Duo xiang gou tong ting shuo jiao xue she ji dui ti gao Xianggang da xue sheng pu tong hua xiao zu tao lun neng li de cheng xiao =: The effectiveness of multi-directional communication instruction on Hong Kong university students' Putonghua group discussion ability

Ed.D.Grounded in Bachman & Palmer's Communicative Language Ability（CLA） framework and Sacks’ Turn-taking Theory, this study establishes a Putonghua multidirectional communication instruction design to strengthen the Putonghua group discussion skills and integrated listening and speaking skills of university students.A quasi-experimental design was exploited to evaluate the effectiveness of the Putonghua teaching instruction design in one university in Hong Kong, lasting for 6 weeks with 8 teaching hours in total. 60 students from four classes were divided into two groups: the experimental group of 30 students who learned Putonghua using multi-directional communication instruction design, and the control group of 30 students who learned in the traditional way of teaching. The findings of the paired-sample t-test showed that the teaching methods of both groups were effective. The One-way ANCOVA results indicated that in the experimental group, there was a significant increase in the effectiveness of ‘turn-taking and pragmatic competence’ but not showed in ‘competence of applying topical knowledge’, ‘grammatical competence’, ‘textual competence’ and the post-test results. According to the discourse analysis, the findings suggested that the performance in the post-test discussions of both the experimental group and the control group had improved, in the areas of the discussion content, supporting details, elements of monitoring language use setting, and ability to organize sentences and texts. Compared with the control group, the experimental group demonstrated a higher frequency of feedback and fluency of their Putonghua utterance, and a wider extension of the categories of information. However, in terms of the accuracy and appropriteness of using the keywords and the method of connecting the key points, the control group performed better.In the final phase of this study, a survey was conducted, followed by the semi-structured interviews, which investigated the factors affecting the effectiveness of the new instruction design. The analysis of the data collected in the questionnaires suggested that ‘topical choice’, ‘material design’ and ‘actitivy design’ were the crucial factors affecting the effectiveness of the multi-directional communication instruction design. With reference to the independent t-test results, ‘Pinyin notation’ was regarded as the important method among the experimental group. As a whole, according to the findings of the questionniares, the experimental group preferred the multi-directional communication instruction design and the corresponding listening tasks. The interview results showed that finding and applying the key points was the factor affecting the effectiveness of the ‘competence of applying topical knowledge’; moreover, the key factors of enhancing ‘turn-taking and pragmatic competence’ were to learn in a happy manner, help each other in peers, get inputs by listening, conduct peer evaluations and use the self evaluation forms.This study suggests that contextual elements must be incorporated into the teaching of listening and speaking in Putonghua. The teaching model should shift from teacher-centered to student-led and self-directed learning. The teaching materials, moreover, should be designed for interactions. Meanwhile, considering the benefits and constraints of applying both the traditional way and the multi-directional communication instruction design, teachers are advised to integrate these methods in order to generate a better dynamic of Putonghua group discussion.本研究旨在以Bachman & Palmer 的交際語言能力（Communicative LanguageAbility）理論、話輪理論與溝通式教學原則，訂立一套普通話多向溝通聽說的教學設計，以強化大學生普通話小組討論與綜合聽說的能力。爲探索教學成效，本研究以香港一所大學作準實驗設計：爲期6 周，共8個教時。樣本為60 名大學生：實驗組（30 人）以多向溝通聽說教學施教；對照組（30 人）實施傳統教學。相依樣本t 檢定結果顯示兩組的教學方法皆具成效。單因子共變數分析結果則顯示實驗組在「應用話題知識能力」、「語法能力」、「語篇能力」與綜合的後測成績，皆未能顯著高於對照組，只在「運用話輪與語用的能力」具顯著的提升成效。後測話語分析結果顯示兩組討論之內容充實、補充理據、駕馭語境元素、連結句段等方面皆有所提升。與對照組相比，實驗組的言語回饋量較多，表達流暢度較高，信息範疇的拓展度較寬；惟重點字詞的準確與規範程度、連接重點的方法，對照組則較佳。最後，本研究以問卷調查與半結構個人晤談再深入探討有何因素影響實驗組的教學成效。從問卷調查學生意見中推測，「討論主題選擇」、「配套教材設計」與「活動設計」是影響多向溝通聽說教學設計成效的因素。獨立樣本t檢定結果顯示實驗組比對照組更認同「拼音標註」的方法。問卷調查的整體傾向亦顯示實驗組更喜歡多向溝通聽說設計與認同「聆聽」活動。晤談分析結果則揭示：挖掘重點與加以應用是影響「應用話題知識能力」學習成效的因素；快樂學習、同儕互助、聆聽輸入、互評與自評表輔助皆是提升「運用話輪與語用能力」學習成效的關鍵因素。本研究建議普通話聽說教學必須融入語境元素，教學模式需要轉向學生主導與自主學習，教材亦須以聽說互動為核心。與此同時，多向溝通聽説教學設計與傳統方法各有優劣，應結合兩種教學方法，互補長短，讓普通話小組討論教學達至更佳的效果。張清瑜."2019年7月".Parallel title from added title page.Thesis Ed.D. Chinese University of Hong Kong 2019.Includes bibliographical references (leaves 110-122).Abstracts in Chinese and English.Title from PDF title page (viewed on February 17, 2022).Zhang Qingyu