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Title: 國中英語教師與學生對於文法教學與錯誤訂正信念之研究
Similarities and differences between EFL students’ and teachers’ beliefs in grammar instruction and error correction
Authors: 洪安嫻
Hung, An Hsien
Contributors: 余明忠
Yu, Ming Chung
Hung, An Hsien
Keywords: 教師信念
teachers' beliefs
students' beliefs
grammar instruction
error correction
Date: 2011
Issue Date: 2012-10-30 11:34:52 (UTC+8)
Abstract: 文法教學與錯誤訂正一直是課堂上的重要元素,因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異,並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷,針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本,並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下:

Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires.
A summary of the results is as follows:
1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important.
2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices.
3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students.
4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates.
5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication.
6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction.
7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction.
Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics.

Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction
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Data Type: thesis
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