台灣大學生對英語課堂中口說活動與教學效果之認知

College EFL Students' Perceptions of Oral Activities and Instructional Practices

許多第二語言學習的相關研究指出，在聽、說、讀、寫四個技巧中，「說」最受到初級和中級程度學習者的重視。即使這些學習者認同發展口說能力的重要性，至今少有研究探討學生對於英文課堂口說學習活動的態度及看法。本研究動機源於Nunan所提倡「以學習者為中心」之課程設計理念，目的在於探究當前臺灣地區科技大學在學生對英文教師在課堂上所進行的各項口說學習活動的觀點。南部兩所科技大學共計五百六十五位學生回應本次英語口說活動及教學效果之問卷調查，研究結果顯示，六項常施行的英語口說活動中，「可看稿的口頭報告」雖為教師經常運用的課堂活動形式，卻被學生認為是最沒有學習效果的。相反地，學生認為「不可看稿的口頭報告」學習效果較佳。然而，這項活動卻鮮少被英語教師運用於課堂中。此外，就各種英語口說活動的學習成效而言，學生對於「辯論」及「故事或經驗分享」的評價最高。然而，他們對於分組及配對活動之學習效果的看法則明顯分歧。他們的意見包含：有組員常會使用母語交談、有組員缺乏學習動機而保持沉默、很難持續專心於指定的學習任務上。本研究提出相關教學策略與教室管理運用，以提升課堂上英語口說活動的學習效果。研究者就分析結果提出建議：教師應該廣泛運用更多不同形式的口說活動來激發學生的學習興趣，並提供更多的機會讓學生真正透過這些活動來開口練習說英文。

Some L2 research studies found that among the four language skills, speaking was most valued by beginning- and intermediate-level L2 learners (Chuang, 2007; Harlow & Muyskens, 1994; Houston, 2005; Rivera & Matsuzawa, 2007; Tse, 2000). Despite the fact that L2 learners see the importance of their developing oral proficiency, seldom has research to date exclusively emphasized learners' attitudes toward speaking activities. This study, inspired by the principles of the learner-centered curriculum (Nunan, 1993, 1995), aims to investigate the views of college students toward oral activities which instructors have implemented in the EFL classroom. In a survey, 565 students at two technological universities in southern Taiwan were asked to describe the effectiveness of certain oral tasks and instructional practices in their classes. Research findings reveal that of the activities, 'oral presentations with support of notes', although widely employed, are considered to be one of the least helpful in terms of the development of oral proficiency. In addition, they perceive 'oral presentation without support of notes' to be more helpful; however, they say, this method is infrequently practiced in class. Respondents rate 'debate' and 'story-telling' and 'information-sharing' as the most helpful tasks. Students' reactions to group and pair work are decidedly mixed, with respondents commenting on the frequent use of L1, unmotivated classmates, and the difficulty of remaining on-task. Strategies for improving the efficacy of oral activities and classroom management were also asked about. Results suggest that instructors should present a broader variety of oral practices, ones which will strongly motivate students, allow them to actually engage in oral tasks, and provide them with positive feedback on their oral performance.