The study is to investigate how situation-directed instruction improves the speaking ability of the first and second graders in elementary school.

• Main Authors: LIAO YIN CHIU, 廖銀秋
• Other Authors: Huang Sheng Yi
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/16034783964311602169

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 98 === The purpose of this study is to investigate how situation-directed instruction improves the speaking ability of the first and second graders in elementary school. This study is conducted through action research. Data are collected by questionnaire, interviews, pre-test and post-test, feedback worksheet and the introspection diary of the researcher. The results of this study are as follows: 1. From teachers’ experiences （1）The situation-directed instruction can improve student’s speaking ability. A. The situation-directed instruction provided abundant speaking materials for students. B. The situation-directed instruction broadened students’ speaking opportunities. C. The situation-directed instruction promoted students’ willingness. （a）Students’ speaking attitudes become positive. （b）Students’ speaking abilities improve gradually. （2）The situation-directed instruction brought huge economical effect. A. The situation-directed instruction could connect related teaching areas and created many speaking opportuneities. B. The situation-directed instruction provides the familiar topics for the students. Therefore, the teaching goals can be achieved quickly. 2. From students’ experiences （1）Students love the situation-directed instruction. （2）Students gain benefits from situation-directed instruction. A. The situation-directed instruction creates five speaking advantages. B. The situation-directed instruction make students expect to speak up with enthusiasm. Based on the results, this study made some suggestions to school teachers, as well as future studies.