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Title: The Effects of Task Type on Monologic Linguistic Features
Other Titles: 任務導向的活動類型對口語表達的影響
Authors: 黃淑眉
Issue Date: Dec-2009
Publisher: 英語學系
Department of English, NTNU
Abstract: 語言教學經常提倡使用任務導向的活動;因此,學生如何由任務活動中學習值得探討。本篇研究旨在探討學生在個別口語表達時,任務導向的活動類型如何影響其語言的使用。南部一所大學的三十位大三英文系學生參與此項研究,完成敘述、解決問題與圖表描述等三種任務活動。結果顯示,學生在圖表描述的流暢度高於敘述與解決問題兩種活動。學生在敘述活動呈現較多句法的複雜度,而學生在解決問題活動的語言正確度高於敘述與圖表描述兩種活動。本研究對於口語教學「教什麼」以及「何時教」提供課程設計的建議。了解不同任務導向的活動所引發的語言使用有助於老師採取主動的立場,在選擇口語活動前預測語言表達的類型,進一步引導學習。此外,不同任務的安排也可使學生在口說能力流暢度、複雜度與正確度的發展中取得平衡。
The use of tasks in language acquisition has been widely discussed and highly promoted in language learning. The question of which tasks influence language development deserves attention. This study was designed to explore how task type influenced particular areas of language use when students performed monologic tasks. 30 junior English majors from one university in southern Taiwan participated in this study, in which they carried out three different oral tasks-narrating, problem-solving, and graph describing. Results showed there were significant differences across different tasks on three analytic measures-fluency, complexity, and accuracy. As a whole, the participants performed more fluently in the activity of graph description than those of narrative and problem-solving; more syntactic complexity was found in the narrative task; and more accurate speaking quality was revealed in the problem-solving task than the other two. The results shed light on decisions regarding what and when to teach in speaking class. The understanding of the nature of different task demands enables teachers to take an active stance in predicting language patterns before selecting tasks, with a balance in the development of fluency, complexity, and accuracy.
Other Identifiers: B776754E-98C5-BCD6-88D9-2EC7888EEDE6
Appears in Collections:英語教學

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