Extra-curricular reading materials to assist students of impromptu speech - to the "window of the small Peas" as an example

• Main Authors: Zhao Minxi, 趙敏希
• Other Authors: Miriam Huang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/84958370405632835674

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === Abstract The main purpose of this study is to develop the practical speech teaching strategy of the elementary schools in order to strengthen the children’s speaking skills. This will help them to become modern and good-quality citizens with democratic discipline to get through the threshold to participate in social activities. Through action research, the book “Aprildoll” was used by this study to explore the assistant effectiveness in enhancing the children’s speaking skills when it is employed as the corpus to induce in actual teaching process of extemporaneous speech. Both qualitative and quantitative approaches were adopted by this study in data collecting strategy. In quantitative analysis aspect, the self-rating scale was used as the pre- and post-examinations to conduct Kendall’s W test using SPSS, T test, Scheffe’s method and other statistical analyses. In qualitative analysis aspect, observation, interview, document collection and written analysis of teaching notes were employed to enhance the reliability and validity of the study. During the experimental process, the second grade students were initially chosen to implement the case study, followed by picking up the entire 30 students from the fifth grade as the formal research subjects to perform five times, a total of 420 minutes of extemporaneous speech teaching using self-fabricated speech material on Friday’s Chinese class. A sample is then selected for analysis from the respective high, medium and low language proficiency of the students. The research findings are as follows: I. The extemporaneous speech teaching effectiveness using “Aprildoll” as the assistant teaching method: 1. The overall performance of students’ speeches has progressed a great deal. The class’s post-examination result has improved significantly, in particularly for students in the “high-score group.” The progress rate difference comes in sequence order of high-score group＞medium-score group＞low-score group. 2. Able to enrich the students’ knowledge in speech. Students are able to understand the material application skills, a need in good writing skills in speech, the principle of structure organizing, and individual benefit generated from extemporaneous speech. 3. Able to improve the students’ skills in speech, such as to master the theme, speak fluently, apply with examples, organize the structure, and attract the audience’s attention in speech, etc. 4. Able to increase the students’ self-confidence in speech, such as to raise their hands initiatively, self-confidence in going on stage, and attempt to attract the audience’s attention with body movements and tones. II. The values of using “Aprildoll” in assisting extemporaneous speech teaching: 1.Extemporaneous speech teaching is able to cultivate the children’s reading interest. 2.Extemporaneous speech teaching is able to provide students with specific examples. 3.Extemporaneous speech teaching is able to train the students’ diversified thinking. 4.Extemporaneous speech teaching is able to demonstrate the students’ cooperative wisdom.