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題名 中、外籍英語教師的信念及其對實踐影響：新竹市國民小學協同教學個案
Native and Non-Native English Speaking Teacher`s Beliefs and their influences on Practices: A Case Study of Elementary Collaborative Teaching Teachers in Hsin Chu City
作者 王藝樺
Wang,Yi-Hua
貢獻者 葉潔宇
Yeh,Chieh- Yue
王藝樺
Wang,Yi-Hua
關鍵詞 外籍教師
中籍教師
教師信念
教師教室行為
協同教學
Native English Speaking Teachers
Non-Native English Speaking Teachers
Teachers` beliefs
Teachers` practices
Team Teaching
日期 2006
上傳時間 17-Sep-2009 16:18:47 (UTC+8)
摘要 本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。
本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。
本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。
The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices.
This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching.
Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.
參考文獻 Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first grade reading groups. The Elementary School Journal, 79, 193-222.
Arva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.
Bailey, K.M., Dale, T., & Squire, B. (1992). Some reflections on collaborative language teaching. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 162-178). Cambridge: Cambridge University Press.
Barratt, L., & Kontra, H. (Ed.). (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9 (3), 19-22.
Borg, M. (2001). Key concepts: Teachers` beliefs. ELT Journal, 55(2), 186-188.
Borg, S. (2003). Review article: teacher cognition in language teaching: a review of research on what language teachers think, know, believe, do. Language Teaching , 36, 81-109.
Buckley, F.J. (1999). Team teaching: what, why, and how? California: Sage Publications.
Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
Clark , C.M., & Peterson, P.L. (1986). Teachers` thought processes. In M.C. Wittrock (Ed), Handbook of research on teaching. (3rd ed., pp. 255–296) New York: Macmillan Publishing Co.
Cunningham, L.L (1960). Team teaching: Where do we stand? Administrator’s Notebook, 8, 1-4.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47 - 64.
Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle & Heinle.
Graden, E.C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs a bout students. Foreign Language Annals, 29(3), 387-398.
Horwitz, E. (1987). Surveying students beliefs about language learning, in Anita Wenden and Joan Rubin, Learner Strategies in Language learning, 127-8.
Inoi, S. (1998). A comparison of Japanese English teachers’ beliefs and native English teachers’ beliefs about the good language learner. Bulletin of the Faculty of Humanities, 9, 67-75. Ohu University.
Inoi, S. (1999). A comparison of Japanese English teachers’ beliefs and native English teachers’ beliefs about language learning. Teacher Belief, Teacher Action: Connecting Research and the Classroom. Proceedings of the JALT International Conference on Language Teaching and Learning and Educational Materials Expo, 59-63.
Kachru, B.B. (1985). Standards, codification, and sociolinguistic realism: The English language in the Outer Circle. In English in the world: Teaching and learning the language and literatures, ed. R. Quirk and H. G. Widdowson, 11–30. Cambridge: Cambridge University Press.
Kagan, D.M (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kramsch, C. (1998). The privilege of the intercultural speaker. In Byram, M. & Fleming, M. (Eds.), Language Learning in Intercultural Perspective, (pp.16-31), Cambridge: Cambridge University Press.
Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
Johnson, K. (1999). Understanding language teaching: reasoning in action. Canada: Heinle & Heinle.
Lan, Rae. (2007). Co-teaching models and factors affecting co-teaching in HCESEP. The second Hsinchu city’s elementary schools English collaborative teaching conference.
Lawton, M. (1999). Co-Teaching: Are Two Heads Better Than One in an Inclusion 　　
Classroom? Retrieved June 20th from http://www.edletter.org/past/issues/ 1999-macoteaching.shtml
Lortie, D. (1975). Schoolteacher: A sociologist study. Chicago: University of Chicago Press.
Luo, W.H. (2004). Collaboration between Taiwanese and Foreign English Teachers in Taiwanese Elementary Schools. NSC Report No. NSC93-2411-H-134-006. National Hsin Chu University of Education.
Maum, R. (2003). A comparison of native- and nonnative-English-speaking teachers’ beliefs about teaching English as a second language to adult English language learners. Unpublished doctoral dissertation, University of Louisville, Louisville, KY.
Medgyes, P. (2001). When the teacher is a non-native speaker. In M. Celce-Murcia (Ed.). Teaching English as a second or foreign language (pp. 429-442). Boston, MA: Heinle & Heinle.
