The Effect of Interview Instruction on Verbal Expression Ability of Fourth-Grades Chinese Studies

• Main Authors: HOU HSIN-YU, 侯信宇
• Other Authors: CHAO JEN-YI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/37364418782923826088

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 105 === Abstract In a class, teachers talk much more than students. The phenomenon, however, does not mean that students are reluctant or unable to talk. The underlying reason for it is that teachers fail to provide sufficient guidance, employ concrete teaching methods or motivate students with effective strategies, which result in students’ taking no interest in speaking. Furthermore, speaking education is not included in Taiwan’s national curriculum. Therefore, the researcher devised an interview teaching based on students’ interest and capability, as well as the school-based curriculum, so as to investigate the influence of 4th grade students’ ability of verbal expression. This study employed a one-group pretest-posttest design. The research participants were nineteen 4th graders from Happiness Elementary School in New Taipei City. The participants took the pretest before the teaching and the posttest after it. The 4 criteria for rating include pronunciation, paralanguage, body language and content. Two specialists rated them after watching the videos. A paired sample t-test was also conducted to examine the effects the teaching has on participants’ verbal expression. The research results are as follows: 1. Interview instruction curriculum can enhance students’ verbal expression. The interview instruction had an immediate positive effect on students’ learning. Students had a better performance in the posttest in aspects like articulation, volume, intonation, expression, posture, organization, language arts, and logic. There were significant differences between the pretest and the posttest. 2. Interview instruction curriculum can enhance students’ self-confidence. The teaching design employed various kinds of teaching methods, such as role playing method, task-based teaching method, situational approach and case method of instruction. In the process of practice, it was obvious that students became more self-confident and brave enough to express themselves. 3. The interview instruction curriculum motivated students to express themselves. After the instruction was implemented, students could employ the skills they learned in class and share their ideas with others. Key words: interview instruction curriculum, verbal expression, role playing method, task-based teaching method