探究外籍英語教師對於國中學生英語口語流暢性之影響

Abstract

引進外籍英語教師進入台灣的英語教學可成，已成為各級學校與機構之常態，而外籍英語教師的往往被認為能增進英語學習者的口語能力，例如：口語流利度等。然而，過去台灣的研究多半未涉及外籍英語教師對於學習者口語表現的影響，且鮮少由研究以實測的方式驗證外籍教師是否增進口語的流暢性。 有鑑於此，本研究旨在研究外籍英語教師對於國中生英語口語流暢性的影響。在學期初以及學期末，研究者對於來自國中兩個班級的學生施測，欲透過朗讀文章與看圖說故事等題型，比較學生是否在期末時顯著增進英語口說的流利度。此外，研究者亦進入外籍教師的課堂觀察，確實地記錄外籍教師的教學策略、手法與活動，以了解其教學影響學生口語的可能情形。 本研究發現，國中生的口語流暢度在期末有明顯的增進。舉例而言，學生在口語速度上明顯加快，多數學在朗讀與看讀圖說故事作答字數上有明顯增加，且減少了句子當中暫停的頻率。此外，課堂觀察也顯現出外籍教師的教學型態給予學生發表意見的機會，且期末學生亦增加與外籍教師的互動。 本研究期待能給予課程規劃與設計者更深入了解外籍教師對於學生的實際影響。Incorporating native English teachers (ETA) in Taiwanese EFL context has been considered a valuable means to improve learners’ speaking skills, and their influence on students of various levels and backgrounds was often discussed. However, research which empirically investigated ETAs’ impact on junior high school students’ speaking fluency is scant, and little literature has been published on the how ETAs teach students in junior high schools in Taiwan. Therefore, the purpose of this study is to explore how Native English teachers’ teaching influenced junior high school students’ speaking fluency in one semester. Students from two junior high school classes were recruited; a pretest and a posttest was administered at the beginning of the semester and the end. The results of the test were analyzed in terms of their perceived fluency, rate of speech, amount of speech, and the frequency of pauses. The results of the study showed that students’ speaking fluency was averagely improved after receiving the training of native English teachers. The quantitative results revealed that students’ significantly accelerated their rate of speech in the posttest, and their amount of speech increased. The data of class observation also suggested that teachers’ teaching style allows students to participate in the discussion in class, and students’ interaction with the ETAs increased at the end of the semester. To conclude, this study may be of importance in evaluating the actual improvement of junior high school students’ speaking fluency base on empirical evidence, as well as in revealing effective teaching strategy employed in ETAs’ classes. The results may benefit schools or institutions which intend to employ ETAs in normal classes.