The investigation of college students’ speaking ability in CLT classrooms in Taiwan   溝通式教學法對大專生口語能力影響之調查 Presenter: Chen-...
Content <ul><li>INTRODUCTION </li></ul><ul><li>LITERATURE REVIEW </li></ul><ul><li>PURPOSE OF THE STUDY  </li></ul><ul><li...
Introduction <ul><li>In the past, the focus of language learning had been on  linguistic forms , and the representative te...
Introduction <ul><li>The principle characteristic of GTM are the  analysis   and  memorizing  the  grammar rule , translat...
Introduction <ul><li>Traditional teaching method  GTM  is still popular in the field of English education in Taiwan.  </li...
Statement of the problems <ul><li>The lack of  teacher-student  or  student-student interaction  in the classroom may lowe...
Literature Review   <ul><li>CLT </li></ul><ul><li>Communicative Competence </li></ul><ul><li>Attitude towards language lea...
CLT <ul><li>According to Richards and Rodgers (1986), CLT starts with a theory of language as communication, and its goal ...
Communicative Competence <ul><li>Canal and Swain(1980) defined communicative competence in terms of four components: </li>...
Attitudes towards language learning <ul><li>Negative attitudes  towards language learning may  reduce  learners’ motivatio...
Purpose of the study To investigate the influences of CLT to students’ oral performance   To investigate the influences of...
Research Questions   <ul><li>What effect does the implementation of CLT may have on college students’ oral performance? </...
Instrument  <ul><li>Performance test   </li></ul><ul><li>Questionnaire  </li></ul>
Participants  <ul><li>The target  participants of this study are 80  non-English major freshmen and sophomores  at Chaoyan...
Research Procedures   Pilot study Formal study Experiment group Control group <ul><li>Pre-test </li></ul><ul><li>Oral perf...
Research Procedures   Experimental group Control group CLT learning for one semester   Traditional learning (GTM) Post-tes...
Data Collection Pre-and Post tests of oral  performance Pre-and Post  Questionnaires   <ul><li>SPSS </li></ul><ul><li>Inde...
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9722612戚禎祐 York

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9722612戚禎祐 York

  1. 1. The investigation of college students’ speaking ability in CLT classrooms in Taiwan 溝通式教學法對大專生口語能力影響之調查 Presenter: Chen-Yo Chi Advisor: Dr. Chin-Ling Lee Date: December 29, 2008
  2. 2. Content <ul><li>INTRODUCTION </li></ul><ul><li>LITERATURE REVIEW </li></ul><ul><li>PURPOSE OF THE STUDY </li></ul><ul><li>RESEARCH QUESTIONS </li></ul><ul><li>METHODOLOGY </li></ul>
  3. 3. Introduction <ul><li>In the past, the focus of language learning had been on linguistic forms , and the representative teaching method Grammar translation method was widely adapted in teaching. </li></ul>
  4. 4. Introduction <ul><li>The principle characteristic of GTM are the analysis and memorizing the grammar rule , translation of sentences, and emphasis on accuracy </li></ul><ul><li>(Richard & Rogers, 2001) </li></ul>
  5. 5. Introduction <ul><li>Traditional teaching method GTM is still popular in the field of English education in Taiwan. </li></ul><ul><li>Due to the need for Taiwanese students to survive in test-oriented learning environment, translating , testing , and analyzing the text have been the major activities in the classrooms. </li></ul>
  6. 6. Statement of the problems <ul><li>The lack of teacher-student or student-student interaction in the classroom may lower students’ motivation to learn and hinder the development of speaking ability due to insufficient practice. </li></ul>
  7. 7. Literature Review <ul><li>CLT </li></ul><ul><li>Communicative Competence </li></ul><ul><li>Attitude towards language learning </li></ul>
  8. 8. CLT <ul><li>According to Richards and Rodgers (1986), CLT starts with a theory of language as communication, and its goal is to develop learners’ communicative competence . </li></ul><ul><li>(Richards & Rodgers, 1986) </li></ul>
  9. 9. Communicative Competence <ul><li>Canal and Swain(1980) defined communicative competence in terms of four components: </li></ul><ul><li>I. Grammatical competence </li></ul><ul><li>II. Social linguistic competence </li></ul><ul><li>III. Discourse competence </li></ul><ul><li>IV. Strategic competence </li></ul><ul><li>(Canal & Swain, 1980) </li></ul>
  10. 10. Attitudes towards language learning <ul><li>Negative attitudes towards language learning may reduce learners’ motivation and harm language learning. </li></ul><ul><li>Positive attitudes can do the opposite. </li></ul><ul><li>(Oxford, 2001, p.168) </li></ul>
  11. 11. Purpose of the study To investigate the influences of CLT to students’ oral performance To investigate the influences of CLT to students’ learning motivation towards foreign language learning
  12. 12. Research Questions <ul><li>What effect does the implementation of CLT may have on college students’ oral performance? </li></ul><ul><li>What are students’ learning attitudes </li></ul><ul><li>towards CLT learning? </li></ul>
  13. 13. Instrument <ul><li>Performance test </li></ul><ul><li>Questionnaire </li></ul>
  14. 14. Participants <ul><li>The target participants of this study are 80 non-English major freshmen and sophomores at Chaoyang University of Technology (CYUT) in Taiwan. </li></ul>
  15. 15. Research Procedures Pilot study Formal study Experiment group Control group <ul><li>Pre-test </li></ul><ul><li>Oral performance test </li></ul><ul><li>Questionnaire of students’ perception towards CLT learning at pre-test </li></ul>Pre-test 1.Oral performance test 2.Questionnaire of students’ perception towards GTM learning at pre-test
  16. 16. Research Procedures Experimental group Control group CLT learning for one semester Traditional learning (GTM) Post-test 1.Final oral performance test 2.Qustionaire of students’ perceptions towards CLT learning at post- test Post-test 1.Final oral perform test 2.Questionaire of students’ perceptions towards GTM learning at post-test
  17. 17. Data Collection Pre-and Post tests of oral performance Pre-and Post Questionnaires <ul><li>SPSS </li></ul><ul><li>Independent T test </li></ul><ul><li>Descriptive Statistics </li></ul>Data Analysis
  18. 18. Thank you for your attention!
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