英語演講教學效能影響因素之研究

A Study of Factors in the Effectiveness of English Speech Teaching

10.6769/JENCUE.200612.0067

周啟葶(Chi-Ting Chou)

英語演講 ； 教學效能 ； 有效教學 ； English speech ； teaching efficacy and effective teaching

彰化師大教育學報

10期（2006 / 12 / 01）

67 - 96

繁體中文

隨著教育與職場快速地國際化，教師必須有效地培養大學生英語演講與表達專業知識的能力，以面對未來生涯發展或就業的需求。本研究藉由參與實際教學與學習的過程，探究英語演講教學效能的影響因素。研究參與者是一位資深英語教師與20位修課的大三學生。以質性研究的資料分析方法，分析教學觀察紀錄表、教師與學生訪談稿、教學檔案以及學生學習檔案。研究發現如下：(一)在教學思考與規劃方面應強調理論與實務相結合、著重培養學生英語寫作與演講訓練，進而強化學生以英語表達專業知識的能力；(二)在教學過程與策略方面，則應給予學生彈性學習時間，以便精熟學習內容，並且運用科技、影像媒體讓學生檢視自己學習表現，而良好的師生關係能有效降低學生的學習焦慮與壓力；(三)在教學省思方面，教師應採用形成性的實作評量方式，提供學生文字化、陳述性的具體意見與回饋，並依據學生的表現作教學經驗反思，修正或調整教學思考與規劃，才能達成最佳的教學效能；最後根據研究發現歸納結論並提出建議。

In view of the rapid globalization of the development of education and professional fields, teachers have to train university students the skills in making English speech and the skills of communicating their professional knowledge effectively so that they will meet the demand of the society and their future careers. This study is to investigate the factors affecting the effectiveness of English Speech Teaching through the process of teaching and learning. The participants of this study were an experienced English teacher and 20 year-three university students. In this qualitative study, data were collected using a variety of techniques including classroom observation, interviews of teacher and students, analysis of teaching files and students' files. The findings of this study suggest that: 1. In the teaching plan, an integration of theory and practice should be stressed. Emphasis should be placed on the training of basic skills of making English speech to strengthen students' ability to communicate their professional knowledge in English. 2. In teaching process and strategy, flexible learning time should be given to students so that they can familiarize themselves with the curriculum and will be able to use technology, multi-media to review their performance. A good student-teacher relationship may also reduce students' learning anxiety and pressure. 3. In reflective teaching and learning, teachers should adopt a formal evaluation method. That includes providing students with descriptive and concrete feedback in writing. Teachers should also amend and evaluate their teaching plan according to the students' performance to achieve high teaching and learning effectiveness. At last, suggestions should be made based on the conclusions drawn from the findings of the study.

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