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    Title: A study of how to improve college students' English fluency in speaking through repeated reading
    Other Titles: 提升大學生口語流暢度:重覆閱讀練習之研究
    Authors: 王有慧;Wang, Yu-hui
    Contributors: 淡江大學英文學系碩士班
    郭岱宗;Kuo, Tai-zong
    Keywords: 英語教學;口語;流暢度;重覆閱讀;快速;自動化;repeated reading;RR;oral reading;speed;fluency;automaticity;transfer effect
    Date: 2009
    Issue Date: 2010-01-10 23:14:31 (UTC+8)
    Abstract: 本論文的目的在於探討在指導之下的重覆閱讀是否能增進學生英文口讀速度,達到自動化程度(automaticity),進而增進口語流暢度,並研究不同的學習條件是否影響重覆閱讀的效果,包括性別、母語、參與實驗學習或使用英文的時間,以及前測成績之高低。
    本研究以淡江大學大一學生為研究對象。一班主修國貿,一班主修統計。二班學生每週皆接受半小時的重覆閱讀指導,共計八週,並且接受前、後測及填寫前、後測問卷。本論文挑選完全參與前、後測,並出席五次以上的學生為有效研究對象,總計51名。在每週的實驗中,學生先接受單字和片語的指導,聆聽並隨著錄音快速朗誦三次後,自行快速朗讀一篇約100字的英文文章至少四次,每次練習時間為十分鐘,實驗期間,全班統一錄音。
    本研究的結果摘要如下:
    1. 重覆閱讀能夠顯著影響學生的口讀速度,本實驗中,學生八週後的口讀速度提升自130字/分至210字/分。
    2. 即使是在台灣這個英語為外國語言的學習環境,重覆閱讀也並幫助學生達到自動化程度,使學生能快速閱讀文章,口讀速度為口語能力的檢測指標之一(如GEPT),因此重覆閱讀被證明能有效提升學生的口語能力。
    3. 對於字彙重覆率低的文章,學生在練習過程中所累積進步的口讀速度也可以轉移到新的文章中,此現象並不侷限於英語為母語或第一語言的學習環境中,在台灣也可以成立。
    4. 重覆閱讀能夠顯著提高學生的口讀速度,不論他們的性別、母語、參與實驗學習或使用英文的時間、和前測成績。本研究並發現,重覆閱讀對於發音有困難的和落後的同學有顯著幫助。而對於程度較優秀的學生,其學習效果則更甚於程度一般學生。
    5. 重覆閱讀的訓練重點應是速度,而非重覆。重覆的目的只是為了要使速度更快,唯有當速度快到達到自動化程度時,重覆閱讀才會展現顯著的效果。

    因此,本論文證明,在指導之下的重複快速朗讀,的確可以在短期之內有效地提升台灣學生說英文的流暢度。
    This study is aimed at finding out the effect and efficiency of oral repeated reading (RR) on oral reading fluency in the EFL environment in Taiwan. By prompting oral reading speed and automaticity, RR proved to be an effective method to enhance both oral reading and speaking fluency. Fifty-one freshman students from Tamkang University participated in this study. The subjects experienced 30 minutes of instruction every week during the eight weeks of training intervention. They were required to do recordings for the sessions of pre-test, post-test, and after every class. They also filled out questionnaires before and after the intervention. SPSS 11.0 was adopted to do the quantitative analysis of the data as well as paired sample t-test, effective size, and one-way ANOVO. The results indicated that there was a significant improvement in oral reading speed before and after the intervention, regardless of the following factors: (a) gender, (b) native language, (c) time using/learning English during off-training time, (d) pre-test performance, and (e) improvement gained during the practice. Replies from post-test questionnaires also indicated a high acceptability of RR among subject groups. Accordingly, the adoption of RR for automaticity development and speed training in oral fluency instruction was recommended for future teaching in Taiwan.
    Appears in Collections:[英文學系暨研究所] 學位論文

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