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題名 A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selection
大台北地區高中英文老師選擇教科書考量因素之研究
作者 柯宗明
Ko,Tsung-ming
貢獻者 林伯英
Lin,Bo-ying
柯宗明
Ko,Tsung-ming
關鍵詞 英文教科書
教材選擇
內在因素
外在因素
公私立學校老師
城鄉學校老師
資深與年輕老師
教科書編撰者
English textbook
textbook selection
internal factors
external factors
public and private school teachers
urban and rural school teachers
senior and young teachers
textbook compilers
日期 2004
上傳時間 17-Sep-2009 16:27:44 (UTC+8)
摘要 本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。
本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下：
1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。
2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。
3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。
4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。
整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。
The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers.
The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research.
Based on the findings of the present study, four crucial points were concluded as suggested.
1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers.
2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more.
3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price.
4. However, no significant differences were found between senior teachers and young teachers.
Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.
參考文獻 Brown, D. J. (1995). Elements of language curriculum: A systematic approach
to program development. New York: Heinle & Heinle.
Byrd, P. (1995). Introduction. In Byrd, P. (Ed.), Material writers guide (pp.7-11). New York: Newbury House.
Carey, J., and L. Briggs. (1977). Team as designers. In Briggs L. (Ed.), Instructional design: Principles and applications (pp.261-310). Englewood Cliffs, NJ: Educational Technology Publications.
Cunningsworth, A. (1984). Evaluating and Selecting EFL Materials. Oxford: Heinemann.
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
Garinger, D. (2001). Textbook evaluation. Download, 8/19/2004 [on-line]. Available: http://www.teflweb-j.org/v1n1/garinger.html
Grant, N. (1987). Making the most of your textbook. New York: Longman.
Hutchinson, T. and Eunice T. (1994). The textbook as agent of change. ELT Journal, 48 (4), 315-328.
Jolly, D. and R. Bolitho (1998). A framework for material writing. In B. Tomlinson. (Ed.), Material development in language teaching (pp.90-115). Cambridge: Cambridge University Press.
Laime, J.M. (1999). Making the textbook more communicative. Download, 7/22/2004 [on-line]. Available: http:www.aitech.ac.jp/~itesl/Articles/Laime-Textbooks.html
Macian, J. L. (1986). An analysis of state adopted foreign language textbook used in first and third year high school Spanish classes. Foreign Language Annals, 19(2), 103-118.
McDonough, J., & Shaw, C. (1993). Materials and methods in ELT: A teacher’s guide. London: Blackwell.
Richards, J. C. (2001). The role of textbooks in a language program. Download, 10/09/2004 [on-line]. Available: http://www.cambridge.org.br/articles/articles_21.htm
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Shavelson R., & P. Stern (1981). Research on teachers’ pedagogical thoughts, judgments, decision, and behavior. Review of Educational Research 51: 455-498.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.
Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.432-453). Boston: Heinle and Heinle.
Tomlinson, B. (2002). Materials development. In Carter, R., and Nunan, D. (Ed.), The Cambridge guide to teaching English to speakers of other languages (pp.66-71). Cambridge: Cambridge University Press.
Tucker, C. Allen (1975). Evaluating beginning textbooks. English Teaching Forum, 13 (3), 355-361.
Williams D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37 (3), 251-255.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Wright, T. (1990). Reviews on ELT textbooks and materials: problems in evaluation and development. ELT Journal, 44 (4), 343-346.
