大學英文課使用含有文化議題影片增進學習者英語口說流暢度與口說動機之成效探討

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研究生：	陳筱茵 Chen, Hsiao-Yin
論文名稱：	大學英文課使用含有文化議題影片增進學習者英語口說流暢度與口說動機之成效探討 The Effect of Adopting Cultural Films to Enhance Students’ oral Fluency and Motivation in University English Courses
指導教授：	柯安娜 Johanna E. Katchen
口試委員:	林惠芬 Hui-Fen Lin 張銪容 Yu-Jung Chang
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 外國語文學系 Foreign Languages and Literature
論文出版年：	2014
畢業學年度：	103
語文別：	英文
論文頁數：	151
中文關鍵詞：	文化、影片、大學生、口說動機、口說流暢度
外文關鍵詞：	Culture, Films, College Students, Speaking Motivation, Oral Fluency
相關次數：	點閱：4 下載：0
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語言學習成功的關鍵有很大一部分取決於學習者學習動機的強烈程度。因此，許多研究者建議英文教師應該要考慮以教材形式與教材內容這兩種因素來提升學習者的學習動機。以教材形式而言，其中又以文字（閱讀/單向）與影片（聽及看/雙向）兩種最為被廣泛使用。而談到教材內容，有些教師選擇含有文化議題的教材；他們秉持的主張是，如果沒有真正了解我們要學的目標語國家的人們是如何自然地使用他們的語言，我們是很難將目標語學好的。然而，過去檢視教材形式（文字/影片）與教材內容（文化/非文化）兩者相關性的文獻數量相當少。此外，似乎沒有研究探討這樣的相關性會對促進學生學習動機，甚至是他們參與小組討論的參與度如何影響以及影響多少。
基於這些研究斷層，本研究探討三個問題：
第一、教材形式(文字/影片）與教材內容(含文化議題/不含文化議題)間有任何影響學習者口說流暢度(意即:口說總字數、口說時間長短、T-units數量、子句數量及錯誤數量)的交互作用嗎?
第二、在閱讀文本的小組與觀看影片的小組間，實驗內容是否會影響學習者們的對於英文口說課程中使用之教材內容(含文化議題/不含文化議題)是否對 (A) 課程的態度 (B) 語言自信的態度 (C) 教材形式的態度及 (D) 教材內容的態度造成影響呢？
來自臺灣一所國立大學的兩個班級參與本實驗。其中一個班級（Ａ組/文本組）閱讀挑選後影片的部分段落之文本，而另一個班級（Ｂ組/影片組）則觀看相同段落之影片片段，而兩組同樣都接受了各兩次文化試驗與非文化試驗。在兩組各觀看完/閱畢當次教材後，即開始進行課堂小組討論。內容以錄音方式記錄並在實驗後打成逐字稿，以便進行分析以下幾項標準是否在實驗使用不同教材後有所增加：說話字數的量、說話時間長度、T-units數量、子句數量及錯誤數量。接著進行量化（統計測驗與問卷）與質性（訪談）方式檢視紙本文本、影片、文化議題與非文化議題對於增進英語口說能力之關連與效用。
研究結果顯示，第一，結合教材形式與教材內容之方式無法有效促進口語流暢度。再者，教材形式對於增進學習者口說流暢度並沒有實質數據相關性；但是，教材內容卻可以有效的增進學習者的口說流暢度，尤其以T-units方面有顯著增加。第二，從拍攝學習者的實驗影片和他們所做的動機問卷中，學習者似乎對於使用文本的興趣比使用影片的興趣大，且對使用非文化議題之教材的興趣比使用文化議題之教材來的大。有趣的是，在訪談中，受訪者表示個人對討論主題之熟悉度與興趣也可能影響他們在口說的表現，研究者亦發現性別因素亦會對學習者的口說流暢度與口說動機產生相當大的影響。雖然學習者對於使用文化議題增進口語流暢度並非抱持非常高度的動機與非常正面的評價和態度，但他們也反應像是對於小組成員安排及小組討論時間掌控（最好每次控制在十二到十五分鐘內）方面若設計不良，有可能是減低他們口說動機的原因。
這些結果可能在教學上對教師有一定的重要性，其重要性在於可讓教師對學習者學英文的動機如何與教材形式及教材內容達成相關性這方面有更佳的瞭解；這也提供了未來研究一些新方向。研究設計上的一點失誤可能就會對學習者增進口語流暢度予口語動機上造成挫折或阻礙，因此實驗設計與文化電影的應用和語言學習者的個人特質皆應被謹慎考慮。

