本研究的目的在於探討逐步口譯教學對於高中學生英文口語能力之成效，並了解高中學生在英語學習中對逐步口譯教學的想法，以期作為台灣高中英文教師在教學上的研究參考。在為期十四週28小時的教學中，20位台灣北部的高中學生在課堂上接受逐步口譯教學並進行逐步口譯的實作練習。研究者同時使用質化及量化的研究方法以驗證逐步口譯教學是否能作為高中英語教學中具有效能的教學方法。研究對象在課程實施的前後各完成一次問卷調查及聽力測驗，兩次的受試結果並透過SPSS的統計分析得到量化數據以比較學生在英文口語能力的進展以及對逐步口譯教學的態度。同時在十四週的課程中受試者接受研究者的半結構性訪談，而訪談結果及研究者的課堂觀察紀錄使用紮根理論得到質性的分析
研究結果顯示逐步口譯教學提昇了受試者英語聽力能力，同時也增加課堂中英語聽力的練習機會。受試者在英語公眾口說能力也有顯著的正向改變，包括較能自在進行口說以及對口說錯誤的不同看法。此外，逐步口譯教學提昇了學生英語學習動機，並提供學生在課堂外進行口說能力提升的練習媒介。研究者亦根據此研究過程中的細節提出相關建議，希望能提供高中英文教師以及相關教育人員在教學以及研究上的參考。

The purpose of this study is to investigate the effects of consecutive interpreting teaching in EFL classes on English oral skills of senior high school students. The attitude of senior high school students toward consecutive interpreting teaching is also explored to provide indication and reference for future teaching and research. During the twenty-eight hour instruction on consecutive interpreting in fourteen weeks, twenty students in a senior high school in Taipei Taiwan received the instruction of consecutive interpreting teaching and undertook the implementation of consecutive interpreting. Data gained in the study were analyzed both quantitatively through SPSS and qualitatively with Strauss and Corbin’s (1998) Grounded Theory approach to verify whether consecutive interpreting teaching serves as an effective teaching method for EFL classes in senior high schools. The participants in this study completed both a questionnaire and a listening test before and after the treatment, and the results were compared through SPSS to see the change in the performance on the participants’ listening and speaking ability and to explore their attitude toward consecutive interpreting. During the fourteen-week treatment of consecutive interpreting teaching, the researcher finished the field notes in each class and conducted semi-structured interviews with the participants to gain qualitative data.
The results of this study indicate that consecutive interpreting teaching successfully improved participants’ listening ability and increased the time for participants to practice English listening during the class. Also, the speaking ability in public of the participants were also positively altered not only in their ability to talk confidently but also in their attitude toward the mistakes they made. Motivation for English learning was also elevated through the exposure to consecutive interpreting teaching, which also served as an alternative practicing medium for students to sharpen their English oral skills outside the classroom. The researcher also set forth related suggestions according to the details of the present study, with the purpose to provide future high school teachers and educationalists with the guidelines and suggestions in the teaching and research.

REFERENCES
Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: Freeman.
Badger, R., & Yan, X. (2006). The use of tactics and strategies by Chinese students in the Listening component of IELTS. IELTS Research Reports, 9, 67-96.
Barton, R., & Haydn, T. (2006). Trainee Teachers` Views on What Helps Them to Use Journal of Computer Assisted Learning. Journal of CMC Learning, 22, 257-272.
Borgatti, S. (1996). Introduction to Grounded Theory. Retrieved November 21, 2012 from http://www.analytictech.com/mb870/introtogt.htm
Brownell, J. (2002). Listening: Attitudes, principles, and skills (2nd ed.). Boston, MA: Pearson Education.
Brownell, J. (2011). Listening: Attitudes, principles, and skills (4th ed.). Boston, MA: Pearson Education
Buck, G. (2001). Assessing Listening. UK: Cambridge University Press.
ÇAKIR, İsmail. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4). Retrieved June 12, 2012, from http://www.eric.ed.gov/PDFS/ED501362.pdf
Candlin, C., & D. F. Murphy (Eds.). (1987). Language Learning Tasks. Englewood Cliffs, NJ: Prentice-Hall
Canale, M. & Swan, M. (1979). Communicative Approaches to Second Language Teaching and Testing. Review and Evaluation Bulletins, 1(5), 1-80.