王家貞 (民93年)。台南市幼教英語教師對學前英語教科書的看法與使用現況。高雄師範大學英語學系研究所碩士論文。
李宗月 (民88年)。教材選擇的不二法門。敦煌英語教學雜誌。第21期: 21-23頁。
李筱晴 (民92年)。國中英語教科書之預測性評估,使用,及回顧性評估: 台北地區個案。台灣師範大學英語學系研究所碩士論文。
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馬玲玲 (民91年)。現行台灣國小英語教科書評估：以九年一貫英語教科書為例。輔仁大學語言學研究所碩士論文。
吳思葶 (民91年)。現行國中英語教科書之評估。政治大學語言學研究所碩士論文。
曾俊傑 (民92年)。挑選英文教材：原則與評鑑。敦煌英語教學雜誌。[on-line]. Available: http://cet.cavesbooks.com.tw/htm/m0120150.htm
施玉惠（民89）。國小英語教材之評審─資格審 VS 選用審。《第十七屆中華民國英語文教學研討會論文集》。臺北：文鶴。
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陳貞廷（民91）。現行大台北地區高中英語教科書之選用。台灣師範大學英語學系研究所碩士論文。
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描述 碩士
國立政治大學
語言學研究所
915550011
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0915550011
資料類型 thesis
dc.contributor.advisor 林伯英zh_TW
dc.contributor.advisor Lin,Bo-yingen_US
dc.contributor.author (Authors) 柯宗明zh_TW
dc.contributor.author (Authors) Ko,Tsung-mingen_US
dc.creator (作者) 柯宗明zh_TW
dc.creator (作者) Ko,Tsung-mingen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:27:44 (UTC+8)-
dc.date.available 17-Sep-2009 16:27:44 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:27:44 (UTC+8)-
dc.identifier (Other Identifiers) G0915550011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33391-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 915550011zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。
本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下：
1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。
2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。
3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。
4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。
整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。		zh_TW
dc.description.abstract (摘要) The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers.
The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research.
Based on the findings of the present study, four crucial points were concluded as suggested.
1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers.
2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more.
3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price.
4. However, no significant differences were found between senior teachers and young teachers.
Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.		en_US
dc.description.tableofcontents Chapter I 1
INTRODUCTION 1
1.1 Background of the Study 1
1.2 Motivation of the Study 4
1.3 Purpose and Research Questions of the Study 6
1.4 Significance of the Study 7
1.5 Organization of the Study 9
Chapter II 10
LITERATURE REVIEW 10
2.1 Roles of the Textbook in General 10
2.1.1 Roles of Textbook in Taiwan 12
2.1.2 The Possible Disadvantages of Using Textbooks 13
2.2 Internal Factors vs. External Factors 15
2.3 Internal Factors for Textbook Selection 16
2.3.1 Models of Checklists 17
2.3.2 Rationales and Scoring Systems of the Checklist Models 23
2.4 External Factors for Textbook Selection 25
2.5 Textbook Compilation 29
Chapter III 35
METHODOLOGY 35
3.1 Subject Selection 35
3.2 Instruments 38
3.2.1 Design of the Questionnaire 38
3.2.2 Design of the Interview 40
3.3 Data Analysis 43
Chapter IV 44
RESULTS 44
4.1 Questionnaire for the Teachers 44
4.1.1 Personal Background Information 45
4.1.2 External Factors 46
4.1.3 Internal Factors 50
4.1.4 Others 54
4.2 Interview with the Teachers 56
4.3 Interview with the Textbook Compilers 66
Chapter V 74
DISCUSSION AND CONCLUSION 74
5.1 Discussion of the Findings 74
5.2 Recommendations of the Research 94
5.3 Limitations and Suggestions for Future Studies 96
5.4 Conclusion 98
References 100
APPENDIX A 104
APPENDIX B 108
APPENDIX C 109
APPENDIX D 111
APPENDIX E 112
APPENDIX F 114
APPENDIX G 116
APPENDIX H 118
APPENDIX I 120
APPENDIX J 124
APPENDIX K 128
APPENDIX L 132
APPENDIX M 134
