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Title: 教師對聽力教學之信念與實踐研究:以桃園市高中英文教師為例
Teachers’ beliefs and practices in listening instruction: a study of senior high school English teachers in Taoyuan City
Authors: 程燕鈴
Cheng, Yen Ling
Contributors: 余明忠
Yu, Ming Chung
Cheng, Yen Ling
Keywords: 教師信念
Teachers’ beliefs
Teachers’ practices
Listening instruction
Date: 2017
Issue Date: 2017-08-10 10:17:07 (UTC+8)
Abstract: 本研究旨在探討高中英文教師對於聽力教學的信念及實踐。研究也試圖了解教師的信念和實踐是否有不一致的情形以及影響教師信念與實踐的背景因素。研究方法為調查法,採用調查教師聽力教學信念及實踐之問卷。研究對象為台灣桃園市13所公立高中共175位英文教師。問卷的量化分析方法包含描述性統計、成對樣本T檢定、獨立樣本T檢定、單因子變異數分析、雪費事後檢定。
The present study attempted to investigate senior high school English teachers’ beliefs and practices in listening instruction. Additionally, efforts were made to determine whether differences between their beliefs and practices existed and what background factors affected those beliefs and practices.
This research involved a survey, utilizing a questionnaire concerning teachers’ beliefs as well as practices in teaching listening. 175 English teachers from 13 public senior high schools in Taoyuan City, Taiwan participated in the study. The quantitative analysis of the questionnaires was conducted through descriptive statistics, paired- samples t-tests, independent-samples t-tests, and one-way ANOVA along with Scheffe’s post-hoc test whenever necessary.
Results of this study indicated that the respondents generally held positive attitudes toward listening instruction, while they seemed to infrequently implement listening activities in the classroom, especially listening activities regarding socio-affective listening strategies. Significant differences between teachers’ beliefs and practices were also found to exist. In addition, years of English teaching, academic major chosen, and workshop attendance experience were influential to how teachers’ beliefs were formed; age, highest degree obtained, workshop attendance experience and domain-related paper access were likewise influential to teachers’ practices. It is hoped that this study can provide a further understanding of teachers’ beliefs and practices concerning listening instruction. Finally, based on the findings, the researcher presented some pedagogical implications to improve English listening education in Taiwan and some recommendations for future research.
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中華民國教育部 (Ministry of Education Republic of China) (2016)。高級中等學校平均每班學生人數及生師比【原始數據】。未出版之統計數據。取自
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