99年第1學期-0146 英語口語訓練（三） 課程資訊
1. to enhance, refine and practice intermediate level aural skills (speaking and listening) 2. to help students gain confidence, overcoming shyness when speaking English 3. to express their communicate their ideas communicate effectively and fluently 4. to help students improve attentiveness (listening) 5. to give students immediate feedback for future improvement.
Oral Training 3 is a third-year required course. As this course is the last of the Comp/Oral series, its main aim is to give final shape and polish the skills of the students in speech. The oral ability of students is improved through group discussions, individual presentations, argument and debates. This course is taught together with Composition 3.
Office HourOffice Hours: Monday and Wednesday, 3 to 4 pm. E -mail : dr. firstname.lastname@example.org
Brownell, W. W., & Katula, R. A. (1984). The communication anxiety graph: A classroom tool for managing speech anxiety. Communication Quarterly, 32(3), 243-249.
Canfield, D. K. (1986). Teaching language style improvement.
Notes: (ERIC Document Reproduction Service No. ED 269 817)
Cronin, M. W., & Others. (1994). The effects of interactive video instruction in coping with speech fright. Communication Education, 43(1), 42-53.
Hall, J. 1993. The role of oral practices in the accomplishment of our everyday lives: The sociocultural dimension of interaction with implications for the learning of another language. Applied Linguistics, 14(2), 145-166.
Hall, J. 1995. (Re)creating our worlds with words: A sociocultural perspective of face-to-face interaction. Applied Linguistics, 16(2), 206-232.
Hymes, D. 1974. Sociolinguistics and the ethnography of speaking. In B. Blount (ed.), Language, Culture, and Society. Cambridge, Mass.: Withrop Publishers.
Jaques, D. Learning in Groups. Beckenham, Kent: Croom Helm, 1984.
Janis, I. L. Victims of Groupthink. Boston: Houghton-Mifflin, 1972.
Kumaravadivelu, B. 1993. The name of the task and the task of naming: Methodological aspects of task-based pedagogy. In Crookes and Gass (eds.), 1993b.
Long, M. and Crookes, G. 1993. Units of analysis in syllabus design: The case for task. In Crookes and Gass (eds.) 1993b.
Nunan, David. 1989. Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
Nunan, David. 1993. Task-based syllabus design: Selecting, grading, and sequencing tasks. In Crookes and Gass (eds.), 1993b.
Sheen, R. A critical analysis of the advocacy of a task-based syllabus. TESOL Quarterly, 28(1), 127-51.
Shohamy, E. 1988. A proposed framework for testing the oral language of second/foreign language learners. Studies in Second Language Acquisition, 10(2), 165-180.