重視個人體驗和表現內容多元化的口頭發表指導法──TAE活動的會話教育實踐報告

A Study of the Instruction Method for Oral Presentation with Focuses on Personal Experiences and Variety of Wording-A Practice Report for the Conversation-Based Education of the TAE Activity

慣了模式練習（pattern-practice）的學生，容易產生思考能力變差的問題。事實上，筆者在會話課程的指導過程中，常感到學生的回答千篇一律，也常聽到學生對於思考教科書以外的答案感到苦不堪言等怨聲。有鑒於此，本研究為了可以訓練學生習慣動腦思考，在會話課程中導入了TAE理論的教學法。期望學生在TAE活動的訓練後，在口頭發表的內容上更具有個人的特色，同時使其表現內容更多元化。TAE理論提倡，透過聚焦（focus）於言語表現產出前的思考過程的訓練，可以讓產出的表現內容更為豐富。在會話課實施了一學期的TAE活動以後，觀察到了以下的教學成效。1.學生透過聚焦於思考過程的訓練，培養了動腦思考的習慣以後，產出的言語表現變得更加多元生動。2.透過讓學生練習寫出關鍵字和關鍵句（My sentence）“獨自的意思''（具有個人特色，和字典原意不同的意思），最後學 生基於個人親身體驗，寫出了內容具有個人特色而生動的文章。3.學生將平常TAE活動中，教師和同儕的回饋活用在期末的口頭發表作品上。

Students used to pat tern-practice often have the issue of worsening thinking ability. In fact, the author has always got the same answers from students during conversation curriculums and often heard them complaining about having to find answers outside text books.Thus, to train students to think with their brains, this study included in a conversation curriculum a teaching method with the TAE theory that focusing on the thinking process training before an oral presentation helps to enrich it, in hopes of students doing better in oral presentations with personal characteristics and variety of wording.After a semester of the conversation curriculum with the TAE activity was completed, the following teaching results were observed:1. After students developed their habits of thinking through the training of focusing on the thinking process, their oral presentations were richer and more vivid.2. By writing down key words and a key sentence of wording, students came up with vivid articles with their personal characteristics based on their personal experiences.3. Students applied their teachers' and classmates' feedbacks during the TAE activity to their final oral presentation works.