Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/106382
|
| Title: | 探索演講比賽的挑戰與收穫─以一所台灣的高中為例
Exploring the challenges and personal growth from speech contests : a case of a senior high school in Taiwan |
| Authors: | 黃毓培
Huang, Yu-Pei |
| Contributors: | 黃怡萍
黃毓培
Huang, Yu-Pei |
| Keywords: | 英語演講比賽
口說焦慮
口語表達 |
| Date: | 2017 |
| Issue Date: | 2017-02-08 16:31:22 (UTC+8) |
| Abstract: | 本研究旨從台灣高中生的觀點探討準備英語演講的過程中所遇到的挑戰與其相關對策以及個人成長收穫。本研究採取質性個案研究，研究對象為兩位有不同語言程度的台灣高一學生。分析資料由多重管道蒐集，包含與學生的半結構式訪談，練習時的觀察記錄以及其他相關文件，最後經由對比原始資料得出研究結果。
研究結果顯示，兩位研究對象所面臨的挑戰可分成四大類，分別為單句內的問題、跨句間的問題、口語表達與演說焦慮，其中又以口語表達與演說焦慮為兩大首要挑戰。以語言焦慮而言，焦慮的確對口說有負面影響，然而，它也能對於學習者的表現有正面的影響，如能促使學習者更認真面對比賽。此外，焦慮程度也與語言熟練度有關，擁有較高語言程度的學習者傾向擁有較低程度的焦慮。以口語表達的挑戰而言，兩位學習者所面臨的挑戰皆是與非語言方面的困難，例如站姿、手勢、聲音與面部表情等。此外，學生的個人收穫分別如下所列：(一) 開拓眼界的經驗；(二) 成就感；(三) 其他同儕的認同感；(四)自我實現。研究者根據這些發現，提出相關教學建議及未來研究方向，以期對未來有興趣參與英語演講的師生更多建設性的研究貢獻。
This study aims to examine what challenges would be confronted, how those challenges were dealt with and what personal growth reaped during the process of preparing for an English speech contest from the perspectives of high school students in Taiwan.
A qualitative research method was employed in this case study. Two first-year high school students with different proficiency levels were invited to be the participants of this study. Data were collected through multiple sources, including semi-structured interviews with students, observations of each practice, and other related artifacts. Data were analyzed by constant comparative method.
The results showed that the challenges the two participants faced could be divided into four categories, including the intra-sentence level challenges, inter-sentence level challenges, oral delivery and anxiety. Among these challenges, the top two challenges they faced were anxiety and oral delivery. In terms of language anxiety, anxiety did have debilitating effects on speaking; however, it can also have some facilitating influence on learner’s performance such as compelling the participant to face the contest more seriously. Also, the degrees of anxiety have to do with language proficiency. Learners with higher proficiency tended to have lower degree of anxiety. As for the challenges in oral delivery, what the two participants faced is associated with other non-linguistic aspects of speaking, such as posture, gesture, and voice and facial expression. In addition, the personal growth gained from such experience can be listed as below: (a) horizons-broadening experience, (b) a sense of achievement, (c) a sense of recognition from his peers, and (d) a sense of self-actualization. Based on the findings, pedagogical suggestions and direction for future research are provided. It is hoped more insights could be offered to both instructors and students who are interested in taking part in English speech contests. |
| Reference: | REFERENCES
Bradley, A. (2009). A Holistic, Humanistic Approach to Developing Public Speaking Skills. In T. Stewart (Ed.), Insights on teaching speaking in TESOL (pp. 139-151): TESOL International Association.
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide: Psychology Press.
Chen, I. W.-L., & Hsieh, J. J.-C. (2011). English language in Taiwan: An examination of its use in society and education in schools. English language education across Greater China, 70-94.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.
Ding, Y. (2007). Text memorization and imitation: The practices of successful Chinese learners of English. System, 35(2), 271-280.
Fang, H. K. (2005). Taiwanese College Students` Strategy Use in Making English Use in Making English Impromptu Speeches (MA Degree ), National Kaohsiung First University of Science and Technology. Retrieved from http://handle.ncl.edu.tw/11296/ndltd/50263667855439118277
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: Cambridge University Press.
Hadley, A. O., & Reiken, E. (2001). Teaching Language in Context: Heinle & Heinle.
Halliday, M. A. K. (1975). Learning How to Mean--Explorations in the Development of Language. London
Edward Arnold.
Hatch, E. (1978). Acquisition of syntax in a second language. Understanding second and foreign language learning: Issues and approaches, 34-70.
Hood, M. (2009). Case Study. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction
Algarve Macmillan.
Hsieh, S. M. (2006). Problems in Preparing for the English Impromptu Speech Contest The Case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal, 37(2), 216-235.
Hsu, T. C. (2012). A study on the EFL students’ speech related anxiety in Taiwan. International Journal of Research Studies in Language Learning, 1(2).
Huang, Y. C., & Lu, Y. C. (2007). The perception of college students’ English learning toward competition activities. Journal of Meiho Institute of Technology, 26(2), 179-196.
Krashen, S. (2003). English: The world’s second language. Paper presented at the The Proceeding of Twelfth International Symposium on English Teaching.
Lin, Y. Z. (2011). Public Speaking State Anxiety as a Function of Anticipatory Trait Anxiety and Gender Difference — A Case Study in a Junior High School in Taiwan(MA Degree ), National Taiwan Normal University
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75): Sage.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Lo, Y.-j. (2011). The Art of English Speech in Community: English Speech Contest in Joy Church 2010 as the Case. Hsiuping Journal of Humanities and Social Sciences (16), 119-134.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation.
Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide: Heinle Cengage Learning.
Ohata, K. (2005). Language anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers. Journal of Language and Learning, 3(1), 133-155.
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17.
Pan, L., & Block, D. (2011). English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs. System, 39(3), 391-402.
Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia-Social and Behavioral Sciences, 93, 1860-1868.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. Sociocultural theory and second language learning, 97, 114.
Yin, R. K. (2013). Case study research: Design and methods: Sage publications. |
| Description: | 碩士
國立政治大學
英國語文學系
99551019 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0099551019 |
| Data Type: | thesis |
| Appears in Collections: | [Department of English] Theses
|
Files in This Item:
| File |
Size | Format | |
|---|
| 101901.pdf | 945Kb | Adobe PDF2 | 494 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