Oxford, R (2007). Secrets of co-teaching: Vygotsky and Beyond. The second Hsinchu city’s elementary schools English collaborative teaching conference.
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.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. F. (1992). Teachers` beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, Vol. 62, No. 3, 307-332.
Power, C. (2006). Not the Queen’s English. http://www.msnbc.msn.com/id/7038031/ site/newsweek/ Retrieved from web on June 10th, 2006.
Reeves, T. & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s self-image: An international survey. System, 22, 353-367.
Richards, J.C., & Lockhart, C. (2005). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula (Ed), Handbook of research on teacher education (pp. 102-119). New York: Macmillan publishing company.
Shannon, N. & Meath-Lang, B. (1992). Collaborative language teaching: a co-investigation. In Nunan, D. (ed.) Collaborative Language Learning and Teaching (pp. 120-140). Cambridge: Cambridge University Press.
Shavelson, R., & Stern, P. (1981). Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behaviour. Review of Educational Research,51, 455-498.
Stern, P.H. (1992). The trouble with foreign teachers of English in Japan. Journal
　　　of Career Planning & Employment, 52 (3), 53-56.
Tsai, J.M. (2007). Waltz together or trip each other up? An investigation on team
teachers’ interactions and relation ships. The second Hsinchu city’s elementary schools English collaborative teaching conference.
Tsui, A.B.M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.
Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press.
Yin, R. K. (1994). Case Study Research: Design and Methods. Second Edition, Beverly Hills, CA, Sage Publications.
Chinese Reference
Chen, C.H. (陳菁徽) (2003). Teaching Behavior Differences between Native and Non-native English Teacher In Early Childhood Education. Unpublished master’s thesis. Providence University.
Chen, S.L. (陳秀玲) (2004). A Study of Junior High School EFL Teachers’ Beliefs and Classroom Practices in Vocabulary Instruction. Unpublished master’s thesis. National Chang Hua University of Education.
Chang, L.Y. (張麗玉) (2001). Communicative Language Teaching: Senior High School English Teachers` Beliefs and Practices. Unpublished master’s thesis. Tamkang University.
Chou, M.Y. (周美瑜) (2005). The Study of English Team-Teaching at Elementary Schools in Hsin Chu City. Unpublished master’s thesis. National Taipei Teachers College.
Hsieh, C.M. (謝菁梅) (2004). A Study of Junior High School English Teachers` Beliefs and Practices in Grammar Instruction. Unpublished master’s thesis. National Chang Hua University of Education.
Hsu, J.Y. (許佳裕) (2004). A Study of Senior High School English Teachers’ Practices and Beliefs about Writing Instruction. Unpublished master’s thesis. National Sun Yat Sun University.
Lin, H.Y. (林欣穎) (2004). Teacher Talk of Native and Non-native English Teachers in EFL Classrooms Unpublished master’s thesis. Ming Chuan University.
Lin, Y.C. (林怡瑾) (2002). Research of non-English speaking teachers in Hsin Chy city elementary schools [外籍教師擔任新竹市國小英語教學之研究] Unpublished master’s thesis. National Hsin Chu University of Education.
Ting, W.C. (丁文棋) (2000) Survey Research of Native speaker English Teacher Teaching Practices: Case Study of Secondary High Schools in Kao Hsiung City [外籍教師之英語教學現況調查研究-以高雄市國民中學英語教學為例] National KaoHsiung Normal University.
Tsai, C.Y. (蔡靜宜) (2002) An observation of English Education through the Phenomenon of the Superior of English Foreign Teacher. Unpublished master’s thesis. Nan Hua University.
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描述 碩士
國立政治大學
英國語文學研究所
94551019
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094551019
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh,Chieh- Yueen_US
dc.contributor.author (Authors) 王藝樺zh_TW
dc.contributor.author (Authors) Wang,Yi-Huaen_US
dc.creator (作者) 王藝樺zh_TW
dc.creator (作者) Wang,Yi-Huaen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 16:18:47 (UTC+8)-
dc.date.available 17-Sep-2009 16:18:47 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:18:47 (UTC+8)-
dc.identifier (Other Identifiers) G0094551019en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33337-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 94551019zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。
本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。
本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices.
This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching.
Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.		en_US
dc.description.tableofcontents TABLE OF CONTENT
ACKNOWLEDGEMENT i
CHINESE ABSTRACT ii
ABSTRACT iii
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Research 1
1.2 Significance of the Study 1
1.3 Definition of Terms 2
1.4 Research Questions 2
CHAPTER TWO LITERATURE REVIEW 4
2.1 Native and Non-Native English Speaking Teachers 4
2.1.1 Empirical Studies on Native and Non-Native Teachers 4
2.1.2 Strengths and Weaknesses of Each Cohort 6
2.2 Team Teaching 8
2.2.1 Nature of Team Teaching 8
2.2.2 Team Teaching in Japan and Korea 9
2.2.3 Team Teaching in Taiwan 10
2.3 Teachers’ Beliefs 12
2.3.1 Definition and Characteristics of Beliefs 12
2.3.2 Sources of Teachers’ beliefs 14
2.3.3 Function of Teachers’ Beliefs 15
2.3.4 Studies on NEST and Non-NEST Beliefs 17
2.3.5 Influence of Teachers’ Beliefs on Practices 18
2.3.6 Studies on Teachers’ Beliefs and Practices 19
2.4 Conclusion 21
CHAPTER THREE RESEARCH METHODS 22
3.1 Instruments 22
3.1.1 Classroom Observations 22
3.1.2 Semi-Structured Interviews 23
3.1.3 Beliefs Inventories 23
3.1.4 Document Collection 24
3.2 Participants and Teaching Context 25
3.2.1 Criteria of Choosing the Participants 25
3.2.2 NEST’s Background 26
3.2.3 Non-NEST’s Background 28
3.2.4 School Background 30
3.3 Procedure 30
3.3.1 Classroom Observations 30
3.3.2 Interviews 32
3.3.3 Beliefs Inventories 34
3.3.4 Document Collection 35
3.4 Data Analysis 35
CHAPTER FOUR RESULTS AND FINDINGS 37
4.1 Beliefs about the Advantages and Disadvantages of Being NESTs and non-NESTs 37
4.1.1 The Advantages of Being a NEST 37
4.1.2 The Disadvantages of Being a NEST 38
4.1.3 The Advantages of Being a Non-NEST 40
4.1.4 The Disadvantages of Being a Non-NEST 40
4.1.5 Overcoming Their Own Disadvantages 40
4.1.6 Summary of Beliefs about Native and Non-Native Issues 41
4.2 Beliefs about Team Teaching 42
4.2.1 Background information 42
4.2.2 Definition and Purpose of Team Teaching 42
4.2.3 Teachers’ Roles 43
4.2.4 Team Teaching Procedure 49
4.2.5 Out of Class Interaction 50
4.2.6 Advantages of Team Teaching 51
4.2.7 Disadvantages and Problems of Team Teaching 52
4.2.8 Experienced Teaching Models 55
4.2.9 Successful Team Teaching Components 56
4.2.10 Training Courses and Advices 59
4.2.11 Improving Own Team Teaching 60
4.2.12 Summary on Beliefs about Team Teaching 61
4.3 Beliefs about the English Language 63
4.3.1 Importance of English 63
4.3.2 The Most Important Aspects of the English Language 64
4.3.3 The Most Difficult aspects of Teaching English 68
4.3.4 Cultural Aspects of English 68
4.3.5 Summary on Beliefs about English language 69
4.4 Beliefs about Language Learning and Learners 72
4.4.1 Best Ways to Learn a Foreign Language 72
4.4.2 Homeroom Teachers as a Learning Influence 75
4.4.3 Student Aptitude and Proficiency 76
4.4.4 Common Problems Encountered by Students 78
4.4.5 Expectations of Students and Lesson Goals 80
4.4.6 Summary on Beliefs about Language Learning and Learners 81
4.5 Beliefs about the Role of Sentence Structures in English Teaching 82
4.5.1 Qualities of a Good Teacher 83
4.5.2 Lesson Planning 85
4.5.3 Teaching Approaches 89
4.5.4 Importance of Sentence Structures 92
4.5.5 Sentence Structures Activities 99
4.5.6 Teaching Grammar 104
4.5.7 Assessment 106
4.5.8 Extracurricular Activities 107
4.5.9 Teaching Difficulties 108
4.5.10 Summary on Beliefs about Language Teaching with Emphasis on Sentence Structures 109
CHAPTER FIVE CONCLUSION 113
5.1 Beliefs about the Advantages and Disadvantages of Being NESTs and non-NESTs 113
5.2 Beliefs about Team Teaching 114
5.3 Beliefs about the English Language 116
5.4 Beliefs about Language Learning and Learners 117
5.5 Beliefs about the Role of Sentence Structures in English Teaching 118
5.6 Implications of This Study 118
5.7 Limitation of This Study 121
5.8 Recommendations for Future Studies 121
