| Summary: | 碩士 === 靜宜大學 === 英國語文學系 === 89 === This study aims to investigate the elementary school teachers’ English oral proficiency level in comprehension, discourse, structure, lexicalization and fluency through interview. In order to assess all subjects’ oral proficiency level, three research questions were addressed: 1. How well do they perform in the oral proficiency interview and what are the communicative strategies they have used in the interview? The evaluation format SLOPE proposed by Summer Institute of Linguistics (SIL) was used to explore the question. 2. Is there a relationship between the proficiency level and communication strategies? Which strategies do the high-proficient speakers and low-proficient speakers use? 3. To what extent are the five variables: comprehension, discourse, structure, lexicalization, and fluency, related in the SLOPE format.
The results indicate: 1. Of 31 subjects in this study, 7 subject fell in level 2.5, 11 subjects fell in level 3.0, 10 subjects were in the level 3.5, and 3 subjects fell in level 4.0. 2. Low-level speakers tended to use more strategies than high-proficient speakers. 3. There is a strong relationship between the SLOPE scores and the five variables (Comprehension, Discourse, Structure, Lexicalization, and Fluency).
Concerning the pedagogical implications in this study, the findings suggest that teachers could adopt the achievement strategies (paraphrase, restructuring and so forth) in their teaching and implement the five variables properly to make L2 speakers more willing to speak in the language task.
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