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題名 現行國中英語教科書之評估
An Evaluation of the Current Set of Junior High School English Textbooks
作者 吳思葶
Wu, Si Ting
貢獻者 林伯英
Lin, Bo Ying
吳思葶
Wu, Si Ting
關鍵詞 現行國中英語教科書
評估
問卷調查
the current set of JHS English textbooks
evaluation
questionnaire
日期 2002
上傳時間 9-May-2016 16:10:31 (UTC+8)
摘要 　　本研究旨在藉由問卷調查，探討未來國中英語教科書編寫指引，並回答以下三個具體研究問題： (1)調查國中英語教師對於現行英語教科書之意見，是否符合現行國中英語教科書的編寫原則，並且進一步瞭解(2)在主題、份量、難易度方面，有何意見，以及(3)提供一套未來國中英語教科書適用之編寫指引。研究發現如下：(1)現行國中英語教科書包含溝通式教學法的一些原則，但並非所有的原則；(2)現行國中英語教科書符合部分英語教科書編寫通則，但需要再加強；(3)主題方面，例如日常生活、節慶、電腦受教師們喜愛；(4)現行國中英語教科書之份量與難易度一般而言適中，但份量和難易度並未均衡分佈於各冊；以及(5)未來國中英語教科書教師最愛之六項主題與六項活動。
　　This study aims to find some relevant writing guidelines for future junior high school (hereafter JHS) English textbooks by conducting a questionnaire survey. Specifically, the study aims to do the following: (1) to find if the current set of JHS English textbooks has observed closely the guidelines, and (2) to understand teachers’ opinions about the current textbooks on themes, loading, and difficulty, and (3) to provide a set of alternative guidelines for future JHS English textbook writing. And the major findings include the following: (1) the current JHS English textbooks follow some principles of CLT, but do not include all of them; (2) the current JHS English textbooks meet some of the general principles for English textbook writing, but they need to be improved; (3) themes such as daily life, festival, and computer are appreciated by the JHS English teachers; (4) the degree of loading and difficulty of the current JHS English textbooks are moderate in general; however, the loading and difficulty in each volume are not evenly distributed; and (5) the six favorite themes and activities chosen by most teachers have to be covered in future JHS English textbooks.
參考文獻 REFERENCES
     Akyel and Yalden E. 1991. “Principles Involved in Writing An ESP Textbook for Turkish Policemen.” ERIC Document Reproduction Service No. Ed. 397 631.
     Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. The Association for Supervision and Curriculum Development.
     Becker, Deborah. April 12, 2000. The handout of “Multiple Intelligences Theory and Language Teaching” USIA English Teaching Fellow: n.p.
     Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman, Inc.
     Celce-Murcia M. 1991. “Language Teaching Approaches: An Overview.” In Teaching English As a Second or Foreign Language. Ed. Marianne Celce-Murcia. Boston: Heinle & Heinle Publishers.
     Chamot, A.U. 1987. “The learning strategies of ESL students.” In Learner Strategies in Language Learning. Ed. A. Wenden and J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Chamot. A. U., & L. Kupper. 1989. “Learning strategies in foreign language instruction.” Foreign language Annals 22(1): 13-24.
     Chastain, Kenneth. 1988. Developing Second-Language Skills: Theory and Practice. Harcourt Brace Jovanovich.
     Finocchiaro, Mary and Christopher Brumfit. 1983. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press.
     Gardner, Howard. 1985. The Mind``s New Science : A History of the Cognitive. New York : BasicBooks.
     ---. 1993. Frames of Mind : the Theory of Multiple Intelligences. New York: Basic Books.
     ---. 1997. Extraordinary Minds: Portraits of Exceptional Individuals and an Examination of Our Extraordinariness. New York: Basic Books.
     Gini, Carol Sisco. 2000. “Whole Language─Integrating the skills with young learners.” The Conference on the Training of Elementary School EFL Teachers.
     Gulick, R.M. 1979. Decision analysis as a learning strategy. In Strategies in Interlanguage Communication. Ed. Jr. H.F. O’Neil. London: Longman.
     Hadley, A. O. 1993. Teaching Language in Context, 2nd Ed. MA: Heinle & Heinle Publishers.
     Harste, Jerome C. 1989. “Commentary: The future of Whole Language.” The Elementary School Journal. Volume 90, Number 2: 243-250.
     Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford: Oxford University Press.
     Hsu, Pei-zhen. 1984. A Comparison of Language Learning Activities: Two Sets of Junior High School Textbooks. M. A. thesis. National Taiwan Normal University.
