English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 49983/85139 (59%)
造訪人次 : 7793109      線上人數 : 58
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73715


    題名: The effectiveness of feedbacks on college students' speaking : corrective transcription and holistic feedback
    其他題名: 錯誤訂正逐字稿及整體性回饋對大學生口語能力之成效
    作者: 譚延綸;Tan, Yen-lun
    貢獻者: 淡江大學英文學系碩士班
    張雅慧;Chang, Yea-Huey
    關鍵詞: 口語訓練;逐字稿;回饋;自我覺察;Speaking training;Transcription;Feedback;Awareness
    日期: 2011
    上傳時間: 2011-12-28 16:57:34 (UTC+8)
    摘要: 本論文目的在於探討利用錯誤訂正逐字稿、整體性回饋以及傳統聽講教學等三種不同的回饋方式是否能有效提昇大學生英文口語能力。本研究以四十三名淡江大學的大一學生為研究對象,一班主修德文,一班主修西班牙文,另一班則是主修公共行政,前兩班為實驗組,後一班為對照組,利用標準化托福電腦化測驗中的口語測驗題目作為測驗與訓練工具,且給三組學生之口語測驗回答給予不同的回饋方式。訓練時間為期九週,三組學生均需接受事前講習、填寫背景調查問卷、前測與後測。而其中兩組實驗組在接受後測之後,均需另外填寫態度問卷,並研究者隨機分別從兩組各抽樣五名學生,共十人進行訪談。研究結果發現,三種不同的回饋方式對於大學生回答托福口語測驗的總得分以及其回答內容之句法複雜度並無顯著提昇,同時兩組實驗組對於接受不同回饋方式的態度亦無顯著不同。另外,雖然三組的托福口語測驗總得分並無顯著進步,但是接受整體性回饋的實驗組在「內容發展」的評分向度中有顯著成長,而接受錯誤訂正逐字稿的另一實驗組在「語言使用」的評分向度中亦有明顯較高的得分,而接受傳統聽講教學的控制組在各評分向度上都無顯著進步。最後,研究者針對本研究結果提出解釋,並提供對於英文口語訓練和不同回饋方式於教學運用的建議。
    The study aims to investigate the effectiveness of feedbacks: Corrective transcription and holistic feedback on improving college students’ English speaking ability, using the standardized TOEFL iBT speaking questions. Forty-three freshmen students from three different majors of Tamkang University were the subjects of the study and were randomly assigned to two experimental groups and a control group. All subjects were required to attend the orientation, fill in a background questionnaire, and take the pretest and posttest while the experimental groups were given an additional survey and five participants from the two groups were selected respectively for the follow-up interviews. The results indicated no significant improvement from the pretest to the posttest in the overall scores and syntactical complexity of their responses among all three groups. Second, the attitude between the two experimental groups did not differ greatly from each other regardless of the type of feedback they received. However, participants who received holistic feedbacks demonstrated a significant improvement in the content while participants who received corrective transcriptions showed improvement in the language use. Further pedagogical implications in speaking training and the effective of feedbacks were discussed at the end of the study.
    顯示於類別:[英文學系暨研究所] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    index.html0KbHTML174檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