沉默在課室中的真意：三個英語學習者的故事

The Meaning of Silence: Examples from Three Taiwanese EFL Learners

10.29737/SJFLL.200803.0002

紀鳳嗚(Feng-Ming Chi)

課室沉默 ； 交談式訪談法 ； 口說資料 ； 內容比較分析法 ； classroom silence ； conversational oral interviews ； content comparative content analysis

東吳外語學報

26期（2008 / 03 / 01）

31 - 49

繁體中文

本論文的目的是藉由三個個案研究明確並具體了解沉默在英語課室中的三個面向。參與本研究者為國立中正大學外文系大一口語訓練B班的20位學生及其任課教師，Janna。資料收集以交談式訪談法為主，課室觀察資料為輔。由於課室觀察法與交談式訪談法均為口說資料，須轉錄成為逐字稿並輸入電腦以便資料分析。本論文以三個個案為主軸分別探討課室沉默的三個面向。因此將所有與此三個個案相關之資料，運用文書處理軟體(word)，以剪貼方式，將相關資料移至這三個個案資料夾。接著再以內容比較分析法，針對這三個個案進行資料比對、分析、討論與詮釋。最後再依照其結果，提出一些教學建議，以供英語教學及其他領域參考與使用。

The purpose of this study was to investigate three different aspects of classroom silence by using three case studies. Twenty freshman English-major students from an oral training class along with their instructor, Janna, were invited to participate in this study. Multi-methods were used to gather data for this study and they were open-ended questionnaires, classroom observations and conversational semi-structured oral interviews. Both oral data were transcribed verbatim by two research assistants and then keyed into the computer for data analysis. Three cases, Josh, Frank, and Anna, represented three different aspects of classroom silence, were located from three different data sources; the comparative content analysis was then applied for data discussion. Josh's silence was due to his shyness, lack of adequate oral proficiency, and lack of self-confidence. Both Frank's and Anna's silence were generated from poor small-group interactions. Some pedagogical implications are suggested for classroom use.

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