     Huang, Ru-ling. 1999. An Evaluation of the New Version of Junior High School EFL Teaching Materials Based on the Communicative Theory Model. M. A. Thesis. National Kaohsiung Normal University.
     Hughes, Sandra M. 1993. “The Impact of Whole Language of four elementary school libraries.” Language Arts 70, September.
     Johns, A. M. 1985. “Some Principles of Materials Design of the World Around Us.” TESOL Newsletter 19:1,7.
     Johnson, Keith& Keith Morrow, eds. 1981. Communication in the Classroom. Essexaaa; Longman.
     Koh, L. 1992. “From Base to Action: Bridging the Gap Between Language and Communication Textbooks and the Professional World.” ERIC Document Reproduction Service No. Ed 349 805.
     Krashen, Stephen D. 1985. The Input Hypothesis : Issues and Implications. London; New York: Longman.
     Larsen-Freeman, C. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press.
     Littlewood, William. 1981. Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
     Lu, Chi-ta. 1996. “Insights Into Sexes and Language Proficiency in Language Learning Strategy for Chinese Students of English Majors.” M. A. Thesis. National Kaohsiung Normal University.
     Naiman, N., M. Frohlich, H. H. Stern, & A. Todesco. 1978. The good language learner. Research in Education Series 7. Toronto: Ontario Institute for Studies in Education.
     Nisbet, J. & J. Shucksmith. 1986. Learning Strategies. NY: Routledge.
     Nunan, David. 1991. Language Teaching Methodology: A Textbook for Teachers. Prentice Hall.
     O’Malley, J. M. & A. U. Chamot. 1990. Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.
     O’Malley, J.M, & A. U. Chamot. Stewner-Manzanares, G., Kupper, Lisa., & Russo, R.P. 1985. “Learning Strategies Used by Beginning and Intermediate ESL Students.” Language Learning 35(1): 21-46.
     Oxford, R. L. & D. Crookall. 1989. “Research on Language Learning Strategies: Methods, Findings, and Instructional Issues.” The Modern Language Journal 73(4): 404-419.
     Oxford, R. L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
     Pauston, Christina Bratt., and Bruder, Mary Newton. 1976. Teaching English as a Second Language: Techniques and Procedures. Cambridge, Mass: Winthrop Publisher.
     Richards, Jack C. 1998. Longman Dictionary of Language Teaching and Applied Linguistics. Hong Kong: Addison Wesley Longman China Limited.
     Richards, J.C. and T. S. Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge University Press.
     Richards, J.C. and T. S. Rodgers. 1987. “Method: Approach, Design and Procedure.” In Methodology in TESOL: A Book of Readings. Ed. M. H. Long & J. C. Richards. Boston: Heinle & Heinle Publishers.
     Rigney, J.W. 1978. Learning strategies: A Theoretical perspective. In Learning Strategies. Ed. Jr. H. F. O’Neil. New York. Academic Press.
     Robertson, A. S. 1971. “Curriculum Building.” In International Encyclopedia of Education. Ed. Deighton. New York: MacMillan.
     Rubin, J. 1981. “The Study of Cognitive Process in Second Language Learning.” Applied Linguistics 11(2): 117-131.
     ---. 1987. Learner strategies: Theoretical assumptions, research history and typology. In Learner Strategies in Language Learning. Ed. A. Wenden & J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Shih, Yu-hue. A handout of “Textbook Selection and Evaluation. National Normal University: n.p., n.d.
     Su, Shun-fa. 2001. “A Survey Study of Instructional Innovation─Focusing on English Teaching in Junior High Schools” English Teaching & Learning. 26.1(July 2001):28-48.
     Wenden, A. 1987. How to be a successful language learner: Insight and prescriptions form L2 learners. In Learner Strategies in Language Learning. Ed. A. Wenden and J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Wenden A & Rubin J. 1987. Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
     Yalden, J. 1987. The Communicative Syllabus. New York, NY: Prentice-Hall.