Successful language learning depends in large part on learner motivation (Anderson, 2010). Therefore, researchers have suggested that English teachers consider two factors to raise learners’ motivation: the form of the teaching materials and the content/subject matter ( Krashen,1989; Brown, 2010). Two forms of teaching materials often used in speaking classes are texts (reading, one-channel) and films (watching and listening, two-channels) (Mayer, 2003; Nunan, 1999; Krashen,1989; Murphy, 1991; Smitter,1994; Hamidi et al., 2011; Hamilton and Woodward, 2010; Brown, 2010) . With regard to subject matter, some teachers choose cultural issues, arguing that it is difficult to really understand and speak a language without knowing something of the culture of the people who use that language natively (Nunan, 1999; Hamilton and Woodward-Kron, 2010; Piechowski, 1967; O’Mara, 1991; Babcock, 1993; Gulliver, 2010). However, past literature examining the correlation between the form (texts or film) and content (cultural or not) of the materials is scant (Mayer, 2003; Murphy, 1991; Smitter,1994; Hamidi et al., 2011; Hamilton and Woodward, 2010; Brown, 2010; Nunan, 1999; Piechowski, 1967; O’Mara, 1991; Babcock, 1993; Gulliver, 2010). Moreover, there seems to be little research investigating how and to what extent this kind of correlation could promote students’ learning motivation and, beyond that, their participation in group discussion (Piechowski, 1967; O’Mara, 1991; Babcock, 1993; Gulliver, 2010).
Considering these research gaps, two questions were addressed in this study: (1) Is there any interaction between the form (text or film) and the content (with or without cultural issues) of teaching materials on learners’ English oral fluency (i.e. running words, speaking time, T-units, clauses, and errors)? (2) How do the treatments affect learners' motivation toward (a) the course (b) linguistics self confidence (c) form of teaching materials, and (d) the content of teaching materials between the text-based group and the film-based group?
To answer these questions, two intact Freshman English classes at a public university in Taiwan participated in this study. One class (Text-based Group) read textual excerpts of selected films while the other (Film-based Group) viewed the film excerpts. Moreover, both groups received treatments with two cross-cultural issues and two non-cross-cultural issues. In-class discussions which took place within both groups after viewing/reading were recorded and subsequently transcribed to determine whether fluency— (1) the number of running words, (2) the length of speaking time, (3) the number of T-units, (4) the number of clauses, and (5) the number of errors increased after treatment using the different materials. Both qualitative (via oral interview) and quantitative analysis of data (through several statistical tests and questionnaires) was performed in order to discover the relationship between form and content of teaching materials for aspects in promoting English speaking ability.
The results show that first, the combination of form of and content of teaching materials does not effectively promote oral fluency. Second, while learners perceived that their oral fluency had not improved, they showed higher motivation toward using text-based materials, more than film-based materials and NCCI more than CCI materials. Though learners’ motivation was not very high and attitudes were not so positive in using cultural films in enhancing oral fluency, they reflected that interest and familiarity with the topics as well as the time management (limited within 12 to 15 minutes) were aspects of treatment that demotivated them. Researcher of this study also found that gender and age could be influential issues to influence learners’ oral fluency performance and speaking motivation.
Pedagogically, these results may be of importance in providing teachers with a better understanding of how learner motivation and oral fluency relates to the form and the content of the teaching materials. This could shed some light on future studies, in that the design of a study and the implementation of cultural films should be considered seriously with regard to language learners’ personal factors, since a little mistake in design may demotivate or impede learners from improving their speaking fluency and motivation.

