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題名 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作者 黃毓培
Huang, Yu-Pei貢獻者 黃怡萍
黃毓培
Huang, Yu-Pei關鍵詞 英語演講比賽
口說焦慮
口語表達日期 2017 上傳時間 8-Feb-2017 16:31:22 (UTC+8) 摘要 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.參考文獻 REFERENCESBradley, 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. LondonEdward 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. 描述 碩士
國立政治大學
英國語文學系
99551019資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099551019 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.author (Authors) 黃毓培 zh_TW dc.contributor.author (Authors) Huang, Yu-Pei en_US dc.creator (作者) 黃毓培 zh_TW dc.creator (作者) Huang, Yu-Pei en_US dc.date (日期) 2017 en_US dc.date.accessioned 8-Feb-2017 16:31:22 (UTC+8) - dc.date.available 8-Feb-2017 16:31:22 (UTC+8) - dc.date.issued (上傳時間) 8-Feb-2017 16:31:22 (UTC+8) - dc.identifier (Other Identifiers) G0099551019 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/106382 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 99551019 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents TABLE OF CONTENTSAcknowledgements iTable of Contents iiiChinese Abstract vEnglish Abstract viChapter One: Introduction 11.0 Introduction 11.1 Background and Rationale of the Study 11.2 The Purpose of the Study 41.3 Research Questions 4Chapter Two: Literature Review 52.0 Introduction 52.1Challenges Students Faced and Related Coping strategies 52.2 Personal Growth Students Reaped 102.3 Research Gap 11Chapter Three: Methodology 123.0 Introduction 123.1 Research Design 123.2 Context 133.3 Participant 143. 3.1 The Teacher Participant 143.3.2 The Student Participants 153.4 Instruction 163.4.1 Ashley’s Instruction 163.4.2 The Selections of Contestants 163.4.3Training Process For the Intra-school Contest 173.4.4 Training Process For the Taipei City English Speech Contest 203.5 Data Collection Methods 213.5.1Semi-structured interviews 213.5.2 Teacher interviews 223.5.3 Student interviews 233.5.4 Observations 233.5.5 Artifacts 243.5.6 Procedures of Data Collection 243.5.7 Data Analysis 253.5.8 Trustworthiness 26Chapter Four: Results 28Story of Jean 28Part One—Jean’s difficulties 28Part Two—Supports from teachers 38Part Three—The Performance and Self-Evaluation of the Day of Intra-school Contest 39Part Four—Growth Gained from this Experience 43The story of Vincent 46The First Phase of the Contest—The Intra-school Contest 46Part One— Vincent’s Challenge (from Relaxing to Anxious Attitude ) 47Part Two—The performance and Self-Evaluation on the day of intra-school contest 57Part Three—Vincent’s Support 61Part Four—Personal Growth from intra-school contest 63Part Five—Self Expectation of Taipei City English Speech Contest 63The Second Phase of the Contest—The Taipei City English Speech Contest 63Part One—Vincent’s Challenges 64Part Two—Vincent’s Support 77Part Three—One the day of the Contest 79Part Four—Improvising a New style Speech on the Spot 81Part Five—The Self-reflection upon the Contest 84Chapter Five: Discussion 865.0 Introduction 865.1 Research Question One 865.2 Answer and Discussion of the Research Question One 865.3 Research Question Two 955.4 Answer and Discussion of the Research Question Two 955.5 Pedagogical Suggestions 965.6 Limitations of the Study 97Reference 99Appendix A: Consent Form in English 101Appendix B: Consent Form in Chinese 102Appendix C: Interview Protocol for Teacher Participant 103Appendix D: Questionnaire for Student Participant 105Appendix E: Interview Protocol for Student Participant 107Table 3.1 The Schedule for Training of Intra-school Contest 18Table 3.2 The Respective Training Syllabus for Jean and Vincent 19Table 3.3 The Time Schedule for School Activities 21Table 5.1 Challenges that the Participants Encountered 87Table 5.2 Coping Strategies that the Participants Employed 88 zh_TW dc.format.extent 968685 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099551019 en_US dc.subject (關鍵詞) 英語演講比賽 zh_TW dc.subject (關鍵詞) 口說焦慮 zh_TW dc.subject (關鍵詞) 口語表達 zh_TW dc.title (題名) 探索演講比賽的挑戰與收穫─以一所台灣的高中為例 zh_TW dc.title (題名) Exploring the challenges and personal growth from speech contests : a case of a senior high school in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) REFERENCESBradley, 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. LondonEdward 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. zh_TW
