Please use this identifier to cite or link to this item:
An Empirical Study of a Direct approach to English Conversation Instruction
|Publisher:||國立臺灣師範大學英語文教學中心、Airiti Press Inc.|
The present study investigated the effects of a “direct” approach to English conversation instruction (i.e., having learners study and partake in English conversation as an end in itself) on learners’ conversational ability. Thirty-five English major and minor students attending a Taiwanese University in the 2002 academic year were assessed on their conversational competence in the cognitive, behavioral and affective domains both before and after receiving a semester of English cooperative instruction using such an approach. It was found that a direct approach could indeed result in learners heightened awareness of and increased ability to English conversation. A direct approach also successfully elevated learners’ competence in conducting an English conversation in a dyadic interaction. The enhanced behavioral performance was evident in the skill clusters of altercentrism, composure, expressiveness, and interaction management. Finally, a direct approach was conducive to learners’ psychological empowerment, indicated by a higher level of confidence in one’s conversational ability, dissipation or reduction of psychological barricades, and a more positive outlook for the undertaking of English conversation. The study thus has empirically confirmed the pedagogical merits of a direct approach to English conversation instruction, which was either impressionistically presumed or theoretically contended in the conversation-teaching literature. Limitations and directions for future research are discussed.
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.