口語語流教學及重音教學對台灣學生口語表達之成效

Effectiveness of Connected Speech-Focused Instruction and Stress-Focused Instruction on Taiwanese EFL Learners' Speech Intelligibility

對於母語為音節計時（如中文或日文）的ESL／EFL學習者而言，了解如何運用英語節奏特性為重要之基本能力（Celce-Murcia，Brinton，& Goodwin，2001）。基於Dauer and Browne（1992）提出學生可藉由連音教學大幅提升其整體清晰度，而Cai（2008）建議練習句子之重音則可改善學習者英語口語之節奏表現。因此，本研究比較此二種節奏教學法之成效。研究對象為三班同質英語系大二學生，其中一班隨機接受連音明示教學、一班接受重音明示教學、而另一班則做為控制組。兩班實驗組接受為期12週、每週50分鐘之教學以改善學生在語流節奏上之問題。Sound Concepts（Reed & Michaud，2005）為本研究之主要教材，詩及歌曲也結合至課程中（Tuan & An，2010）。本研究以受測者在文章誦讀之口語清晰度評分作為其在節奏教學前後之口語表現，藉以評量兩種教學之成效，結果顯示兩組實驗組之口語表現顯著優於控制組，然而連音明示教學組與重音明示教學組之成效則相當。

For ESL/EFL learners whose L1 is syllable-timed like Chinese and Japanese, the stress-timed nature and rhythm of English is a bottom-up skill they especially need (Celce-Murcia, Brinton, & Goodwin, 2001). Since Dauer and Browne (1992) suggested that students can dramatically improve their overall intelligibility by receiving explicit connected speech instruction, whereas Cai (2008) proposed that sentential stress practice could facilitate the production of proper English rhythmic structure, this study thus aims to compare the effectiveness of these two types of instruction. The participants were three homogeneous classes of Taiwanese sophomore English majors randomly assigned to receive the explicit connected speech-focused instruction, the stress-focused instruction, or the control group receiving no prosodic treatment. The two experimental groups received weekly instruction of 50 minutes for 12 weeks to accommodate the rhythmic problems that they have difficulties to produce. Sound Concepts (Reed & Michaud, 2005) was used as the major teaching material, and selected poems and song lyrics were also integrated into the lesson plans (Tuan & An, 2010). A passage reading task was used to elicit their production performance for comprehensibility rating in both the pretest and the posttest phase to measure the effectiveness of instruction. The results showed that both experimental groups outperformed the control group, whereas the connected speech-focused instruction was equally effective as the stress-focused instruction. 對於母語為音節計時（如中文或日文）的ESL／EFL學習者而言，了解如何運用英語節奏特性為重要之基本能力（Celce-Murcia，Brinton，& Goodwin，2001）。基於Dauer and Browne（1992）提出學生可藉由連音教學大幅提升其整體清晰度，而Cai（2008）建議練習句子之重音則可改善學習者英語口語之節奏表現。因此，本研究比較此二種節奏教學法之成效。研究對象為三班同質英語系大二學生，其中一班隨機接受連音明示教學、一班接受重音明示教學、而另一班則做為控制組。兩班實驗組接受為期12週、每週50分鐘之教學以改善學生在語流節奏上之問題。Sound Concepts（Reed & Michaud，2005）為本研究之主要教材，詩及歌曲也結合至課程中（Tuan & An，2010）。本研究以受測者在文章誦讀之口語清晰度評分作為其在節奏教學前後之口語表現，藉以評量兩種教學之成效，結果顯示兩組實驗組之口語表現顯著優於控制組，然而連音明示教學組與重音明示教學組之成效則相當。