| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 106 === The research aimed to find whether the students in a junior high school improved their achievement for English speaking, and to analyze the researcher’s reflection and growth after the action research on the application of “Visualization” to the teaching of English speaking. There are twenty five seventh-grade junior high school students participating this research.During the research process, the researcher made use of mutiple data collected in order to analyze, reflect and revise the researcher’s action. The conclusions are as follows:
1. The approprate curriculum design for the application of Visualization: Applying “Visualization” in dessugestopedia,communicative language learning,and community language learning. There are three rounds with the seventh-grade junior high school Emglish book in the curriculum.
2. The teaching models of visualization: (1) Properly adjust the teaching model with the teaching topic. (2) Keep practicing visualization. (3) Don't visualize over five minutes.
3. The reminders and skills for visualization : (1) Provide clear and specific instructions while teachingvisualization. (2) Properly arrange individual practice visualizing. (3) Increase the challenge to make students pay more attention on visualization.
4. The influence of visualization on students' English speaking skills: (1) Improvement in vocabularies and pronunciation. (2) Improvement in oral reading. (3) Enhancement of the ability for answering questions. (4) Students can pay attention to listening questions.
5. The influence of visualization on students' English speaking interest and confidence : (1) Visulization makes students get ready. (2) Visulization improves some students' cofidence to speak English. (3) Visulization makes students feel relaxed and peace. (4) Some students like visulization and enjoy it.
6. The limit and difficulty of “Visualization” to the teaching of English speaking: (1) Some students are weak in imagination.(2) The length of time required in visualization varies among students. (3) Closing eyes to visualize makes some students feel unsafe. (4) Class time affects students' visualization performance.
7.The influence of visualization on the teacher's oral teaching skills and professional development: (1) Improvement in pronunciation skills. (2) Making better use of English classroom language. (3) Making better use of teaching skills and assessment.
Keywords: visualization, the teaching of English speaking
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