The Study of Using Task-based Instruction in the College EFL Classroom

大學英語課堂口說教學：運用任務型教學法之研究

10.30115/JCJCU.201012.0003

莊媖纓(Ying-Ying Chuang)

任務型教學法 ； 英語口說教學 ； 課堂活動 ； Task-based Instruction ； Teaching English Speaking ； In-class Activity

長榮大學學報

14卷2期（2010 / 12 / 01）

33 - 48

英文

「任務型教學法」是以任務作為課程教學核心，以目標為導向為課堂主要活動，來達到學習成效。本研究乃針對在一所科技大學通識英文課為對象的研究：(1)任務型教學前後，學生對於學習態度、課堂活動及分組活動的看法，及(2)學生的口說能力及互動成效。研究方法採質性與量化並重：前後測問卷及質性訪談外，佐以課室觀察，以瞭解學生對任務型教學的態度、在口說能力及溝通策略上是否提升。研究結果顯示，學生認同口說能力的重要，且在活動引導下，不再認為口說很難學得好，學生不再處於由教師主導教學中被動的學習，在完成任務的過程中，更多的機會讓他們在同儕互動中學習，增加自信心及學習興趣。對於任務型活動及分組活動，學生認為其學習目標明確，能瞭解語言的用法，也提升學習動機。而高成就與低成就學生的互動溝通學習成效上，研究結果發現，在句子表達的字數上皆有顯著增加，且使用溝通策略有顯著進步，而兩組之間能力的差距，在任務型教學後拉近許多。藉由此研究，證實在大學英語課程中融入任務型教學，在學生學習態度、口說互動溝通及學習成效上是有效益的，提供英語教師在任務型教學於學生口語訓練方面之實質經驗與建議。

Task-based Instruction (TBI) is the use of tasks as the main item for a class. This study examined college EFL students' perceptions of learning attitudes, in-class activities, and pair/group work, and their interactional improvements with TBI. Both quantitative and qualitative methods were used, and the findings indicated that students valued speaking ability, and their speaking ability was improved after TBI: they no longer saw speaking as a difficult skill to learn; with more opportunities to engage in pair/group work to practice English, their self-confidence surely increased. Task-based activities which came with more explicit learning goals not only provided students with better understanding of the usage of language, but also enhanced motivation. Regarding the low- and high-level students' interactional improvements, the results revealed that they made salient progress in relation to the words produced in one turn and the ability to use strategies to avoid communication breakdowns, and their gap had been shorten at the end of TBI. Some pedagogical implications were also provided.

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