TABLE OF CONTENTS
 
Abstract……………………………………………………………………………...i
Acknowledgements …………………………………………………………………vi
Table of Contents……………………………………………………………………ix
List of Tables………………………………………………………………………..xiv
List of Figures…………………………………………………………………….. . xv
List of Charts………………………………………………………………………...xvi
Chapter 1 INTRODUCTION…………………………………………………………1
1.1 Research Background……………………………….…………………….....1
1.2 Statement of the Problem….…………………………………………….......4
1.3 Purpose of the Study…………………………………………………….......5
1.4 Definition of Terms………………………………………………………….6
1.5 Organization of This Study……………………………………………….....7
Chapter 2 LITERATURE REVIEW………………………………………………….9
2.1 Motivation for Speaking…..…………………………………………………9
2.2 From Language Input (The Forms) to Language Output in Group 
Discussion………………………………………………………………....12
2.3 The Forms of Materials as Input: Texts or Films………….…………….….14
        2.3.1 Texts………………………………………………………….……...15
        2.3.2 Films………………………………....................................................17
        2.3.3 Empirical Evidence from the Comparison between Texts and Films as 
Input …………………………………………………………………24
2.3.4 Summary of Section 2.3……………………………………………..26
2.4 The Content of Materials as Input: Cross-Cultural or Non-Cross-Cultural 
Issues………………………………………………………………………27
2.4.1 Definitions of Cross-Cultural Issues……………….………………..27
        2.4.2 Cross-Cultural Issues and teaching speaking……...…….…………..29
        2.4.3 Non-Cross-Cultural Issues and teaching speaking..………………....31
        2.4.4 Summary of Section 2.4……………………………………………..35
2.5 Promoting Oral Fluency and Motivation in Group Discussion……………..35
        2.5.1 The Construct Definition of Oral Fluency and Group Discussion…..36
        2.5.2 Use of Intercultural Group Discussion to Promote Motivation and Oral 
Fluency……………………………………………………………….36
2.5.3 Summary of Section 2.5……………………………………………..37
2.6 Summary ……………….……………………………………………..……38
2.7 Research Questions…………………………………………………………38
Chapter 3 METHODOLOGY………………………………………………………..40
3.1 Participants………………………………………………………………….40
3.2 Variables……………………………………………………........................41
3.3 Independent Variables………………………………………………….......41
        3.3.1 Treatment Description………………………………………………41
        3.3.2 Instructional materials for different treatments……………………..44
3.3.2.1 Ten-minute PowerPoint slides for short instruction about 
materials…………………………………………………...…45
            3.3.2.2 Fifteen-minute abridged teaching materials: text and 
film….…………………………………………………….….45
3.3.2.3 Worksheets for each 20-minute OFT (group discussion).….47
    3.4 Dependent Variables………………………………………………………48.
        3.4.1 Running Words…………………………………………….………48
        3.4.2 Speaking Time…………………………………………….……….48
        3.4.3 T-unit……………………………………………………….………49
        3.4.4 Clause……………………………………………………….……...49
        3.4.5 Error………………………………...……………………………….49
3.5 Instruments…………...……………………………………………………..50
        3.5.1 Questionnaires……………………………………………………….50
            3.5.1.1 Background Questionnaire (BQ)…………….…………...…..50
            3.5.1.2 Pre-Motivation Questionnaire (PMQ)…………..……………51
3.5.1.3 Post-Motivation Questionnaire (PTMQ)………..…………....51
        3.5.2 Oral Fluency Test (OFT) …...……………………………………….53
3.5.3 Semi-Structured Oral Interview (SSOI)……..………………………53
3.6 Experimental Procedure…………………………………………………….54
        3.6.1 Assignment of participants…………………………………………..56
        3.6.2 Pretest………………………………………………………………..57
        3.6.3 Four-phaze Treatments……………………………………………...57
        3.6.4 Reaction Tests……………………………………………………….59
        3.6.5 Posttests……………………………………………………………...60
3.7 Data Collection……………………………………………………………...61
        3.7.1 Data collection for quantitative part………………………………...62
            3.7.1.1 Data collection of questionnaires…………………………….62
3.7.1.2 Data collection of OFTs……………………………………...62
3.7.2 Data collection for qualitative Part-SSOI……………………………62
3.8 Data Analysis……………………………………………………………….63
        3.8.1 Data analysis for quantitative part…….…………………….……….63
            3.8.1.1 Data analysis of OFTs………………………………..………63
            3.8.1.2 Data analysis of questionnaires………………………...….....65
3.8.2 Data analysis for qualitative part-SSOI..……………………….……66
3.9 Summary……………………………………………………………………66
Chapter 4 RESULTS…………………………………………………………………68
4.1 The Interaction Effect of Form and Content on Oral Fluency……………...68
        4.1.1 Descriptive statistics…………………………………………..……..71
        4.1.2 Inferential statistics………………………………………………….72
4.1.3 Comparison of cross-cultural issue and non-cross-cultural issue 
treatments…….…..…………………………………………………..74
4.2 The Change in Motivation before and after Treatments……………………75
4.2.1 Analyses of motivational questionnaires…………………………….72
4.3.2 Qualitative results—oral interview and video-recording……………80
4.3.2.1 Oral Interview………………………………………………..80
4.3.2.2 Video-recording………………………………………………95
4.3 Summary………………..…………………………………………………..96
Chapter 5 DISCUSSION AND CONCLUSIONS………………………………...…98
5.1 Discussion…………………………………………………………………..98
        5.1.1 The interaction effects of form and content on English oral 
fluency………………………………………………………………..98
            5.1.1.1 The interaction effect on different forms ofcontent and 
forms of Materials…………….……………….………………..99
            5.1.1.2 The interaction effect on different content of 
Materials....................................................................................101
        5.1.2 Participants’ perspectives toward treatments……………………....104
            5.1.2.1 Speaking motivation toward the course and linguistic 
self-confidence………………….…………………….………105
            5.1.2.2 Speaking motivation toward form of teaching materials…..106
            5.1.2.3 Speaking motivation toward content of teaching materials..110
            5.1.2.4 Speaking motivation in group discussion…………………..114
5.2    Summary of the Study…………………………………………………..118
5.3 Pedagogical Implications……………………………………………….120
5.4 The Methodology Limitation………………...…………………………122
5.5 Suggestions for Future Research………………………………………..123
References……………..………………………………………………….…...125
Appendix………………………………………………………………………130
 
