After the researcher listened to the voices of curriculum, texts and teachers, who found that language fields of mandarin in primary school was generally ignored the teaching of 'listen and speak'. And also, very few relevant researches can be found. Therefore, second grade pupils of primary school, taught by the researcher, were selected as the collective subjects of the study. Based on the example of ¡¥Talking Carnival¡¦ (the material complied by the researcher), to proceed with 21 sections of ¡¥Listen and Talking Courses¡¦. Furthermore, via the mode of action research, to probe into the following three directions and degree actively is the main purpose of this research: 1.To probe into the relevant and essential factors of ¡¥Listen and Talking Courses¡¦ teaching design. 2.To interpret the process of curriculum implementation and reflective revision of ¡¥Listen and Taking Courses¡¦. 3.To evaluate the study effect and restriction of ¡¥Listen to and Taking Courses¡¦ Relating to three study programs- ¡¥Knock the Door¡¦¡B¡¥Open the Door¡¦ and ¡¥Enter the Door¡¦, the researcher tracked and reflected on the teaching design¡Bcurriculum implementation and revision was all explained in the process of research. In addition, via all the qualitative data collection (observational records¡Breflective journals¡Bpupils¡¦ scrapbooks¡B pupils¡¦ mood-diary¡B parents/pupils investigated questionnaires and etc.) to interpret¡Banalyze¡Bconclude and summarize. And, the result of study is found as follows: A: The part of teaching design: 1.Curriculum design adopted the naturalistic process. (Glatthorn, 1987). According to build up high-quality experiences of talking, synchronously, to proceed the choices of goal¡Bactivity and material. 2.In accordance with the teaching of listen and talking, to carry out goal management and analysis in order to conform to the principles of curriculum¡¦s vertical organization. 3.In the initial stage, it could be started by imitation. It could be revised, gradually; it can be built up to personal style. 4.The curriculum of ¡¥Listen and Talking¡¦ for lower grade pupils can be designed as game activities, which can fit in with the pupils development of body and mind. B: The part of curriculum implementation: 1.Examine teachers¡¦ viewpoints: to establish a new relationship (as teacher and also as a friend). The efficiency of teaching at random is greater than the existing plan. Had students to try making mistakes, then, to propose the possible solution. Five kinds of teaching concepts, such as interactive question-and-answer drill¡Blittle stimulation¡Bgreat motivation and etc., was the way to promote the teaching efficiency of ¡¥Listen and Talking¡¦. 2.Convey pupils¡¦ viewpoints: the learning of initiative¡Bthe function of game-teaching, the promotion of cooperative learning¡Bthe production of scaffolding¡Bthe display of multiple intelligences are all additional learning of the curriculum of ¡¥Listen and Talking¡¦ C: The part of the efficiency and restriction: 1.Implementing innovative curriculum of ¡¥Talking Carnival¡¦, the ones that can really build and construct pupils¡¦ concentration¡Bmemory¡Bimitation¡Blasting¡Bsensitivity¡Bcomprehension. 2.Implementing innovative curriculum of ¡¥Talking Carnival¡¦ can really improve pupils¡¦ speak ability and promote fluent speaking and steady demeanor. 3.Because of the restriction of curriculum materials and activity design, there is limited space of the development in the area of ¡¥speaking response and the power of expression¡¦. Besides, the full text adopted the narration and based on 208 talking groups¡¦ establishment as a main body, to link from ¡¥initial¡¦¡B¡¥conversation¡¦¡B¡¥appearance¡¦¡B ¡¥performance¡¦ ¡B¡¥seminar¡¦ and ¡¥spread¡¦. Due to this innovative way of writing, with any luck, it can offer a new life for this study. Key Words: Speaking Teaching, Listening Teaching, Curriculum Implementation, Action Research.

The Abstract The goal of this dissertation was to find out the quality of a communication training of the doctors in the undergraduate education. The sectional goals were focused on the analysis of a present state of communication training of the medical students, but also on determining the effect of communication training on development of communication skills of active listening and sharing the information. The last set goal was to create an ask-sheet of specific chosen skills as a beneficial element in a communication training of the doctors. For reaching the chosen goals, we have used several phases of a research. In the first phase, we gave to our respondents non-standardized ask-sheet, which was made to determine the level of their personal communication index. In the second phase of our research, we observed several chosen communication skills of the students. We took a video during every single simulated situations of the students' communication, which we used as a feed-back for the analysis of each performance. The first and second research phase took place between 2010 and 2015. The research team for the first phase was composed by the freshmen of Master study program of General Medicine in a present form at 2nd Medical Faculty of Charles University (2. LF UK) in years 2010 - 2015. I have...

本研究旨在探討不同聽力教學法對台灣國小學童聽力表現之影響，並試圖了解國小學童處理聽力之過程。本研究將七十六位國小五年級學童，其中包括五十二位男性與二十四位女性，分為「自下而上教學(bottom-up)」與「相互作用教學(interactive)」兩組，進行十五週之聽力教學。學童於聽力教學前後，均以劍橋兒童英檢初級(Starter Level)之聽力測驗進行前測與後測；同時，學童於每週聽力教學後，均須完成一份聽力小考，共計十五份。受試學童之前測、後測與十五次聽力小考皆以統計計量法加以計算，作為探討兩種聽力教學法成效之依據。此外，後測結束後，「相互作用教學(interactive)」組之學童接受問卷調查，以了解國小學童處理聽力之過程。 本研究主要發現「自下而上教學(bottom-up)」與「相互作用教學(interactive)」兩組之聽力表現並無重大差異。但整體而言，「相互作用教學(interactive)」組之平均分數較優於「自下而上教學(bottom-up)」組。問卷結果顯示，受訪之國小學童較常使用「由上而下」之訊息處理方式(top-down processing)，但大多數之受訪者表示，了解每一個單字的意義是聽力理解之關鍵因素。本研究最後提出若干相關建議以供參考。 / The purposes of this study were to identify effective teaching activities that improve elementary EFL students’ listening comprehension and to investigate when learners rely on top-down processing, bottom-up processing, and interactive processing. Participants in this study were 76 fifth graders from two classes in an elementary private school in Taipei County, including 52 males and 24 females. One of the two classes was treated with bottom-up pre-listening activities, while the other class was treated with interactive pre-listening activities. A pre-test and a post-test, adopted from the Starter level in the Cambridge Young Learners’ English Test, were implemented before and after a 15-week listening instruction. During the 15-week listening teaching, participants were also required to take a listening quiz after each session of teaching. Scores of the pre-test, post-test and the 15 listening quizzes were calculated by employing statistical measures to investigate the effectiveness of the two types of pre-listening activities, namely interactive and bottom-up pre-listening activities. Further, a questionnaire was administered for the interactive group after the post-test to investigate when learners relied on top-down processing, bottom-up processing and interactive processing. The major findings of the study are: first, results from participants’ listening scores revealed that there was no significant improvement between pre-test and post-test of the two groups although the mean scores of the interactive group were higher than that of the bottom-up group; second, results from the questionnaire indicated that participants employed top-down processing more frequently than bottom-up processing in their listening, while they viewed the understanding of each word (bottom-up processing) as essential to listening comprehension. Suggestions and implications are made at the end of the study.