Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/33444| 題名: | 高中英文教師閱讀教學信念及施行之個案研究 | 作者: | 古秀雲 | 貢獻者: | 尤雪瑛 古秀雲 |
關鍵詞: | 教學信念 閱讀教學 |
日期: | 2008 | 上傳時間: | 17-Sep-2009 | 摘要: | 近來，教育體制的改革對英文教師的教學信念造成或多或少的影響，教師的實際教學是否因此改變值得探討。高中英文以培養讀寫能力為主，而閱讀能力又重於寫作能力，由學測、指考英文試題可見一斑。\r\n為探究高中英文教師之閱讀教學信念及實際教學之相關性，本研究採用多重的研究方法，包含問卷、訪談及課堂觀察。研究分為兩階段，第一階段邀十七位高中英文教師填寫問卷，並依問卷結果選出兩位為研究對象，分別代表支持讀者為中心(reader-based)及雙向式(interactive)信念的老師。第二階段訪談這兩位教師並分別進行三堂及九堂課堂觀察；訪談內容分析後進行分類。課堂觀察則依觀察表記錄並分類，以比較教師信念和教學之相關性。\r\n第一階段的問卷與第二階段的訪談及課堂觀察結果顯示：教師信念及實際教學呈現不一致。問卷顯示兩位教師的信念分別為讀者為中心(reader-based)及雙向式(interactive)，訪談的結果也證實如此。然而，課堂觀察結果顯示兩位教師的實際教學傾向以文本為中心(text-based)。本研究進而探討可能造成信念及實際教學不一致之因素，從課後訪談中發現主要原因有：學生素質、教材內容、授課進度、學校考試及教師本身，並於文末提出在教學信念與實際教學間取得平衡的建議。 | 參考文獻: | Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press. Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex Publishing Corporation. Blanton, W. E., & Moorman, G. B. (1987). The effects of knowledge on the instructional behavior of classroom reading teachers (Research Report No. 7). Boone, NC: Appalachian State University, Center on Excellence in Teacher Education. Brophy, J. E., & Good, T. L. (1974). Teacher student relationship: Causes and consequences. New York: Holt, Rinehart & Winston. Brown, D. F., & Rose, T. D. (1995). Self-reported classroom impact of teachers’ theories about learning and obstacles to implementation. Action in Teacher Education, 17 (1), 20-29. Brown, H. D. (1994). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In B. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Carrell, P. L. (1984b). Evidence of a formal schema in second language comprehension. Language Learning, 34 (2), 87-112. Carrell, P. L. (1989). Interactive text processing: Implications for ESL/second language reading classrooms. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 230-259). New York: Cambridge University Press. Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17 (4), 553-573. Chang, B. L. (2000). Study of junior high school English teachers’ beliefs toward the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taiwan. Chang, L. Y. (2001). Communicative Language Teaching: Senior high school English teachers’ beliefs and practices. Unpublished master’s thesis, Tamkang University, Taiwan. Chang, Y. C. (2003). A study of senior high school EFL teachers’ beliefs in methodological decision-making. Unpublished master’s thesis, National Changhua University of Education, Taiwan. Chen, H. M. (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master’s thesis, National Taipei Teachers’ College, Taiwan. Chern, C. (1994). A review of L1 and L2 reading theories. Tunghai Journal, 35, 127-147. Chung, Y. P. (2008). From belief to practice: Taipei senior high school EFL teachers’ beliefs and practices in grammar instruction. Unpublished master’s thesis, National Chengchi University, Taiwan. Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296). New York: Macmillan. Clarke, M. A. (1979). Reading in Spanish and English: Evidence from adult ESL students. Language Learning, 29, 121-150. Clarke, M. A., & Silberstein, S. (1977). Toward a realization of psycholinguistic principles in the ESL reading class. Language Learning, 27, 135-154. Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R. R. Jordan (Eds.), Reading in a second language (pp. 5-12). Rowley, MA: Newbury House. Deford, D. E. (1985). Validating the construct of theoretical orientation in reading instruction. Reading Research Quarterly, 20 (3), 351-367. Dlugosz, D. W. (2000). Rethinking the role of reading in teaching a foreign language to young learners. ELT Journal, 54 (3), 284-290. Dobson, R. L., & Dobson, J. E. (1983). Teacher beliefs-practice congruency. Viewpoints in Teaching and Learning, 59 (1), 20-27. Duffy, G. (1982). Fighting off the alligators: What research in real classrooms has to say about reading instruction. Journal of Reading Behavior, 14, 357-373. Duffy, G., & Anderson, L. (1986). Teachers’ theoretical orientations and the real classroom. Reading Psychology, 5, 97-104. Duffy, G., & Ball, D. (1986). Instructional decision making and reading teacher effectiveness. In J. Hoffman (Ed.), Effective teaching of reading: Research and practice (pp. 163-180). Newark, DE: International Reading Association. Eskey, D. E. (1970). A new technique for the teaching of reading to advanced students. TESOL Quarterly, 4 (4), 315-321. Eskey, D. E. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 93-100). New York: Cambridge University Press. Eskey, D. E., & Grabe, W. (1988). Interactive models for ESL reading: Perspectives on instruction. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 223-238). New York: Cambridge University Press. Faerch, C., & Kasper, G. (1986). The role of comprehension on second-language learning. Applied Linguistics, 7, 257-274. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38 (1), 47-65. Feng, J., & Etheridge, G. W. (1993, April). Match to mismatch: Relationship between first-grade teachers’ theoretical orientation to reading and their reading instructional practices. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of pre-service teachers’ professional perspectives. Teaching and Teacher Education, 4 (2), 201-225. Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6 (1), 126-135. Gough, P. B. (1972). One second of reading. In F. J. Kavanagh & G. Mattingly (Eds.), Language by ear and by eye (pp. 331-358). Cambridge, MA: MIT Press. Gove, M. K. (1981). The influence of teachers’ conceptual frameworks of reading on their instructional decision making. Unpublished doctoral dissertation. Kent State University. Kent, Ohio. Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle Publishers. Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press. Harste, J. C., & Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P. D. Pearson (Ed.), Reading: Theory, research and practice (pp. 32-40). New York: National Reading Conference. Hoffman, J. V., & Kugle, C. L. (1982). A study of theoretical orientation to reading and its relationship to teacher verbal feedback during reading instruction. Journal of Classroom Interaction, 18, 2-7. Hsieh, C. M. (2002). A study of junior high school English teachers’ beliefs and practices in grammar instruction. Unpublished master’s thesis, National Changhua University of Education, Taiwan. Huang, S. C., & Huang, S. F. (2000, November). Implementing the communicative approach in junior high school classes: Teaching reflection. Paper presented at the ninth International Symposium and Book Fair on English Teaching, Taipei, Taiwan. Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24 (1), 83-108. Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching & Teacher Education, 10 (4), 439-452. Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle Publishers. Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principles. Review of Educational Research, 60 (3), 419-469. Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychology, 27 (1), 62-90. Kamil, M., & Pearson, P. D. (1979). Theory and practice in teaching reading. New York University Education Quarterly, 10, 10-16. Kinzer, C. K. (1988a). Instructional frameworks and instructional choices: Comparisons between pre-service and in-service teachers. Journal of Reading Behavior, 10, 357-377. LaBerge, D., & Samuels, S. J. (1985). Toward a theory of automatic information processing in reading. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed.) (pp. 689-718). Newark, DE: International Reading Association. Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taiwan. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55, 178-194. Leu, D. L., Jr., & Misulis, K. (1986, December). Prior knowledge and the comprehension of basal teacher’s guides. Paper presented at the annual meeting of the National Reading Conference, Austin, TX. Levande, D. I. (1989). Theoretical orientation to reading and classroom practice. Reading Improvement, 26, 274-280. Levy, B. A. (1981). Interactive processing during reading. In A. M. Lesgold & C. A. Perfetti (Eds.), Interactive processes in reading. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Liao, Y. S. (2004). Beliefs and practices on reading instruction at beginning level: A study of elementary school English teachers in Taipei County. Unpublished master’s thesis, Tamkang University, Taiwan. Lin, H. J. (2002). Teachers’ beliefs and practice of Communicative Language Teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taiwan. Lynch, T. (1989). Researching teachers: Behaviour and belief. In C. Brumfit & R. Mitchel (Eds.), Research in the language classroom. Modern English Publications in association with the British Council. Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201-225. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328. Nien, Y. H. (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taiwan. Nisbett, R., & Ross, L. (1980). Human inferences: Strategies and shortcomings of social judgment. Englewood Cliffs, NJ: Prentice-Hall. Olson, J. R., & Singer, M. (1994). Examining teacher beliefs, reflective change, and the teaching of reading. Reading Research and Instruction, 34 (2), 97-110. Pajares, M. F. (1992). Teachers` beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332. (ERIC Document Reproduction Service NO. EJ453784) Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children’s comprehension of explicit and implicit information. Journal of Reading Behavior, 11 (3), 210-219. Plaister, T. (1968). Reading instruction for college level foreign students. TESOL Quarterly, 2, 164-168. Richards, J. C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press. Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: MacMillan. Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28, 559-586. Rivers, W. (1968). Teaching foreign language skills. Chicago: University of Chicago. Rupley, W. H., & Logan, J. W. (1984). Elementary teachers’ beliefs about reading and knowledge of reading content: Relationships to decisions about reading outcome. (ERIC Document Reproduction Service No. ED 258162). Sanford, A. J., & Garrod, S. C. (1981). Understanding written language. New York: John Wiley & Sons. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Shavelson, R. J. (1983). Review of research on teachers’ pedagogical judgment, plans, and decisions. Elementary School Journal, 83, 392-413. Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgment, decisions, and behavior. Reivew of Education Research, 51, 455-498. Silberstein, S. (1987). Let’s take another look at reading: Twenty-five years of reading instruction. English Teaching Forum, 25 (4), 28-35. Smith, F. (1973). Psycholinguistics and reading. New York: Holt, Rinehart & Winston. Stevens, K. (1980). The effect of background knowledge on the reading comprehension of ninth graders. Journal of Reading Behavior, 12 (2), 151-154. Stoodt, B. D. (1989). Reading Instruction (2nd ed.). New York: Harper & Row, Publishers, Inc. Taylor, B. M. (1979). Good and poor readers’ recall of familiar and unfamiliar text. Journal of Reading Behavior, 11 (4), 375-380. Urquhart, S., & Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Addison Wesley Longman. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press. Wang, Y. H. (2007). Native and non-native English speaking teachers’ beliefs and their influences on practices: A case study of elementary collaborative teaching teachers in Hsin Chu City. Unpublished master’s thesis, National Chengchi University, Taiwan. Widdowson, H. G. (1979). The process and purpose of reading. In H. G. Widdowson (Ed.), Explorations in applied linguistics (2nd ed.) (pp. 173-181). London: Oxford University Press. Widdowson, H. G. (1983). Learning purpose and language use. London: Oxford University Press. Williams, E. (1983). Communicative reading. In K. Johnson & D. Porter (Eds.), Perspectives in communicative language teaching (pp. 171-186). London: Academic Press. Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press. Wu, C. F. (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s thesis, National Taiwan Normal University, Taiwan. Wu, M. M. (2006). Taiwan’s high school English teachers’ beliefs and practices in writing instruction. Unpublished master’s thesis, National Chengchi University, Taiwan. Wu, S. J. (1999). A study of technological-institute English teachers’ beliefs and knowledge about reading instruction. Unpublished master’s thesis, National Changhua University of Education, Taiwan. Yorio, C. A. (1971). Some sources of reading problems for foreign language learners. Language Learning, 21, 107-115. |
描述: | 碩士 國立政治大學 英國語文學系英語教學碩士在職專班 94951010 97 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0094951010 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 101001.pdf | 109.69 kB | Adobe PDF2 | View/Open | |
| 101002.pdf | 64.18 kB | Adobe PDF2 | View/Open | |
| 101003.pdf | 112.66 kB | Adobe PDF2 | View/Open | |
| 101004.pdf | 66.73 kB | Adobe PDF2 | View/Open | |
| 101005.pdf | 74.03 kB | Adobe PDF2 | View/Open | |
| 101006.pdf | 93.04 kB | Adobe PDF2 | View/Open | |
| 101007.pdf | 90.44 kB | Adobe PDF2 | View/Open | |
| 101008.pdf | 117.42 kB | Adobe PDF2 | View/Open | |
| 101009.pdf | 85.44 kB | Adobe PDF2 | View/Open | |
| 101010.pdf | 86.46 kB | Adobe PDF2 | View/Open | |
| 101011.pdf | 164.41 kB | Adobe PDF2 | View/Open | |
| 101012.pdf | 95.84 kB | Adobe PDF2 | View/Open | |
| 101013.pdf | 65.89 kB | Adobe PDF2 | View/Open | |
| 101014.pdf | 64.6 kB | Adobe PDF2 | View/Open | |
| 101015.pdf | 68.86 kB | Adobe PDF2 | View/Open | |
| 101016.pdf | 118.35 kB | Adobe PDF2 | View/Open | |
| 101017.pdf | 1.61 MB | Adobe PDF2 | View/Open | |
| 101018.pdf | 3.14 MB | Adobe PDF2 | View/Open | |
| 101019.pdf | 154.78 kB | Adobe PDF2 | View/Open | |
| 101020.pdf | 207.83 kB | Adobe PDF2 | View/Open | |
| 101021.pdf | 70.02 kB | Adobe PDF2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.