     中文參考書目：
     教育部(MOE)。 1994。 國民中學課程標準總綱：國民中學英語課程標準。
     ---。 2001a。 國民中小學九年一貫課程暫行綱要：語文學習領域。
     ---。 2001b。國民中小學九年一貫課程暫行綱要：六大議題。
     國立編譯館。 1997。 國民中學英語(1-5冊)。
描述 碩士
國立政治大學
語言學研究所
88555005
資料來源 http://thesis.lib.nccu.edu.tw/record/#A2010000156
資料類型 thesis
dc.contributor.advisor 林伯英zh_TW
dc.contributor.advisor Lin, Bo Yingen_US
dc.contributor.author (Authors) 吳思葶zh_TW
dc.contributor.author (Authors) Wu, Si Tingen_US
dc.creator (作者) 吳思葶zh_TW
dc.creator (作者) Wu, Si Tingen_US
dc.date (日期) 2002en_US
dc.date.accessioned 9-May-2016 16:10:31 (UTC+8)-
dc.date.available 9-May-2016 16:10:31 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 16:10:31 (UTC+8)-
dc.identifier (Other Identifiers) A2010000156en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95396-
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) 88555005zh_TW
dc.description.abstract (摘要) 　　本研究旨在藉由問卷調查，探討未來國中英語教科書編寫指引，並回答以下三個具體研究問題： (1)調查國中英語教師對於現行英語教科書之意見，是否符合現行國中英語教科書的編寫原則，並且進一步瞭解(2)在主題、份量、難易度方面，有何意見，以及(3)提供一套未來國中英語教科書適用之編寫指引。研究發現如下：(1)現行國中英語教科書包含溝通式教學法的一些原則，但並非所有的原則；(2)現行國中英語教科書符合部分英語教科書編寫通則，但需要再加強；(3)主題方面，例如日常生活、節慶、電腦受教師們喜愛；(4)現行國中英語教科書之份量與難易度一般而言適中，但份量和難易度並未均衡分佈於各冊；以及(5)未來國中英語教科書教師最愛之六項主題與六項活動。zh_TW
dc.description.abstract (摘要) 　　This study aims to find some relevant writing guidelines for future junior high school (hereafter JHS) English textbooks by conducting a questionnaire survey. Specifically, the study aims to do the following: (1) to find if the current set of JHS English textbooks has observed closely the guidelines, and (2) to understand teachers’ opinions about the current textbooks on themes, loading, and difficulty, and (3) to provide a set of alternative guidelines for future JHS English textbook writing. And the major findings include the following: (1) the current JHS English textbooks follow some principles of CLT, but do not include all of them; (2) the current JHS English textbooks meet some of the general principles for English textbook writing, but they need to be improved; (3) themes such as daily life, festival, and computer are appreciated by the JHS English teachers; (4) the degree of loading and difficulty of the current JHS English textbooks are moderate in general; however, the loading and difficulty in each volume are not evenly distributed; and (5) the six favorite themes and activities chosen by most teachers have to be covered in future JHS English textbooks.en_US
dc.description.tableofcontents AKNOWLEDGEMENTS-----iv
     TABLE OF CONTENTS-----vi
     LIST OF TABLES AND FIGURES-----viii
     CHINESE ABSTRACT-----ix
     ENGLISH ABSTRACT-----x
     CHAPTER
     I.INTRODUCTION-----1
     　　1.1 Introduction: Background and Motivation-----1
     　　1.2 Research Questions-----4
     　　1.3 Significance of the Study-----4
     II. LITERATURE REVIEW-----7
     　　2.1. Introduction-----7
     　　2.2 The 9-Year Integrated Curriculum and the English Syllabus-----7
     　　　2.2.1 The 9-Year Integrated Curriculum-----9
     　　　2.2.2 The English Syllabus in 9-Year Integrated Curriculum-----10
     　　　2.2.3 Textbook Writing Principles According to the New English Syllabus-----10
     　　2.3 Theoretical Issues-----13
     　　　2.3.1 The Communicative Language Teaching-----13
     　　　2.3.2 Multiple Intelligences Theory-----19
     　　　2.3.3 The Whole Language Education-----22
     　　　2.3.4 Language Learning Strategy-----23
     　　2.4 Studies on Textbooks Evaluation-----24
     　　　2.4.1 Huang`s Thesis (1999)-----25
     　　　2.4.2 Hsu`s Thesis (2001)-----26
     　　　2.4.3 Su`s Research Paper (2001)-----27
     　　　2.4.4 Comparison-----28
     III. METHODS AND PROCEDURES-----25
     　　3.1. Introduction-----31
     　　3.2 Procedures-----31
     　　　3.2.1 The Design of the Questionnaire-----32
     　　　3.2.2 The Distribution of the Questionnaire to JHS Teachers-----34
     　　　3.2.3 The Collection of the Questionnaire-----36
     　　　3.2.4 Analyzing the Data in the Questionnaires-----36
     IV. THE RESULTS OF QUESTIONNARIE SURVEY AND DISCUSSION-----37
     　　4.1 Introduction-----37
     　　4.2 Results-----38
     　　4.3 Discussion-----46
     　　4.4 Conclusion-----54
     V. SUMMARY, CONLUSION AND SUGGESTIONS-----55
     　　5.1 Summary-----55
     　　5.2 Suggestions-----57
