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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73715

    Title: The effectiveness of feedbacks on college students' speaking : corrective transcription and holistic feedback
    Other Titles: 錯誤訂正逐字稿及整體性回饋對大學生口語能力之成效
    Authors: 譚延綸;Tan, Yen-lun
    Contributors: 淡江大學英文學系碩士班
    張雅慧;Chang, Yea-Huey
    Keywords: 口語訓練;逐字稿;回饋;自我覺察;Speaking training;Transcription;Feedback;Awareness
    Date: 2011
    Issue Date: 2011-12-28 16:57:34 (UTC+8)
    Abstract: 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.
    Appears in Collections:[英文學系暨研究所] 學位論文

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