2018-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/680245摘要：英語溝通能力是現今成為一名世界公民所應具備的語言能力，而構成溝通能力的核心要素之一的口頭報告技能，則被視為是大學教育所應培養學生專業成長、參與學術社群、以及未來就業的重要能力。然而，國內大學生普遍缺乏做英文口頭報告的訓練，英文溝通能力也不足。為解決和改善此一問題，本計畫採用行動研究方法，將針對大學課堂中的一項主要口說活動—口頭報告，進行教學實踐研究，於為期一學年的大一英文課堂中，依照「學習策略教學模式」(Anthony & Raphael, 1989; Rosenshine, 2010)，循序以「教師解說與示範」、「引導式練習」、「獨立練習與教師輔助」三步驟，建構並實施一系列有關於「如何做口頭報告」的訓練與準備課程，其目的在增進學生的英文口語表達能力，協助學生從原本英語學習者的角色，逐漸轉變為英語使用者的角色，並檢視此一課程設計和所建構的口頭報告訓練方法對於提升學生英語溝通能力的教學成效。本計畫採用多面向的方式蒐集資料，包括問卷、課堂錄影、訪談、教學省思札記、口頭報告能力評量、和英語口說能力檢測。預期本計畫的研究成果將有助於建立一套關於口頭報告教學的知識體系，協助國內大學英語教師將口頭報告實際而有效地融入課間教學活動，以培養學生所需的英語溝通表達能力。<br> Abstract: Oral presentation has become a common academic oral activity and a requirement of many undergraduate and graduate content courses. It has been employed as an important practice of academic discourse socialization through which students become apprenticed into their respective academic disciplines (Yang, 2010; Zappa-Hollman, 2007). In second language classrooms, it has been adopted as an effective classroom activity to develop ESL/EFL learners’ ability to use multiple language skills for practical communication, enhance analytical and critical thinking skills, and promote learner autonomy (Al-Issa & Al-Qubtan, 2010; King, 2002). It also provides instructors an alternative means to assess students’ performances beyond traditional pencil and paper tests (Bunch, 2009; Munby, 2011). Despite these potential advantages, the linguistic, cognitive, and psychological demands of presenting publically in the target language renders oral presentation a daunting task for most ESL/EFL students (Yang, 2010). The ability to present is one core element of communicative competence (Munby, 2011). As English has become the global lingual franca in academia and in the business world, the ability to give an effective presentation in English has been increasingly recognized as essential for academic and career success (Barrett & Liu, 2016). However, what is commonly observed among Taiwanese university students is their insufficient English oral proficiency and general lack of training in English presentation skills because of the limited emphasis placed on communicative competence development in their previous schooling. The present study is an exploratory attempt to address this problem by constructing and implementing a three-phase sequence of presentation instruction that aims to develop Taiwanese university students’ English presentation skills. It also aims to investigate the pedagogical intervention’s effectiveness in promoting students’ English communication competency. The instructional sequence constitutes three phases: guideline explanation and teacher demonstration, guided practice in the form of rehearsal with teacher feedback, and independent practice with teacher supervision. The study adopts an action research design, and collects both quantitative and qualitative data from multiple sources, including oral English proficiency measures (SPEAK test), group and individual presentation evaluations, classroom video-recordings, questionnaire surveys, teaching logs, and interviews. The participants are students enrolled in the teacher-researcher’s Freshman English course during the 2018-2019 academic year. Students’ performances and feedback will be tracked across two stages of instructional implementation, namely, the first and the second action research cycle. In the first semester, the teacher-researcher will apprentice students to give group and individual presentations by implementing the first two phases of the three-phase instructional sequence. The initial findings derived from an analysis of data during the first semester/action research cycle shall provide a basis for identifying and diagnosing problems with implementing the presentation instruction. In the second semester/action research cycle, the teacher-researcher will carry out necessary interventions through a plan of action and shift the instructional foci to independent application and refinement of presentation skills. The findings from this study shall provide insights into the acquisition of oral presentation competence among university-level English learners, and yield useful implications for ESL/EFL practitioners interested in implementing presentation instruction in their own classroom practice.口頭報告英語溝通能力大一英文英文口頭報告訓練oral presentationcommunicative competenceFreshman Englishpresentation training