in classrooms and the learning takes place in the fields. Both learning situations involved teachers, materials, and approaches. 
The findings reveal that teacher figures are considered most vital in many ways, such as setting the learning attitudes, building dreams as guide, and encouraging with recognitions and specific praises. Native speaking teachers are essential in initial learning stage for pronunciation and listening ability. Learning materials must be fun producing, thought provoking, practical use based, and inclusive of the learners’ cultures. High achievers appreciated authentic material. Replacing the bi-lingual dictionary with a mono-lingual dictionary were thought to be a must by high achievers. Approaches like in-class speaking practices and reading aloud to an audience or self were common practices among high achievers. They emphasized that reading aloud boosts significantly their speaking fluency. High achievers are used to inviting error-corrections and using online programs to advance their OCS. The results of this research have suggested the teaching professionals and EFL students as what to do to successfully acquire oral communication skills.

Table of Contents

Abstract……………………………………………………………………………………………………………………iii
Table of Contents…………………………………………………………………………………………vi
Chapter I INTRODUCTION…………………………………………………………………………………1
	Background……………………………………………………………………………………………1
	Need of the Study…………………………………………………………………………5
	Purpose of the Study…………………………………………………………………6
	Research Questions………………………………………………………………………6
    Research Design ………………………………………………………………………………………7
	Significance of the Study …………………………………………………8
Chapter II LITERATURE REVIEW…………………………………………………………………9
	Introduction………………………………………………………………………………………9
	Review of Literature…………………………………………………………………9
	        Factors Affecting Acquisition of
                Pronunciation……………………………………………………………10
		Factors Affecting Acquisition of Speaking
                Skills………………………………………………………………………………12
		Factors Affecting Listening Comprehension
                Abilities………………………………………………………………………15
	Theoretical Underpinning……………………………………………………18
	The Grounded Theory Methodology ………………………………19
Chapter III METHODS………………………………………………………………………………………25
Introduction ………………………………………………………………………………………………………25
Rationales of the Approach …………………………………………………………………25
Selecting of Participants ……………………………………………………………………26
Participants ………………………………………………………………………………………………………28
	Research Design……………………………………………………………………………33
	Data Collection …………………………………………………………………………34
	Data Analysis Procedure ……………………………………………………34
Quality Consideration of This Study …………………………………………35
Chapter IV FINDINGS ……………………………………………………………………………………37
	Research Question 1…………………………………………………………………37
		Instructor Aspect…………………………………………………38
		Method Aspect …………………………………………………………44
		Materials Aspect …………………………………………………50
	Research Question 2…………………………………………………………………51
		Instructor Aspect…………………………………………………52
		Method Aspect …………………………………………………………53
		Materials Aspect …………………………………………………55
	Research Question 3…………………………………………………………………59
Chapter V DISCUSSION……………………………………………………………………………………65
	Instructors………………………………………………………………………………………65
	Methods...…………………………………………………………………………………………69
	Materials...……………………………………………………………………………………72
	Overcome Obstacles……………………………………………………………………77
Chapter VI CONCLUSION ………………………………………………………………………………79
	Conclusion……………………………………………………………………………………… 79
	Pedagogical Impllications…………………………………………………80
Limitations …………………………………………………………………………………………………………81
Recommendation …………………………………………………………………………………………………82
Reference…………………………………………………………………………………………………………………83
 
List of Tables
Table 1. Summary for Coding and analysis for Research Question One (RQ1) ………………………………………………………………………………………37
Table 2. Summary of coding and analysis for Research Question Two (RQ2)…………………………………………………………………………………………53
Table 3. Summary of coding and analysis for Research Question Three (RQ3)……………………………………………………………………………………60

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