Chen, Y. (2005). Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications. The Electronic Journal for English as a Second Language, 8(4),retrieved July 11, 2012 from http://www.tesl-ej.org/wordpress/issues/volume8/ej32/ej32a2/
Choi, J.-W. (2003). The Interpretive Theory of Translation and Its Current Applications. Interpretation Studies, 3, 1-15.
Emerson, R. M., Fretz, R.I., & Shaw, L. L. (1995). Writing Ethnographic Field notes, Chicago: University of Chicago Press.
Flowerdew, J., & Miller, L. (2005). Second Language Listening: Theory and Practice. New York: Cambridge University Press.
Gaiba, F. (1998). The origins of simultaneous interpretation: The Nuremberg Trial. Ottawa:
University of Ottawa Press.
Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Halliday, M. A. K. (1970). Language structure and language functions. In J. Lyons (Ed.), New Horizons in Linguistics. England: Penguin Books.
Herron, C., Dubreil, S., Cole, S., & Cathleen, C. (2000). Using Instructional Video to Teach Culture to Beginning Foreign Language Students. CALICO 17 (3): 395-427.
HighReach Learning. (2007). Listening Comprehension. Retrieved July 10, 2012 from http://www.highreach.com/highreach_cms/LinkClick.aspx?fileticket=XGCnL-0ev_o%3D&tabid=106
Holstein, J., & Gubrium, J. (1995). The Active Interpretation, Thousand Oaks, CA: Sage.
Howatt, A. P. R. (1984). A History of English Language Teaching. UK: Oxford University Press.
Hymes, D. (1971). Competence and performance in linguistic theory. Language Acquisition: Models and Methods. London: Academic Press.
Ilg, G., & Lambert, S. (1990). Teaching Consecutive Interpreting. Interpreting,17, 69-99
Kade, O. (1968). Zufall und Gesetzmäßigkeit in der Übersetzung. Leipzig: Verlag nzyklopädie.
Kumaravadivelu, B. (1993). Maximizing learning potential in the communicative classroom. ELT Journal, 4711, 32-38. UK: Oxford University Press.
Language Training and Testing Center (2012), retrieved from http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/Advanced.htm
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). New York: Oxford University Press.
Lederer, M. (2005) What clues do the early studies of interpreting give us about translation, language and communication? Retrieved July 9, 2012 from http://www.hf.uio.no/ilos/
forskning/forskningsprojekter/expertise/workshops/oslo2005/
Lesgold, A. M., & Perfetti, C. A. (2009). Interactive processes in reading comprehension. Discourse Processes, 1(4), 323-336. UK: Routledge.
Liao, X. (1997). A Brief Introduction to the Communicative Language Teaching. Education Resources Information Center. Retrieved July 11, 2012 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED404863&ERICExtSearch_SearchType_0=no&accno=ED404863
Li, K. C. (2010). On the 95 Guidelines and the 99 Guidelines of High School. Journal of Educational Resources and Research, 92, 1-24.
Littlewood, W. (1981). Communicative Language Teaching – An Introduction. Great Britain: University Press.
Liu, M. (2004). Studies on theories of translation and interpreting. Beijing: China Translation and Publishing Co.
Liu, M. (2008). Consecutive interpreting and notes. Taipei: Bookman.
【劉敏華。2008。逐步口譯與筆記。台北：書林書版社。】
Mahmoodzadeh, K. (1992). Consecutive interpreting: Its principles and techniques. In C.Dollerup & A. Lindegaard (Eds.), Teaching translation and interpreting: Training, talent and experience (pp.231-236). Amsterdam: John Benjamins.
Marshall, C., & Rossman, G. (1995). Designing Qualitative Research. California: Sage.
Mason, J. (1996). Qualitative Researching. London: Sage.
Mazeland,H. ,& ten Have, P. (1996). Essential Tensions in (semi-) open research interviews. In I. Maso & F. Wester (Eds.), The deliberate dialogue: Qualitative perspectives on the interview (pp. 37-48). Brussels: VUB University Press.
