| 摘要: | 本文反駁作者本身反對語言教室使用口語表演之偏頗立場，此偏頗立場主要論點是要求學生－亞洲學生尤然－在課堂上作公開之口語表演，可能導致難為情與失面子。然本文所做的師生調查發現：口語表演若運用得宜，確可以成為提高學習動機之教學活動，口語表演在採取學生為主的教學法下，使學生獲得自信與勇氣的學習經驗。本文最後提供十五項建議，庶有助於教師減少影響口語表演的焦慮之可能性。
This paper refutes what the author sees as an unjustly prejudiced stance against the use of oral presentations in the language acquisition classroom. The arguments against these classroom activities generally point to the fear that demanding public performances of students, especially Asian students, may lead to paralyzing embarrassment and subsequent loss of face. But as this writing demonstrates, through student and teacher surveys, oral presentations can actually prove motivational if used correctly. With a proper student-centered approach, the oral presentation can empower pupils who come away from the experience with greater self-confidence and courage. This paper ends with a list of 15 suggestions that instructors can use to help reduce the risk of anxiety sabotaging their classroom oral presentation exercises. |
