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An Error Analysis of Pause on CSL Oral Reading and the Application of an Online Speaking Training Platform
Pause in CSL
This thesis has 7 Japanese subjects (JS) who are the students or graduates of masters program in Taiwan. The research materials consist of the recording reading-aloud tasks, the resulting scores of an online speaking training platform, the interview, and the questionnaire. This questionnaire is divided into three parts : (1) Questionnaire 1 was about the basic information on the subjects and what they noticed of reading aloud. (2) Questionnaire 2, which was conducted during The Pre-test is about which item the subjects paied attention to when they were doing the reading-aloud task. (3) Questionnaire 3, which was conducted during The Post-test was about what they noticed of reading aloud. Between Pre-test and Post-test, the subjects practiced the task by themselves through the online speaking training platform for one week. The researcher conducted not only the correlation analysis of the progress of the score, the total-study-time, total study-frequency, but also analyzed the relationships between the Internal-pauses and the Actual-pauses. The Actual-pauses of JS and Native Mandarin Chinese Teacher (NMCT) were also analyzed by the speech analysis software called Praat. The researcher interviewed all of JS and 5 NMCT. The results of the analysis found that the Internal-pauses of NMCT were 23 but the Internal-pauses of JS were 25 on average. The Actual-pauses of NMCT was 23 times; the Actual-pauses of JS on the Pre-test is approximately 47 times on average; the Actual-pauses of JS on the Post-test was about 26 times on average. The actual pause duration of NMCT was 0.54 seconds on average. The actual pause duration of JS on Pre-test is 0.68 seconds on average and the actual pause duration of JS on Post-test is 0.67 seconds on average. With regard to the online speaking training platform, the result of the interviews to the JS had positive feedback (4 based on scale of 0 to 5). The result of the correlation analysis on the study Time of JS (maximum : 465 minutes ; minimum : 25 minutes) and the progress of the score was r=.479, the result of correlation analysis on the amount of times they studied (maximum : 13 times; minimum : 4 times) was r=.638. Through the online speaking training platform, the Non-fluent-pauses of JS improved greatly (on Pre-test it was 19 on average; on Post-test it was 1.3 on average). In conclusion the amount of leaners studied by themselves was more impactful upon the duration of each study period.
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