| Abstract: | 本研究主要探討以英語為外語的大學生使用錄影為學習工具來提升自己講話技巧的知覺，亦即：使用的語調、停頓、重點詞、表情手勢、眼神接觸以及肢體語言等。本研究在北台灣某一大學進行英語沉浸園溝通工作坊。本研究目的有二：第一，探討錄影方式是否對英語學習者講話技巧知覺的影響；第二，探討英語在教學和學習上採用錄影方式是否會引導學習者察覺英語表達能力的改善。
研究結果顯示：第一，錄影方式導致學習者知覺他們的講話技巧，而且讓學習者了解講話技巧的特點，在提升知覺過程扮演重要的角色。第二，用錄影工具的經驗對學習者察覺這些技巧的改進有貢獻。透過回顧性的自我評估過程的表現發現改進。同時，本研究結果建議學習者語言發展到某個階段，即在更高階段，改進可能不會發生。再者，技巧退化可能需要一段時間的觀察，所以透過練習期間建構新知識。
This study is devoted to exploring video-recording as a tool for raising university students’ awareness of their own speech delivery skills (viz., use of intonation, pauses, focus words as well as gesture, eye contact, and body language) in the English as a foreign language (EFL) context. The study has taken place at a university in northern Taiwan and has been conducted as a Communication Workshop in the frame of an English Corner. The study aims at investigating 1) whether video-recording affects EFL learners’ awareness of speech delivery skills such as their use of intonation, focus words, pauses, as well as gesture, eye contact, and body language; 2) whether using video-recording in teaching and learning English leads to learners’ perceived improvement in their speech delivery skills. The results show that, first, a video-recording tool leads to the learners’ awareness of their speech delivery skills. Moreover, the instructions also play an important role in the awareness raising process by making the learners understand the features of speech delivery. Second, the experience with the video-recording tool contributes to the learners’ perceived improvement in these areas of skills. The improvement has been revealed through the retrospective self-assessment procedure. At the same time, the results suggest that at a certain stage of learner language development, namely at a higher stage, improvement may not take place. Moreover, regression of skills, as self-perceived, may be observed for some period of time as a result of the new knowledge construction throughout the practice sessions. |
