1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 運用任務型語言教學法提升國小學生英語口說表現之行動研究－以苗栗縣一所學校為例
Implementing Task-Based Language Teaching to Promote English Speaking Performance of Sixth Graders in an Elementary School in Miaoli County: An Action Research Approach
作者 潘姵諦
Pan, Pei-Ti
貢獻者 黃怡萍
Huang, Yi-Ping
潘姵諦
Pan, Pei-Ti
關鍵詞 任務型語言教學法
任務設計
低成就學習者
英語口說表現
流暢性
精確性
日期 2020
上傳時間 5-Feb-2020 18:25:05 (UTC+8)
摘要 本研究係採行動研究法，旨在探究任務型語言教學法之任務設計對於低成就學生之口說流暢度和精確度表現的影響，並瞭解學生在兩循環任務教學法中對於任務設計的看法，經由學生於教學現場的反應持續修正教學方案。本研究以苗栗縣某國小的五位學生為研究對象，進行十七週的任務型語言教學研究。過程中，研究者透過影音記錄、教室觀察、省思、訪談及學生回饋單等方式進行資料蒐集、分析、整理、歸納，以進一步瞭解學生英語口說表現發展歷程。本研究的結果與結論如下:
一、此任務型語言教學法之任務設計能幫助低成就學生提升英語口語之精確性與流暢性
二、參與研究之低成就學生對於語言任務設計營造之真實情境、充分練習機會、多樣教學活動等，皆給予正面的評價
此外，實施任務型語言教學有利於研究者於教學歷程中的省思與成長，亦提供教師於教學現場及未來研究方向之建議。
This action research aims to gauge what types of task design promoted the low-achieving learners’ speaking performance in the aspect of speaking fluency and accuracy, and their task perceptions after seventeen weeks implementation of Task-Based Language Teaching during the two action research cycles. Besides, it also explores the problems occurred during the tasks and how the teacher researcher modified the task design to solve the problems. Data were collected from the audio and video recording of teaching, classroom observation fieldnotes, teaching logs, student interviews, and student reflection sheets.
The important findings are listed as follow. First, the task design of the TBLT courses could promote the speaking fluency and accuracy of the low-achieving learners. Second, the low-achieving learners developed positive perceptions towards the task design of the TBLT courses, because the task design could provide an authentic learning context, and integrate different activities with sufficient practices to learners.
In the end, the process of the task design and implementation helped the teacher researcher to reflect on teaching and promote professional growth. Also, pedagogical implications and future suggestions for in-service teachers are presented as well.
參考文獻 Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(2).
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59.
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of " Role Play" on Fostering EFL Learners` Speaking Ability: A Task-Based Approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305-1309.
Bui, G., & Skehan, P. (2018). Complexity, accuracy, and fluency. The TESOL Encyclopedia of English Language Teaching, 1-7.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Bygate, M. (1999). Quality of language and purpose of task: Patterns of learners’ language on two oral communication tasks. Language teaching research, 3(3), 185-214.
Bygate, M. (2009). Chapter 12. Effects of task repetition on the structure and control of oral language. Task-Based Language Teaching, 249-274.
Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.
Chakrabarty, A. K., & Saha, B. (2014). Low achievers at elementary stages of EFL learning: The problems and possible ways-out. International Journal on New Trends in Education and Their Implications, 5(3), 160-165.
Crookes, G., & Gass, S. M. (1993). Tasks in Pedagogical Context: Integrating Theory and Practice. Multilingual Matters 94. Multilingual Matters Ltd.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246.
Elmahdi, D. O. (2016). The Impact of Task-Based Approach on EFL Learner’s Performance. World Journal of Educational Research, 3(2), 301.
Foster, P., Skehan, P., 1996. The influence of planning and task type on second language performance. Stud. Second Lang. Acquisition 18 (3), 229-324.
Foster, P., Skehan, P., 1999. The influence of source of planning and focus of planning on task-based performance. Lang. Teach. Res. 3 (3), 215-247.
Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231-248.
Goh, C.C.M, & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Hassaskhah, J., Barekat, B., & Asli, S. R. (2015). The Effect of Lecturing in Student-generated Photomontage on EFL Learners’ Fluency, Accuracy and Complexity. Journal of Language Teaching and Research, 6(5), 1081.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 461-473.
Izadpanah, S. (2010). A study on task-based language teaching: From theory to practice. US-China Foreign Language, 8(3), 47-56.