     　　5.3 Conclusion-----59
     REFERENCES-----61
     APPENDICES-----67
     
     LIST OF TABLES AND FIGURES
     Table 2.1　The Similarities and Differences Among the Three Research Works-----28
     Table 3.1　The Ideal Number of Copies Sent to the Four Different Areas in Taiwan-----35
     Table 4.1　The Percentages of Collected Questionnaires From DifferentAreas-----37
     Table 4.2　Teachers` Personal Data-----38
     Table 4.3　The Extent of the General Principles for English Textbook Writing of the Current Set of JHS English Textbooks-----39
     Table 4.4　The Valid Percent of "Moderate" for Each Loading of Items-----40
     Table 4.5　The Valid Percent of "Moderate" for Each Difficulty of Items-----41
     Table 4.6　The Extent of CLT Principles of the Current Set of JHS EnglishTextbooks-----42
     Table 4.7　Teachers` Favorite Themes in the Textbooks-----43
     Table 4.8　Teachers` Favorite Themes for Future Textbooks-----44
     Table 4.9　Teachers` Favorite Activities For Future Textbooks-----45
     Table 4.10　The Distribution of Sentence Structure in Five Volumes-----48
     Table 4.11　The Distribution of Words With Different Number of Syllables-----49
     Table 4.12　The Distribution of Cooperative Learning in the Activities in the Current JHS English Textbooks-----50
     Table 4.13　The Counting of Themes in the Current Textbooks-----52
     Figure 2.1　The Process of Curriculum Design, Syllabus Design, and TextbookWriting-----9
     Figure 2.2　Yalden`s (1987) Proportional Approach of Authentic Materials-----18
     Figure 3.1　Procedures of the Study-----32		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#A2010000156en_US
dc.subject (關鍵詞) 現行國中英語教科書zh_TW
dc.subject (關鍵詞) 評估zh_TW
dc.subject (關鍵詞) 問卷調查zh_TW
dc.subject (關鍵詞) the current set of JHS English textbooksen_US
dc.subject (關鍵詞) evaluationen_US
dc.subject (關鍵詞) questionnaireen_US
dc.title (題名) 現行國中英語教科書之評估zh_TW
dc.title (題名) An Evaluation of the Current Set of Junior High School English Textbooksen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) REFERENCES
     Akyel and Yalden E. 1991. “Principles Involved in Writing An ESP Textbook for Turkish Policemen.” ERIC Document Reproduction Service No. Ed. 397 631.
     Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. The Association for Supervision and Curriculum Development.
     Becker, Deborah. April 12, 2000. The handout of “Multiple Intelligences Theory and Language Teaching” USIA English Teaching Fellow: n.p.
     Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman, Inc.
     Celce-Murcia M. 1991. “Language Teaching Approaches: An Overview.” In Teaching English As a Second or Foreign Language. Ed. Marianne Celce-Murcia. Boston: Heinle & Heinle Publishers.
     Chamot, A.U. 1987. “The learning strategies of ESL students.” In Learner Strategies in Language Learning. Ed. A. Wenden and J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Chamot. A. U., & L. Kupper. 1989. “Learning strategies in foreign language instruction.” Foreign language Annals 22(1): 13-24.
     Chastain, Kenneth. 1988. Developing Second-Language Skills: Theory and Practice. Harcourt Brace Jovanovich.
     Finocchiaro, Mary and Christopher Brumfit. 1983. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press.
     Gardner, Howard. 1985. The Mind``s New Science : A History of the Cognitive. New York : BasicBooks.
     ---. 1993. Frames of Mind : the Theory of Multiple Intelligences. New York: Basic Books.
     ---. 1997. Extraordinary Minds: Portraits of Exceptional Individuals and an Examination of Our Extraordinariness. New York: Basic Books.
     Gini, Carol Sisco. 2000. “Whole Language─Integrating the skills with young learners.” The Conference on the Training of Elementary School EFL Teachers.
     Gulick, R.M. 1979. Decision analysis as a learning strategy. In Strategies in Interlanguage Communication. Ed. Jr. H.F. O’Neil. London: Longman.
     Hadley, A. O. 1993. Teaching Language in Context, 2nd Ed. MA: Heinle & Heinle Publishers.
     Harste, Jerome C. 1989. “Commentary: The future of Whole Language.” The Elementary School Journal. Volume 90, Number 2: 243-250.
     Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford: Oxford University Press.