APPENDIX N 135		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0915550011en_US
dc.subject (關鍵詞) 英文教科書zh_TW
dc.subject (關鍵詞) 教材選擇zh_TW
dc.subject (關鍵詞) 內在因素zh_TW
dc.subject (關鍵詞) 外在因素zh_TW
dc.subject (關鍵詞) 公私立學校老師zh_TW
dc.subject (關鍵詞) 城鄉學校老師zh_TW
dc.subject (關鍵詞) 資深與年輕老師zh_TW
dc.subject (關鍵詞) 教科書編撰者zh_TW
dc.subject (關鍵詞) English textbooken_US
dc.subject (關鍵詞) textbook selectionen_US
dc.subject (關鍵詞) internal factorsen_US
dc.subject (關鍵詞) external factorsen_US
dc.subject (關鍵詞) public and private school teachersen_US
dc.subject (關鍵詞) urban and rural school teachersen_US
dc.subject (關鍵詞) senior and young teachersen_US
dc.subject (關鍵詞) textbook compilersen_US
dc.title (題名) A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selectionzh_TW
dc.title (題名) 大台北地區高中英文老師選擇教科書考量因素之研究zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Brown, D. J. (1995). Elements of language curriculum: A systematic approachzh_TW
dc.relation.reference (參考文獻) to program development. New York: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Byrd, P. (1995). Introduction. In Byrd, P. (Ed.), Material writers guide (pp.7-11). New York: Newbury House.zh_TW
dc.relation.reference (參考文獻) Carey, J., and L. Briggs. (1977). Team as designers. In Briggs L. (Ed.), Instructional design: Principles and applications (pp.261-310). Englewood Cliffs, NJ: Educational Technology Publications.zh_TW
dc.relation.reference (參考文獻) Cunningsworth, A. (1984). Evaluating and Selecting EFL Materials. Oxford: Heinemann.zh_TW
dc.relation.reference (參考文獻) Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.zh_TW
dc.relation.reference (參考文獻) Garinger, D. (2001). Textbook evaluation. Download, 8/19/2004 [on-line]. Available: http://www.teflweb-j.org/v1n1/garinger.htmlzh_TW
dc.relation.reference (參考文獻) Grant, N. (1987). Making the most of your textbook. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Hutchinson, T. and Eunice T. (1994). The textbook as agent of change. ELT Journal, 48 (4), 315-328.zh_TW
dc.relation.reference (參考文獻) Jolly, D. and R. Bolitho (1998). A framework for material writing. In B. Tomlinson. (Ed.), Material development in language teaching (pp.90-115). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Laime, J.M. (1999). Making the textbook more communicative. Download, 7/22/2004 [on-line]. Available: http:www.aitech.ac.jp/~itesl/Articles/Laime-Textbooks.htmlzh_TW
dc.relation.reference (參考文獻) Macian, J. L. (1986). An analysis of state adopted foreign language textbook used in first and third year high school Spanish classes. Foreign Language Annals, 19(2), 103-118.zh_TW
dc.relation.reference (參考文獻) McDonough, J., & Shaw, C. (1993). Materials and methods in ELT: A teacher’s guide. London: Blackwell.zh_TW
dc.relation.reference (參考文獻) Richards, J. C. (2001). The role of textbooks in a language program. Download, 10/09/2004 [on-line]. Available: http://www.cambridge.org.br/articles/articles_21.htmzh_TW
dc.relation.reference (參考文獻) Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Shavelson R., & P. Stern (1981). Research on teachers’ pedagogical thoughts, judgments, decision, and behavior. Review of Educational Research 51: 455-498.zh_TW
dc.relation.reference (參考文獻) Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.zh_TW
dc.relation.reference (參考文獻) Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.432-453). Boston: Heinle and Heinle.zh_TW
dc.relation.reference (參考文獻) Tomlinson, B. (2002). Materials development. In Carter, R., and Nunan, D. (Ed.), The Cambridge guide to teaching English to speakers of other languages (pp.66-71). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Tucker, C. Allen (1975). Evaluating beginning textbooks. English Teaching Forum, 13 (3), 355-361.zh_TW
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