2018-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/680876摘要：本計畫提出台灣口說英語教學常見的缺點。因課堂時間有限, 多數學生沒有得到足夠的聽力和閱讀的投入, 幫他們達到隱含知識的學習, 而這正是影響口說流力度和正確度的關鍵。學生需要更多的聽和講的練習。過去, 廣泛閱讀是唯一實際的學習投入。但現今網路上已有大量容易取得, 且有激勵性的資源, 聽力對口說學習最有助益。網路的資源, 可讓學生在課堂外有廣泛的聽和說。期對缺乏英語環境的台灣, 有所彌補。由課程網站, 學生可分享看、聽和講的練習。一旦增加大量且質優的英語學習投入, 彼此分享如何搜尋特定網頁和節目建議, 也可回饋個人經驗和錄音錄影。此計畫並非在本人多年來已經受到學生相當正向回饋的口語課中批髮變更。而是額外加上至今常欠缺的的課堂外活動的學習元素, 並不犧牲原有的課程設計, 如各種口說互動, 包括: 角色扮演、討論、遊戲、 問卷、訪問等等。教學仍有常見的單字學習、文法練習、回饋、錯誤更正和學習指引。預期效果是學生會比以前花更多時間的聽和講, 這樣在英語口講時會更有信心, 流力度較順暢, 漸增隱含性的知識, 未來才能持續成長。多元評量將包含聽力練習評估, 口說影片/錄音上傳, 回饋問卷回應, 學習進展等。學年末將和學期初的口說樣本做前後對照。<br> Abstract: Title: Increasing students’ oral input and practice: a course website for speaking and listening. This teaching classroom research project addresses certain perceived shortcomings in the teaching of oral English in Taiwan. The premise is that due to the limited class time available, most students have insufficient listening and reading input for them to achieve the necessary implicit knowledge of English that they need in order to speak accurately and fluently. They also need more time for practising their speaking than is available from classes. In the past, the only realistic way to achieve enough input was through extensive reading, but nowadays there is massive amount of accessible and motivating listening material available over the internet. Speaking is intimately related to listening, and students can best learn to speak through listening. At the same time, they also need fluency building activities, which should involve spontaneous speaking in communicative contexts. This project therefore aims to tap the valuable resources available through the internet to engage in extensive, out of class listening and speaking activities. It is hoped that this can to some extent compensate for the lack of an “English environment” here in Taiwan. By setting up a website where students can share their watching, listening and speaking experiences, the idea is to vastly increase the quantity and quality of English input students are receiving. They will be able to share ideas about where to find resources, recommendations about particular websites and programmes, and leave feedback on their experiences. They will also make regular recordings – audio- or video-logs – where they will record their thoughts on English, listening resources, classes and other matters with their classmates. Rather than make wholesale changes to my oral teaching, which has achieved very favourable responses from students over the years, this teaching project will build on what is already done by adding an extra component of out-of class activities – something that has been to some extent lacking up until now. While some class time will be devoted to explaining and reviewing the web-based activities described above, classes will still be used for what they are still best – for all kinds of spoken interaction, including : role-plays, discussions, games, questionnaires, interviews etc. There will also be the usual vocabulary work, grammar practice, feedback, error correction and other kinds of guidance from the teacher. What is new is that there will be much more input and speaking outside class. Expected outcomes are that students will spend much more time both speaking and listening than they did previously. This should also lead to greater confidence in speaking English, greater fluency, and a gradual increase in implicit knowledge, which will allow for continuing development in students’ future lives. Success will be measured in various ways, including the monitoring of listening logs and uploaded spoken films and recordings, responses to feedback questionnaires, informal monitoring of students’ progress and reactions by the teacher and the teaching assistant, and by a comparison between spoken samples taken at the beginning and end of the academic year.口說流力度明確/隱含知識自主學習speakingfluencyexplicit/implicit knowledgeautonomy