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction. System, 41(3), 829-840.
Levelt, W. (1989). Speaking: from intention to articulation. Cambridge, Mass: MIT Press.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT journal, 58(4), 319-326.
Mazouzi, M. S. (2013). Analysis of Some Factors Affecting Learners’ Oral Performance (Master`s thesis).
Mercado, M., & Rosa, E. (2017). A Task-Based Speaking Course for Ninth Grade Students of the Institución Educativa Inobasol de Soledad (Master`s thesis, Universidad del Norte).
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, NJ.
Mohammadipour, M., & Rashid, S. M. (2015). The impact of task-based instruction program on fostering ESL learners’ speaking ability: A cognitive approach. Advances in Language and Literary Studies, 6(2), 113-126.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2005). Important tasks of English education: Asia-wide and beyond. Asian EFL journal, 7(3), 5-8.
Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3).
Pattison, P. (1987). Developing Communication Skills: a practical handbook for language teachers. Cambridge University Press.
Pérez, N. P. (2016). Effects of Tasks on Spoken Interaction and Motivation in English Language Learners. GiST Education and Learning Research Journal, (13), 34-55.
Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction, 288.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Rojas, M. A., & Villafuerte, J. (2018). The influence of implementing role-play as an educational technique on EFL speaking development. Theory and Practice in Language Studies, 8(7), 726-732.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Tabatabaei, O., & Hadi, A. (2011). Iranian EFL teachers’ perceptions of task-based language pedagogy. Higher Education of Social Science, 1(2), 1-9.
Taguchi, N. (2007). Task difficulty in oral speech act production. Applied linguistics, 28(1), 113-135.
Talandis Jr, G., & Stout, M. (2014). Getting EFL students to speak: an action research approach. ELT Journal, 69(1), 11-25.
Tam, M. (1997). Building fluency: a course for non-native speakers of English. English Teaching Forum, 35(1), 26.
Thompson, C. J., & Millington, N. T. (2012). Task-based learning for Communication and Grammar Use. Language Education in Asia, 3(2), 159-167.
Tzotzou, M. (2014). Designing and administering a needs analysis survey to primary school learners about EFL learning: A case study. Preschool and Primary Education, 2, 59-82.
Wang, Z. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. English language teaching, 7(2), 110-118.
Willis, J., & Willis, D. (2007). Doing Task-Based Teaching-Oxford Handbooks for Language Teachers. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow, UK: Longman.
Yuan, F., Ellis, R., 2003. The effects of pre-task and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Appl. Linguistics 24 (1),1-27.
Zuniga, E. C. (2016). Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University. PROFILE Issues in Teachers Professional Development, 18(2), 13.

高馨寧、林啟超(2016)。原住民學生學業成就之不利歸因之探討。台灣教育評論月刊，5(4)，50-54。
教育部 (MOE) (2018)。十二年國民基本教育課程綱要國民中小學暨普通高級中等學校語文領域－英語文。台灣。
陳儒瑤 (2008) 任務式語言教學改善國小低成就學童之基本英語能力與學習自我效能之行動研究。
陳芝瑀(2011)。任務導向教學法對國小一年級學童在英語口說能力的影響—以新北市一所國小為例。
覃宜華(2011)。任務型語言教學法對國小四年級學童英語口語能力與英語學習態度之影響–以英語情境中心為例。
黃怡婷(2015)。運用任務型教學法提升國小六年級學生英語口語能力之行動研究。
葉蘭思(2016)。以任務導向英語教學提升國小五年級學生英語口語能力之行動研究。
描述 碩士
國立政治大學
英語教學碩士在職專班
106951013
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951013
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 潘姵諦zh_TW
dc.contributor.author (Authors) Pan, Pei-Tien_US
dc.creator (作者) 潘姵諦zh_TW
dc.creator (作者) Pan, Pei-Tien_US
dc.date (日期) 2020en_US
dc.date.accessioned 5-Feb-2020 18:25:05 (UTC+8)-
dc.date.available 5-Feb-2020 18:25:05 (UTC+8)-
dc.date.issued (上傳時間) 5-Feb-2020 18:25:05 (UTC+8)-
dc.identifier (Other Identifiers) G0106951013en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/128644-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 106951013zh_TW
dc.description.abstract (摘要) 本研究係採行動研究法，旨在探究任務型語言教學法之任務設計對於低成就學生之口說流暢度和精確度表現的影響，並瞭解學生在兩循環任務教學法中對於任務設計的看法，經由學生於教學現場的反應持續修正教學方案。本研究以苗栗縣某國小的五位學生為研究對象，進行十七週的任務型語言教學研究。過程中，研究者透過影音記錄、教室觀察、省思、訪談及學生回饋單等方式進行資料蒐集、分析、整理、歸納，以進一步瞭解學生英語口說表現發展歷程。本研究的結果與結論如下:
一、此任務型語言教學法之任務設計能幫助低成就學生提升英語口語之精確性與流暢性
二、參與研究之低成就學生對於語言任務設計營造之真實情境、充分練習機會、多樣教學活動等，皆給予正面的評價
此外，實施任務型語言教學有利於研究者於教學歷程中的省思與成長，亦提供教師於教學現場及未來研究方向之建議。		zh_TW
dc.description.abstract (摘要) This action research aims to gauge what types of task design promoted the low-achieving learners’ speaking performance in the aspect of speaking fluency and accuracy, and their task perceptions after seventeen weeks implementation of Task-Based Language Teaching during the two action research cycles. Besides, it also explores the problems occurred during the tasks and how the teacher researcher modified the task design to solve the problems. Data were collected from the audio and video recording of teaching, classroom observation fieldnotes, teaching logs, student interviews, and student reflection sheets.
The important findings are listed as follow. First, the task design of the TBLT courses could promote the speaking fluency and accuracy of the low-achieving learners. Second, the low-achieving learners developed positive perceptions towards the task design of the TBLT courses, because the task design could provide an authentic learning context, and integrate different activities with sufficient practices to learners.
In the end, the process of the task design and implementation helped the teacher researcher to reflect on teaching and promote professional growth. Also, pedagogical implications and future suggestions for in-service teachers are presented as well.		en_US
dc.description.tableofcontents Table of Contents v
Chinese Abstract vii
English Abstract ix
Chapter One: Introduction 1
Chapter Two: Literature Review 5
Speaking Competence and Speaking Difficulties of EFL Learners 5
Task-Based Language Teaching (TBLT) 8
Chapter Three: Methodology 13
Context and Participants 13
Cycle Plan 15
Data Collection 22
Data Analysis 25
Chapter Four: Results 27
Cycle 1: Week 2~9 27
Cycle 2: Week 10~17 40
Chapter Five: Discussion 59
Research Question 1 59
Research Question 2 62
Research Question 3 64
Chapter Six: Conclusion 69
Pedagogical Implications of the Study 69
Limitations of the Study 70
References 72
Appendices 78		zh_TW
dc.format.extent 1674839 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951013en_US
dc.subject (關鍵詞) 任務型語言教學法zh_TW
dc.subject (關鍵詞) 任務設計zh_TW
dc.subject (關鍵詞) 低成就學習者zh_TW
dc.subject (關鍵詞) 英語口說表現zh_TW
dc.subject (關鍵詞) 流暢性zh_TW
dc.subject (關鍵詞) 精確性zh_TW
dc.title (題名) 運用任務型語言教學法提升國小學生英語口說表現之行動研究－以苗栗縣一所學校為例zh_TW
dc.title (題名) Implementing Task-Based Language Teaching to Promote English Speaking Performance of Sixth Graders in an Elementary School in Miaoli County: An Action Research Approachen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(2).
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59.
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of " Role Play" on Fostering EFL Learners` Speaking Ability: A Task-Based Approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305-1309.
Bui, G., & Skehan, P. (2018). Complexity, accuracy, and fluency. The TESOL Encyclopedia of English Language Teaching, 1-7.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Bygate, M. (1999). Quality of language and purpose of task: Patterns of learners’ language on two oral communication tasks. Language teaching research, 3(3), 185-214.
Bygate, M. (2009). Chapter 12. Effects of task repetition on the structure and control of oral language. Task-Based Language Teaching, 249-274.
Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226-244.
Chakrabarty, A. K., & Saha, B. (2014). Low achievers at elementary stages of EFL learning: The problems and possible ways-out. International Journal on New Trends in Education and Their Implications, 5(3), 160-165.
Crookes, G., & Gass, S. M. (1993). Tasks in Pedagogical Context: Integrating Theory and Practice. Multilingual Matters 94. Multilingual Matters Ltd.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246.
Elmahdi, D. O. (2016). The Impact of Task-Based Approach on EFL Learner’s Performance. World Journal of Educational Research, 3(2), 301.
