本研究的主要目的在探討合作學習對商職學生英語口語表達能力的成效及商職學生對合作學習應用在英語會話課的看法。研究對象為商職二年級兩班學生共八十名，其中一班為實驗組41人，授以學生小組成就區分法(STAD), 小組遊戲競賽法(TGT), 及共同學習法(LT)三種合作學習法；另一班為控制組39人，授以傳統授課法。兩組所使用的教材相同，由研究者安排教學活動並親自授課。教學實驗為期一個學期。資料蒐集方式包括兩次學期成就測驗為前、後測，問卷調查表、及訪談。資料分析方式為量化的描述性統計及質化的內容分析法。歸納研究結果摘述如下： 一．實驗組學生在後測表現上明顯優於控制組學生，且達到統計的顯著差異。 二．從個別子項目來看，實驗組學生在文法項目與控制組學生相較下，並未有顯著差異外，其餘項目表現明顯高於控制組學生。 三．由問卷及訪談來看，合作學習對學生學習動機、學習態度、人際關係、及減輕學習焦慮均有助益。 四．針對合作學習應用在本研究中所發現的一些缺點和困難，提出討論以求因應策略。 根據上述研究結果，提出教學上涵義的探討，及對未來研究提出建議。 / The purpose of this study is to investigate how commercial vocational high school students perceive cooperative learning in terms of English oral performance, learning attitudes, social development and lowering of anxiety in speaking English. There were totally 80 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT). The control group was taught in the traditional instruction. This study collected data from oral tasks, scores of pretest and posttest, questionnaire, and student interview to achieve methodological triangulation. The reliability and validity of the collected data were ensured by combining both qualitative and quantitative methods. Descriptive statistics and content analysis were used to analyze the data. The major findings of this study suggested that cooperative learning helped significantly to enhance the commercial vocational high school students' English oral performance , learning attitudes, social development and lowering of anxiety in speaking English. Besides, the problems of cooperative learning that emerged in students' responses and the researcher's observation was stated in the conclusion. The study suggested that cooperative learning be integrated into the vocational high school English instruction in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching were proposed. Finally, suggestions for future studies were recommended.

本研究旨從台灣高中生的觀點探討準備英語演講的過程中所遇到的挑戰與其相關對策以及個人成長收穫。本研究採取質性個案研究，研究對象為兩位有不同語言程度的台灣高一學生。分析資料由多重管道蒐集，包含與學生的半結構式訪談，練習時的觀察記錄以及其他相關文件，最後經由對比原始資料得出研究結果。 研究結果顯示，兩位研究對象所面臨的挑戰可分成四大類，分別為單句內的問題、跨句間的問題、口語表達與演說焦慮，其中又以口語表達與演說焦慮為兩大首要挑戰。以語言焦慮而言，焦慮的確對口說有負面影響，然而，它也能對於學習者的表現有正面的影響，如能促使學習者更認真面對比賽。此外，焦慮程度也與語言熟練度有關，擁有較高語言程度的學習者傾向擁有較低程度的焦慮。以口語表達的挑戰而言，兩位學習者所面臨的挑戰皆是與非語言方面的困難，例如站姿、手勢、聲音與面部表情等。此外，學生的個人收穫分別如下所列：(一) 開拓眼界的經驗；(二) 成就感；(三) 其他同儕的認同感；(四)自我實現。研究者根據這些發現，提出相關教學建議及未來研究方向，以期對未來有興趣參與英語演講的師生更多建設性的研究貢獻。 / This study aims to examine what challenges would be confronted, how those challenges were dealt with and what personal growth reaped during the process of preparing for an English speech contest from the perspectives of high school students in Taiwan. A qualitative research method was employed in this case study. Two first-year high school students with different proficiency levels were invited to be the participants of this study. Data were collected through multiple sources, including semi-structured interviews with students, observations of each practice, and other related artifacts. Data were analyzed by constant comparative method. The results showed that the challenges the two participants faced could be divided into four categories, including the intra-sentence level challenges, inter-sentence level challenges, oral delivery and anxiety. Among these challenges, the top two challenges they faced were anxiety and oral delivery. In terms of language anxiety, anxiety did have debilitating effects on speaking; however, it can also have some facilitating influence on learner’s performance such as compelling the participant to face the contest more seriously. Also, the degrees of anxiety have to do with language proficiency. Learners with higher proficiency tended to have lower degree of anxiety. As for the challenges in oral delivery, what the two participants faced is associated with other non-linguistic aspects of speaking, such as posture, gesture, and voice and facial expression. In addition, the personal growth gained from such experience can be listed as below: (a) horizons-broadening experience, (b) a sense of achievement, (c) a sense of recognition from his peers, and (d) a sense of self-actualization. Based on the findings, pedagogical suggestions and direction for future research are provided. It is hoped more insights could be offered to both instructors and students who are interested in taking part in English speech contests.