LIST OF TABLES
 
Table 2.1 Taiwan—An economic miracle tied to tradition (Babcock, 1993: 4)…....34
Table 3.1 Treatment Description…………………………………………………….43
Table 3.2 Assigned Topics and Materials for Each Treatment….…………………...44
Table 4.1 Interrater Reliability of Treatments……..……………………………...…69
Table 4.2 Correlation Matrix of the Five Variables in Speaking Ability in the 
pre-test…………………………………………………………………….70 
Table 4.3 Correlation Matrix of the Five Variables in Speaking Ability in the 
posttest…………………………………………………………………….70
Table 4.4 Descriptive statistics of English oral fluency……………………………..71
Table 4.5 Two-way ANOVAs of English oral fluency……………………………...73
Table 4.6 Paired t-tests of English oral fluency performance……………………….74.
Table 4.7 Cronbach's α consistent reliability test in the pre-test of questionnaire…..74
Table 4.8 Cronbach's α consistent reliability test in the post-test of questionnaire….77
Table 4.9 The independent t-test for the pre-test between the group of film and 
text……………………………………………………………..…………..78
Table 4.10 The independent t-test for the post-test between film group and text 
group……………………………………………………………………….79
Table 4.11-1 Background Information of the Interviewees-Text Group……………..81
Table 4.11-2 Background Information of the Interviewees-Film Group……………..82
Table 4.12 Participants’ Preferences for the Topics………………………………….86
Table 4.13 Participants’ Preferences of the Materials in the Experiment…………….88
 

 
LIST OF FIGURES
 
Figure 2.1 Gardner’s Socio-Educational Model (Gardner & Lambert, 1972)……….10
Figure 2.2 A Framework for a Cognitive Theory of Multimedia Learning (Mayer, 
         2003 :129)……………………………………………………..…………18
Figure 2.3 The Cultural Onion (Bunkowske, 2003 : 1)……………………….……..28
Figure 2.4 Layers Defined (Bunkowske, 2003 : 2)……………………………….….28
 
LIST OF CHARTS
 
Chart 3.1 Experienmental Procedure……………………………………….………...55
Chart 3.2 Assignment of Participants of TG and FG in OFT and SSOI……………..56
                                

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