5.9 Conclusion 122
REFERENCES 124
APPENDICES 131
Appendix 01: Johnson, K. (1992) Beliefs Inventory: Approaches to ESL instruction 131
Appendix 02: Horwitz’s (1987) Beliefs Inventory about Language Learning 132
Appendix 03: Interview Questions 134
Appendix 04: Syllabus 141
Appendix 05: A Sample of NEST’s Lesson Plan 142
Appendix 06: Classroom Handouts 143
Appendix 07: A Sample of English Exam (First page) 144
Appendix 08: A Sample of NESTs Training Notes 145
Appendix 09: Excerpts of Interview Transcription 146
Appendix 10: A Sample of Classroom Observations 148		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094551019en_US
dc.subject (關鍵詞) 外籍教師zh_TW
dc.subject (關鍵詞) 中籍教師zh_TW
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 教師教室行為zh_TW
dc.subject (關鍵詞) 協同教學zh_TW
dc.subject (關鍵詞) Native English Speaking Teachersen_US
dc.subject (關鍵詞) Non-Native English Speaking Teachersen_US
dc.subject (關鍵詞) Teachers` beliefsen_US
dc.subject (關鍵詞) Teachers` practicesen_US
dc.subject (關鍵詞) Team Teachingen_US
dc.title (題名) 中、外籍英語教師的信念及其對實踐影響：新竹市國民小學協同教學個案zh_TW
dc.title (題名) Native and Non-Native English Speaking Teacher`s Beliefs and their influences on Practices: A Case Study of Elementary Collaborative Teaching Teachers in Hsin Chu Cityen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first grade reading groups. The Elementary School Journal, 79, 193-222.zh_TW
dc.relation.reference (參考文獻) Arva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355-372.zh_TW
dc.relation.reference (參考文獻) Bailey, K.M., Dale, T., & Squire, B. (1992). Some reflections on collaborative language teaching. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 162-178). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Barratt, L., & Kontra, H. (Ed.). (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9 (3), 19-22.zh_TW
dc.relation.reference (參考文獻) Borg, M. (2001). Key concepts: Teachers` beliefs. ELT Journal, 55(2), 186-188.zh_TW
dc.relation.reference (參考文獻) Borg, S. (2003). Review article: teacher cognition in language teaching: a review of research on what language teachers think, know, believe, do. Language Teaching , 36, 81-109.zh_TW
dc.relation.reference (參考文獻) Buckley, F.J. (1999). Team teaching: what, why, and how? California: Sage Publications.zh_TW
dc.relation.reference (參考文獻) Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.zh_TW
dc.relation.reference (參考文獻) Clark , C.M., & Peterson, P.L. (1986). Teachers` thought processes. In M.C. Wittrock (Ed), Handbook of research on teaching. (3rd ed., pp. 255–296) New York: Macmillan Publishing Co.zh_TW
dc.relation.reference (參考文獻) Cunningham, L.L (1960). Team teaching: Where do we stand? Administrator’s Notebook, 8, 1-4.zh_TW
dc.relation.reference (參考文獻) Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47 - 64.zh_TW
dc.relation.reference (參考文獻) Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Graden, E.C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs a bout students. Foreign Language Annals, 29(3), 387-398.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. (1987). Surveying students beliefs about language learning, in Anita Wenden and Joan Rubin, Learner Strategies in Language learning, 127-8.zh_TW
dc.relation.reference (參考文獻) Inoi, S. (1998). A comparison of Japanese English teachers’ beliefs and native English teachers’ beliefs about the good language learner. Bulletin of the Faculty of Humanities, 9, 67-75. Ohu University.zh_TW
dc.relation.reference (參考文獻) Inoi, S. (1999). A comparison of Japanese English teachers’ beliefs and native English teachers’ beliefs about language learning. Teacher Belief, Teacher Action: Connecting Research and the Classroom. Proceedings of the JALT International Conference on Language Teaching and Learning and Educational Materials Expo, 59-63.zh_TW
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