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題名：The Effects of Task Type on Monologic Linguistic Features
書刊名：英語教學
作者：黃淑眉 引用關係
作者(外文)：Hwang, Shwu-mei
出版日期：2009
卷期：33:4
頁次：頁1-34
主題關鍵詞：Monologue；Task type；Linguistic features；EFL speaking；個別表達；任務類型；語言特性；外語口說
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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.
期刊論文
1.Iwashita, N.、McNamara, T.、Elder, C.(2001)。Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information-processing approach to task design。Language Learning，51(3)，401-436。  new window
2.Mehnert, U.(1998)。The effects of different lengths of time for planning on second language performance。Studies in Second Language Acquisition，20(1)，83-106。  new window
3.Robinson, P.、Tin, S. C.、Urwin, J. J.(1995)。Investigating second language task complexity。RELC Journal，26(2)，62-79。  new window
4.Yuan, F.、Ellis, R.(2003)。The Effects of Pre-Task Planning and On-line Planning on Fluency, Complexity, and Accuracy in L2 Monologic Oral Production。Applied Linguistics，24(1)，1-28。  new window
5.Foster, Pauline、Tonkyn, A.、Wigglesworth, G.(2000)。Measuring spoken language: a unit for all reasons。Applied Linguistics，21(3)，354-375。  new window
6.Robinson, P.(1995)。Task Complexity and Second Language Narrative Discourse。Language Learning，45(1)，99-140。  new window
7.Skehan, Peter、Foster, Pauline(1999)。The influence of task structure and processing conditions on narrative retellings。Language Learning，49(1)，93-120。  new window
8.Young, R.(1995)。Conversational styles in language proficiency interviews。Language Learning，45，3-42。  new window
9.Ortega, L.(1999)。Planning and focus on form in L2 oral performance。Studies in Second Language Acquisition，21(1)，109-148。  new window
10.Foster, Pauline、Skehan, Peter(1996)。The influence of planning and task type on second language performance。Studies in Second Language Acquisition，18(3)，299-323。  new window
11.Skehan, P.、Foster, P.(1997)。Task type and task processing conditions as influences on foreign language performance。Language Teaching Research，1(3)，185-211。  new window
12.Skehan, P.(1996)。A framework for the implementation of task-based instruction。Applied Linguistics，17(1)，38-62。  new window
13.Bygate, M.(1999)。Quality of language and purpose of task: patterns of learners' language on two oral communication tasks。Language Teaching Research，3(3)，185-214。  new window
14.Long, Michael H.、Crookes, Graham V.(1992)。Three approaches to task-based syllabus design。TESOL Quarterly，26(1)，27-56。  new window
15.Shohamy, Elana(1994)。The Validity of Direct versus Semi-direct Oral Tests。Language Testing，11(2)，99-123。  new window
16.Elder, C.、Iwashita, N.、McNamara, T.(2002)。Estimating the difficulty of oral proficiency tasks: What does the task-taker have to effer?。Language Testing，19，347-368。  new window
17.Brown, Gillian(1991)。Group Work, Task Difference, and Second Language Acquisition。Applied Linguistics，21，01-12。  new window
18.Young, Richard A.、Milanovic, Michael(1992)。Discourse Variation in Oral Proficiency Interviews。Studies in Second Language Acquisition，14，403-424。  new window
19.Tong-Fredericks, Cecilia(1984)。Types of Oral Communication Activities and the Language They Generate: A Comparison。System，12(2)，133-145。  new window
圖書
1.Brown, Gillian、Yule, G.(1989)。Teaching the spoken language。Teaching the spoken language。Cambridge。  new window
2.Levelt, Willem J. M.(1989)。Speaking: From intentions to articulation。Cambridge, MA：MIT Press。  new window
3.Ellis, R.(2003)。Task-based language teaching and learning。Oxford：Oxford University Press。  new window
4.Ellis, Rod(2008)。The study of second language acquisition。Oxford University Press。  new window
5.Skehan, Peter(1998)。A cognitive approach to language learning。Oxford University Press。  new window
6.Brown, Gillian、Anderson, Anne、Shillcock, Richard、Yule, George(1984)。Teaching Talk: Strategies for Production and Assessment。Teaching Talk: Strategies for Production and Assessment。Cambridge。  new window
7.Loschky, L.、Bley-Vroman, Robert(1993)。Grammar and task-based methodology。Tasks and language learning: Integrating theory and practice。Clevedon。  new window
圖書論文
1.Swain, Merrill(1995)。Three functions of output in second language learning。Principles and practice in the study of language: Studies in honor of H.G. Widdowson。New York：Oxford：Oxford University Press：Cambridge University Press。  new window
 
 
 
 
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