     Hsu, Pei-zhen. 1984. A Comparison of Language Learning Activities: Two Sets of Junior High School Textbooks. M. A. thesis. National Taiwan Normal University.
     Huang, Ru-ling. 1999. An Evaluation of the New Version of Junior High School EFL Teaching Materials Based on the Communicative Theory Model. M. A. Thesis. National Kaohsiung Normal University.
     Hughes, Sandra M. 1993. “The Impact of Whole Language of four elementary school libraries.” Language Arts 70, September.
     Johns, A. M. 1985. “Some Principles of Materials Design of the World Around Us.” TESOL Newsletter 19:1,7.
     Johnson, Keith& Keith Morrow, eds. 1981. Communication in the Classroom. Essexaaa; Longman.
     Koh, L. 1992. “From Base to Action: Bridging the Gap Between Language and Communication Textbooks and the Professional World.” ERIC Document Reproduction Service No. Ed 349 805.
     Krashen, Stephen D. 1985. The Input Hypothesis : Issues and Implications. London; New York: Longman.
     Larsen-Freeman, C. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press.
     Littlewood, William. 1981. Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
     Lu, Chi-ta. 1996. “Insights Into Sexes and Language Proficiency in Language Learning Strategy for Chinese Students of English Majors.” M. A. Thesis. National Kaohsiung Normal University.
     Naiman, N., M. Frohlich, H. H. Stern, & A. Todesco. 1978. The good language learner. Research in Education Series 7. Toronto: Ontario Institute for Studies in Education.
     Nisbet, J. & J. Shucksmith. 1986. Learning Strategies. NY: Routledge.
     Nunan, David. 1991. Language Teaching Methodology: A Textbook for Teachers. Prentice Hall.
     O’Malley, J. M. & A. U. Chamot. 1990. Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.
     O’Malley, J.M, & A. U. Chamot. Stewner-Manzanares, G., Kupper, Lisa., & Russo, R.P. 1985. “Learning Strategies Used by Beginning and Intermediate ESL Students.” Language Learning 35(1): 21-46.
     Oxford, R. L. & D. Crookall. 1989. “Research on Language Learning Strategies: Methods, Findings, and Instructional Issues.” The Modern Language Journal 73(4): 404-419.
     Oxford, R. L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
     Pauston, Christina Bratt., and Bruder, Mary Newton. 1976. Teaching English as a Second Language: Techniques and Procedures. Cambridge, Mass: Winthrop Publisher.
     Richards, Jack C. 1998. Longman Dictionary of Language Teaching and Applied Linguistics. Hong Kong: Addison Wesley Longman China Limited.
     Richards, J.C. and T. S. Rodgers. 1986. Approaches and Methods in Language Teaching. Cambridge University Press.
     Richards, J.C. and T. S. Rodgers. 1987. “Method: Approach, Design and Procedure.” In Methodology in TESOL: A Book of Readings. Ed. M. H. Long & J. C. Richards. Boston: Heinle & Heinle Publishers.
     Rigney, J.W. 1978. Learning strategies: A Theoretical perspective. In Learning Strategies. Ed. Jr. H. F. O’Neil. New York. Academic Press.
     Robertson, A. S. 1971. “Curriculum Building.” In International Encyclopedia of Education. Ed. Deighton. New York: MacMillan.
     Rubin, J. 1981. “The Study of Cognitive Process in Second Language Learning.” Applied Linguistics 11(2): 117-131.
     ---. 1987. Learner strategies: Theoretical assumptions, research history and typology. In Learner Strategies in Language Learning. Ed. A. Wenden & J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Shih, Yu-hue. A handout of “Textbook Selection and Evaluation. National Normal University: n.p., n.d.
     Su, Shun-fa. 2001. “A Survey Study of Instructional Innovation─Focusing on English Teaching in Junior High Schools” English Teaching & Learning. 26.1(July 2001):28-48.
     Wenden, A. 1987. How to be a successful language learner: Insight and prescriptions form L2 learners. In Learner Strategies in Language Learning. Ed. A. Wenden and J. Rubin. Englewood Cliffs, NJ: Prentice-Hall.
     Wenden A & Rubin J. 1987. Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice-Hall.
     Yalden, J. 1987. The Communicative Syllabus. New York, NY: Prentice-Hall.
     中文參考書目：
     教育部(MOE)。 1994。 國民中學課程標準總綱：國民中學英語課程標準。
     ---。 2001a。 國民中小學九年一貫課程暫行綱要：語文學習領域。
     ---。 2001b。國民中小學九年一貫課程暫行綱要：六大議題。
     國立編譯館。 1997。 國民中學英語(1-5冊)。		zh_TW