Foster, P., Skehan, P., 1996. The influence of planning and task type on second language performance. Stud. Second Lang. Acquisition 18 (3), 229-324.
Foster, P., Skehan, P., 1999. The influence of source of planning and focus of planning on task-based performance. Lang. Teach. Res. 3 (3), 215-247.
Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231-248.
Goh, C.C.M, & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Hassaskhah, J., Barekat, B., & Asli, S. R. (2015). The Effect of Lecturing in Student-generated Photomontage on EFL Learners’ Fluency, Accuracy and Complexity. Journal of Language Teaching and Research, 6(5), 1081.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 461-473.
Izadpanah, S. (2010). A study on task-based language teaching: From theory to practice. US-China Foreign Language, 8(3), 47-56.
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction. System, 41(3), 829-840.
Levelt, W. (1989). Speaking: from intention to articulation. Cambridge, Mass: MIT Press.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT journal, 58(4), 319-326.
Mazouzi, M. S. (2013). Analysis of Some Factors Affecting Learners’ Oral Performance (Master`s thesis).
Mercado, M., & Rosa, E. (2017). A Task-Based Speaking Course for Ninth Grade Students of the Institución Educativa Inobasol de Soledad (Master`s thesis, Universidad del Norte).
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, NJ.
Mohammadipour, M., & Rashid, S. M. (2015). The impact of task-based instruction program on fostering ESL learners’ speaking ability: A cognitive approach. Advances in Language and Literary Studies, 6(2), 113-126.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2005). Important tasks of English education: Asia-wide and beyond. Asian EFL journal, 7(3), 5-8.
Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL Journal, 8(3).
Pattison, P. (1987). Developing Communication Skills: a practical handbook for language teachers. Cambridge University Press.
Pérez, N. P. (2016). Effects of Tasks on Spoken Interaction and Motivation in English Language Learners. GiST Education and Learning Research Journal, (13), 34-55.
Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. Cognition and second language instruction, 288.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.
Rojas, M. A., & Villafuerte, J. (2018). The influence of implementing role-play as an educational technique on EFL speaking development. Theory and Practice in Language Studies, 8(7), 726-732.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Tabatabaei, O., & Hadi, A. (2011). Iranian EFL teachers’ perceptions of task-based language pedagogy. Higher Education of Social Science, 1(2), 1-9.
Taguchi, N. (2007). Task difficulty in oral speech act production. Applied linguistics, 28(1), 113-135.
Talandis Jr, G., & Stout, M. (2014). Getting EFL students to speak: an action research approach. ELT Journal, 69(1), 11-25.
Tam, M. (1997). Building fluency: a course for non-native speakers of English. English Teaching Forum, 35(1), 26.
Thompson, C. J., & Millington, N. T. (2012). Task-based learning for Communication and Grammar Use. Language Education in Asia, 3(2), 159-167.
Tzotzou, M. (2014). Designing and administering a needs analysis survey to primary school learners about EFL learning: A case study. Preschool and Primary Education, 2, 59-82.
Wang, Z. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. English language teaching, 7(2), 110-118.
Willis, J., & Willis, D. (2007). Doing Task-Based Teaching-Oxford Handbooks for Language Teachers. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow, UK: Longman.
Yuan, F., Ellis, R., 2003. The effects of pre-task and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Appl. Linguistics 24 (1),1-27.
Zuniga, E. C. (2016). Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University. PROFILE Issues in Teachers Professional Development, 18(2), 13.

高馨寧、林啟超(2016)。原住民學生學業成就之不利歸因之探討。台灣教育評論月刊，5(4)，50-54。
教育部 (MOE) (2018)。十二年國民基本教育課程綱要國民中小學暨普通高級中等學校語文領域－英語文。台灣。
陳儒瑤 (2008) 任務式語言教學改善國小低成就學童之基本英語能力與學習自我效能之行動研究。
陳芝瑀(2011)。任務導向教學法對國小一年級學童在英語口說能力的影響—以新北市一所國小為例。
覃宜華(2011)。任務型語言教學法對國小四年級學童英語口語能力與英語學習態度之影響–以英語情境中心為例。
黃怡婷(2015)。運用任務型教學法提升國小六年級學生英語口語能力之行動研究。
葉蘭思(2016)。以任務導向英語教學提升國小五年級學生英語口語能力之行動研究。		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202000095en_US