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題名 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
作者 程燕鈴
Cheng, Yen Ling
貢獻者 余明忠
Yu, Ming Chung
程燕鈴
Cheng, Yen Ling
關鍵詞 教師信念
教師實踐
聽力教學
Teachers’ beliefs
Teachers’ practices
Listening instruction
日期 2017
上傳時間 10-Aug-2017 10:17:07 (UTC+8)
摘要 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。
研究結果顯示儘管總體而言教師對於聽力教學抱持正面的信念，但教師似乎不常實施聽力教學活動，特別是社會情意策略方面的聽力活動。統計結果也發現教師的信念及實踐有顯著之差異。此外，本研究顯示教師英語教學之年資、主修與參加研討會之經驗會影響教師的信念；教師的年齡、學歷、參加研討會之經驗及閱讀相關報告則會影響教師的教學實踐。本研究希冀能有助於進一步了解高中英文教師教授聽力之信念與實施情形。最後，研究者根據研究發現提出能增進台灣英語聽力教學的一些建議及未來研究可以參考的方向。
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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描述 碩士
國立政治大學
英語教學碩士在職專班
102951011
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1029510111
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 程燕鈴zh_TW
dc.contributor.author (Authors) Cheng, Yen Lingen_US
dc.creator (作者) 程燕鈴zh_TW
dc.creator (作者) Cheng, Yen Lingen_US
dc.date (日期) 2017en_US
dc.date.accessioned 10-Aug-2017 10:17:07 (UTC+8)-
dc.date.available 10-Aug-2017 10:17:07 (UTC+8)-
dc.date.issued (上傳時間) 10-Aug-2017 10:17:07 (UTC+8)-
dc.identifier (Other Identifiers) G1029510111en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111872-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 102951011zh_TW
dc.description.abstract (摘要) 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。
研究結果顯示儘管總體而言教師對於聽力教學抱持正面的信念，但教師似乎不常實施聽力教學活動，特別是社會情意策略方面的聽力活動。統計結果也發現教師的信念及實踐有顯著之差異。此外，本研究顯示教師英語教學之年資、主修與參加研討會之經驗會影響教師的信念；教師的年齡、學歷、參加研討會之經驗及閱讀相關報告則會影響教師的教學實踐。本研究希冀能有助於進一步了解高中英文教師教授聽力之信念與實施情形。最後，研究者根據研究發現提出能增進台灣英語聽力教學的一些建議及未來研究可以參考的方向。		zh_TW
dc.description.abstract (摘要) 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.		en_US
dc.description.tableofcontents Chapter 1: Introduction 1
Background and Motivation 1
Purpose of the Study 4
Chapter 2: Literature Review 5
Listening Instruction 5
Significance of Teaching Listening Strategies 5
Strategies Enhancing Listening Comprehension 6
Research on Teaching Listening Strategies 8
Teachers’ Beliefs 12
Importance of Teachers’ Beliefs 12
Studies on Teachers’ Beliefs and Practices 13
Possible Factors Influencing Teachers’ Beliefs and Practices 15
Research on Teachers’ Beliefs and Practices in Listening Instruction 17
Research Questions 17
Chapter 3: Methodology 19
Participants 19
Instrument 22
Content of the Initial Questionnaire 22
Validity and Reliability 25
Procedures 30
Data Analysis 31
Chapter 4: Results 35
Teachers’ Beliefs and Practices in Listening Instruction 35
Differences between Teachers’ Beliefs and Practices in Listening Instruction 40
Background Factors Affecting Teachers’ Beliefs and Practices in Listening Instruction 41
Factors Affecting Teachers’ Beliefs 41
Factors Affecting Teachers’ Practices 47
Chapter 5: Discussion 57
Senior High School English Teachers’ Beliefs and Practices in Listening Instruction 57
Differences between Senior High School English Teachers’ Beliefs and Practices in Listening Instruction 63
Background Factors Affecting Senior High School English Teachers’ Beliefs and Practices in Listening Instruction 67
Chapter 6: Conclusion 71
Summary of the Study 71
Limitations 72
Implications 73
Recommendations for Further Research 74
References 77
Appendix A: The Initial Questionnaire (English Version) 89
Appendix B: The Initial Questionnaire (Chinese Version) 95
Appendix C: The Questionnaire for Experts 99
Appendix D: The Pilot Questionnaire (English Version) 107
Appendix E: The Pilot Questionnaire (Chinese Version) 113
Appendix F: The Formal Questionnaire (English Version) 117
Appendix G: The Formal Questionnaire (Chinese Version) 123		zh_TW
dc.format.extent 804949 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1029510111en_US
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 教師實踐zh_TW
dc.subject (關鍵詞) 聽力教學zh_TW
dc.subject (關鍵詞) Teachers’ beliefsen_US
dc.subject (關鍵詞) Teachers’ practicesen_US
dc.subject (關鍵詞) Listening instructionen_US
dc.title (題名) 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zh_TW
dc.title (題名) Teachers’ beliefs and practices in listening instruction: a study of senior high school English teachers in Taoyuan Cityen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alghamdi, R., & Gillies, R. (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners’ outcomes when learning English as a foreign language. Asian Social Science, 9(13), 19.
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