在任務性教學的研究裡，構思時間大都有助於口語表達流暢度，但構思時間對口語表達複雜度與正確度的影響，在研究中則尚無定論。本研究旨在探討引導式構思(guided planning)與配對構思(paired planning)對學童英語口語表達的影響，期能對以上爭論做出貢獻。此研究以90位新竹市國小高年級學生為研究對象，並依照構思情境的不同將學生分成三組進行口述故事任務: (1) 無引導構思 (2) 引導式構思 (3) 引導式配對構思。本研究主要結論如下: (1) 就流暢度與複雜度而言，引導式構思與配對構思對學生在口語表達無顯著影響。值得注意的是，配對構思組的學生，會使用較更高程度的字彙來說故事；(2) 就文法正確度而言，引導式構思組學生的表現顯著優於無引導式構思組與引導式配對構思組。而配對構思組的學生雖然沒有使用文法較正確的語言來說故事，卻對配對構思在文法正確度方面的影響持肯定態度。本研究最後針對不同構思情境在口語教學上的應用提供建議，做為教育者參考。 / A general finding of task planning studies was that planning time significantly facilitates fluency in oral production. When it comes to complexity and accuracy, however, the effects of planning time were less certain. This study aims to contribute to the contradictory results by considering how guided planning and paired planning may impact upon the fluency, complexity and accuracy in learners’ oral production. Subjects were three groups of EFL beginners in Taiwan; they performed oral narrative tasks. Statistical results revealed that these two implementation variables (i.e. guided planning and paired planning) did not aid learners to narrate a story with more fluent and complex language. One thing to be noted here is that paired planners used remarkably greater number of higher level words to tell a story. In terms of accuracy, guided planning led participants to perform tasks with more accurate utterances, while paired planning had no evident effects on speech accuracy. Interestingly, paired planners held a positive attitude towards the valuable role of paired planning on accuracy. This study yielded illuminative information for teachers to boost students’ oral performance by manipulating various task conditions.

本研究源自於McLuhan「媒介就是訊息」的說法。研究者認為，關於媒介與人類心靈間的互動關係，如果真如麥氏所說，不同的媒介使用會造成不同思維及傳播方式的話，那麼或許我們可以反過來進一步提問，未受過文字教育，不使用「文字」做為思維溝通工具的文盲，怎麼思考及口語表達？他們的思考方式又和受過文字教育的人有什麼不同？ 事實上，本文的主要研究問題與目的，並非只在說明文盲的口語表達行為，更重要的是，研究者試圖以媒介使用差異為切入點，建立一套解釋人類口語表達行為的初步架構，而這個解釋架構的完成，則需透過文盲口語表達行為的觀察與說明而來。 在本文中，研究者特別強調報導人所處整體「媒介文化」情境對其思維與行為的影響性，並透過文獻檢閱及十五位報導人田野觀察的過程，研究者將媒介定義為一種「文化工具箱」，研究者並進一步以這兩個概念，延伸McLuhan「媒介就是訊息」的概念，提出本研究的解釋架構： 非單一媒介，而是人們所處的整體「媒介文化」影響人們的口語表達行為。不同的媒介文化會形塑不同的文化工具箱，在日常生活的口語表達行為中，人們即是利用這些文化工具箱，來解決問題及達成目的；但反過來說，這些文化工具箱也會限制和影響人們所思所為。 在此，「媒介文化」一詞，指的是以思維溝通工具為首，所創造出的文化環境，與傳統傳播學中指涉的媒體內部文化意義並不相同。「文化工具箱」指的則是那些經由所處文化形塑而來的各式有形及無形的成套工具。在本文中，研究者調特別強調，文化工具箱是以多重成套的方式共存。亦即，在解決某一問題時，我們腦中同時可能存有多個甚至相互衝突的文化工具箱，人們即是利用這些共存的多重文化工具箱，選擇出適當的問題解決工具。故而我們可以說，在解決問題的過程，人們仍具有相當程度的自主性。 另外，必須強調的是，本文在媒介文化中所提的口語/文字/電子文化分類，並非是個截然二分的概念，而是一種「偏向」。因為現存文化中，大半同時包含了口語、文字和電子文化的作用，只不過不同的媒介文化，在其中所造成的作用力有其大小罷了。故而本文以口語和文字/電子偏向文化稱之，旨在說明口語/文字/電子文化的連續和混合特性。 同樣的，在本文中，文化工具箱也是種「偏向」概念，亦即，文化工具箱的形成與使用，並非處於一種截然二分的狀態，而是種習慣的傾向，故而某些文化工具箱，也許較常在口語文化偏向或口語人身上使用，但並不意謂著文字/電子文化偏向或文字/電子人，就不使用這些文化工具箱，只不過相對上來說，使用的技能和頻次可能少了些。 至於這個文化工具箱使用的選擇偏向，主要與我們的生活/生長環境有關，生活/生長於某媒介文化中人，因為從小到大就身處在一個使用該文化所形塑的文化工具箱的環境中，所以會偏向選用該文化所形塑之工具箱，且使用技能較佳。 / This study tries to establish a media theory to explain the oral expression of people. In this study we propose some ideas through the filed observation of 15 illiterate’s oral expression and the literature review. First, not media only factor but the whole media culture affects people’s thinking way and oral expression. Second, all media are cultural product, so we call them cultural tool-kit. And when people use a media to solve some problems, they must be affected by the culture. Third, sometimes we choose the different cultural tool-kit to solve the same problem, so tool-kit’s use is a kind of people’s actively choice process. Fourth, the choice process of cultural toolkits is a kind of bias behavior. The people growing in a oral media culture bias to use oral media cultural toolkits to solve problems. Fifth, although we actively use cultural toolkit to solve problems in our everyday, but these cultural toolkits also affect our thinking way and oral expression.