口說策略訓練之實證研究

Abstract

文獻顯示，過去二、三十年來在 第二語言習得領域內，語言學習策略 與策略訓練之研究雖如汗牛充棟，然 著重在口說訓練，特別是與課程融合 的研究仍相當缺乏。爰此，本研究以 實證方法探討並評量將語言學習策略 訓練-特別是口說策略-融合在大一英 文課程的可行性及其實施效果。受試 者為兩班(一為實驗組，一為比較組) 大一英文的學生，學期初先收集其背 景資料及相關英文成績。同時以前測、 後測方式，收集其策略使用與二項口 說活動的結果。學期結束時，實驗組 另填寫口說策略查證表與課程評量 表，以表達對此訓練課程的看法。研 究結果顯示，二組學生雖在二項口說 活動上無顯著差別，然在整體策略使 用上實驗組卻有明顯的進步。此結果 與本研究其他發現支持部分研究者的 論點，即在大力提倡語言學習策略訓 練之際，不能只看表象，應探究影響 策略運用與特定語言能力實際進步之 確實因素。

This study investigated and assessed the practicality and effectiveness, if any, of integration of a learner training program into a college-level EFL classroom, with a focus on the fine-tuning of the link between language learning strategies and their use on specific language tasks, especially those of speaking. Two classes of Freshman English from a university in northern Taiwan, who participated in either Experimental or Comparison group, were recruited. During the first two weeks of class, all subjects’ brief English learning background, JCEE (Joint College Entrance Examination) English scores and Quasi-TOEFL scores were collected. All subjects also completed the 50-item SILL (Strategy Inventory for Language Learning) and two speaking tasks (story-retelling and topic discussion) on a pre-posttest basis. In the posttest, the Experimental group subjects also filled out two other questionnaires: (1) Strategy Checklist and (2) Training Program Evaluation for 2 them to express their attitudes and reactions toward a program embedded in a regular EFL classroom. Results of the study showed that, among other things, while the Experimental group did not outstrip the Comparison group in the two speaking tasks, they did demonstrate greater strategy use after the semester-long training course. This finding urged us to probe deeper for underlying factors that might also have affected the implementation of strategies-based instruction, as several previous studies have already pointed out -- to reexamine its real bases lest it should become another passing fad in foreign/second language profession.