Mead, N. A., & Rubin, D. L. (1985). Assessing Listening and Speaking Skills. ERIC Digest, 32. Retrieved July 13, 2012 from http://www.ericdigests.org/pre-923/speaking.htm
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.
MOE. (2010). The Newly Revised High School Curriculum Guidelines for English (Title translated from Chinese). Retrieved on Mar 13, 2012, http://www.edu.tw/files/site_content/B0035/英文-必修.pdf
Morley, J. (1990). Trends and developments in listening comprehension: Theory and practice. Linguistics, Language Teaching and Language Acquisition: The interdependence of theory, practice and research (pp. 141-149). New York: Georgetown University Press.
Nida, E. A. (1982). Learning by Listening. Innovative Approaches to Language Teaching, ed. by Robert W. Blair, 42-53. Boston: Heinle & Heinle Publishers.
Nunan, D. (2003). The impact of English as a global language on educational
policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
O’Malley, J.M., Chamot, A.U., & Kupper, L. (1988). Listening Comprehension Strategies in Second Language Acquisition. Oxford Journals, 10(4), 418-437.
Orlando, M. (2012). Interpreting eloquence: when words matter as much as ideas. Retrieved July 8, 2012, from http://aiic.net/page/3547
Paneth, E. (2002). An investigation into conference interpreting. The interpreting studies reader, 39-40. London & New York: Routledge.
Pochhacker, F. (2004). Introducing interpreting studies. London & New York: Routledge.
Principles of Communicative Language Teaching and Task-Based Instruction. Retrieved July 11, 2012 from http://www.pearsonhighered.com/samplechapter/0131579061.pdf
Renfer, C. (1992). Translator and interpreter training : A case for a two-tier system. In C. Dollerup and A. Lindegaard (Eds.), Teaching translation and interpreting: Training, talent and experience, 175-184. AmsterdamL John Benjamins.
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rivers, W. (1981). Teaching foreign language skills. (2nd ed.).Chicago: University of Chicago Press.
Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.
Roy, C.B. (2002). The problem with definitions, descriptions, and the role metaphors of interpreters. The interpreting studies reader, 345-353. London & New York: Routledge.
Rubin, J. (1994). A Review of Second Language Listening Comprehension Research. The Modern language Journal, 78(2), 199-221.
Shannon, C., & Weaver, W. (1949). The mathematical theory of communication. Urbana: University of Illinois Press.
Seleskovitch, D. (1978). Interpreting for International Conferences. Washington, D.C.: Pen
and Booth.
Silverman, D. (2005). Doing Qualitative Research. London: Sage.
Simultaneous or Consecutive Interpreting? (n.d.). Retrieved July 8, 2012 from http://www.alsintl.com/blog/simultaneous-or-consecutive-interpreting/
Strauss, A., Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques (1st ed.). Newbury Park, CA: Sage Publications.
The Outreach to Universities Portal (n.d.). History of Consecutive Interpretation. Retrieved July 8, 2012 from http://www.unlanguage.org/Careers/Interpret/COV/Consecutive/default.aspx
Underwood, M. (1989). Teaching listening. New York: Longman.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2001). Listening: theory and practice in modern foreign language competence. Center For Language Linguistic & Area Studies. Retrieved July 10, 2012 from http://www.llas.ac.uk/resources/gpg/67#ref10.
Wang, G. (2004). Understanding Listening Comprehension Process and Effectively Organizing Listening Class. Retrieved July 10, 2012 from http://www.celea.org.cn/pastversion/lw/pdf/wanggaiyan.pdf
Weaver, C. (1972). Human Listening Processes and Behavior. New York: Bobbs-Merrill.
Weber, W. K. (1984). Training Translators and Conference Interpreters. Englewood Cliffs, NJ: Prentice-Hall, Inc.
What Is Consecutive Interpretation. (n.d.). Retrieved March 14, 2012, from http://www.bridge-translations.com/Services_provided_files/What%20Is%20Consecutive%20Interpretation.pdf
Wolvin, A. D. (2010). Listening and Human Communication in the 21st century. UK: Blackwell Publishing Ltd.