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題名 外籍教師在台灣升學導向高中之教學信念及實踐
Teaching beliefs and instructional practices: A Case study of a native speaking english teacher in a college-bound senior high school in Taiwan
作者 黃久芳
貢獻者 崔正芳
Cynthia Tsui, Cheng Fang
黃久芳
關鍵詞 外籍教師
大學指定考試
教師信念
NEST
JUEE
Teacher`s belief
日期 2007
上傳時間 17-Sep-2009 16:21:53 (UTC+8)
摘要 本研究旨在探討在台灣升學導向高中任教之外籍教師在面對不同議題時之信念是否受到大學聯考的影響，以及其教學信念及實踐是否一致。
為了能夠深入了解外籍教師的教學信念，本研究採用質性研究法來進行資料採集及分析，所使用的資料採集工具為訪談、課室觀察及文件分析。除了訪談一名擁有三年私立升學導向高中教學經驗的女性教師，研究者更進一步訪談該校外語中心主任以期能了解該校對其外籍老師的要求及期待。研究結果呈現此外籍教師對於學習、教學、英語、大學入學考試、台灣教育以及本籍及外籍教師間之異同的信念及看法。
在本研究最後，研究者也針對研究結果提出了建議，以期能提供給教育當局、學校以及學者作為參考。
The purpose of this study is to explore the beliefs of a native English speaking teacher (NEST) in a college-bound senior high school in Taipei City and to see if the JUEE has influence on her teaching beliefs. Instructional practices are used to compare with the NEST’s beliefs to check the consistency between them.
In order to have a complete picture of NEST’s beliefs, the researcher made use of qualitative research methods in this study and selected an experienced NEST who was currently teaching in a private senior high school in Taipei City. By adopting three data collection methods: semi-structured interviews, classroom observations and document analyses, the researcher collected the data from the NEST. Furthermore, the researcher also interviewed the director of Foreign Language Center to see if the NEST’s beliefs were congruent with the school’s expectations. The data were analyzed to present the NEST’s beliefs about learning, teaching, English, the JUEE, the educational system in Taiwan and the differences between NESTs and NNESTs.
Based on the results, the implications were offered for the policy makers and the institutions as well as the recommendations for the future researchers.
參考文獻 Aguirre, J. & Natasha, M.S. (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18(3), 327-356.
Anders, P., Lloyd, C., Richardson, V. & Tidewell, D. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.
Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28, 355-372.
Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language of Education, 11(3), 163-181.
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.
Cohen L. & Manion, L. (1994) Research Methods in Education (4th ed.). New York: Rutledge.
Cortazzi, M. & Jin, L. (1996) Culture of learning: language classrooms in China. In Coleman, H. (Eds.), Society and the language classroom, (pp.169-206). New York: Cambridge University Press.
Freeman, D. (1998). Doing teacher-research: from inquiry to understanding. Boston: Heinle and Heinle.
Guskey, T. R. (1986). Belief systems and attitudes toward the death penalty and other punishments. Educational Researcher, 15, 5-12.
Harvey, O.J. (1986). Belief systems and attitudes toward the death penalty and other punishments. Journal of Personality, 54, 143-159.
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, Maebashi City, Japan, 59-63.
Johnson, K.E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior , 24(1), 83-108.
Johnson, K.E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10(4), 439-542.
Johnson, K. E. (1999). Understanding language teaching: reasoning in action. Canada: Heinle & Heinle.
Kindsvatter, R., Willen, W. & Ishler, M. (1988). Dynamics of Effective Teaching. New York: Longman.
Lee, S.L. (2007). Learning independence, having an impact. Retrieved May 16, 2008, from Common Wealth Web site: http://english.cw.com.tw/article.do?action=show&id=3392
Liu, J. (1999). Non-native-English-speaking professionals in TESOL. TESOL Quartely, 33, 85-102.
Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46, 340-349.
Moussu, L. (2006). The nonnative English-speaking English as a second language teacher: student attitudes, teacher perceptions, and intensive English program administrator beliefs and practices. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201-225.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Curriculum Studies, 19(4), 317-328.
Nisbett, R. & Ross, L. (1980). Human Inferences: Strategies and Shortcomings of Social Judgment. Englewood Cliffs, NJ: Prentice-Hall.
Pajares, F.M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pien, J. (2007, Aug 22). Taiwan Ranks 17th on IELTS Scores, behind Japan, Korea. China Post. Retrieved July 3, 2008 from http://www.chinapost.com.tw/taiwan/2007/08/22/119333/Taiwan-ranks.htm
Richards, J.C. (1996). Teachers’ maxims in language teaching. TESOL Quartely, 30(2), 281-296.
Richards, J.C. & Lockhart, C. (1996) Reflective Teaching in Second Language. Classrooms. Cambridge: Cambridge University Press.
Seliger, H. & Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.
Shavelson, R.J. & Stern, P. (1981). Research on teachers’ pedagogical thoughts judgments, decisions and behaviors. Review of Educational Research, 51(4), 455-498.
Shavelson, R.J. (1983). Review of research on teachers’ pedagogical judgment, plans, and decisions. Elementary School Journal, 83, 392-413.
Stern, H.H. (1983). Fundamental Concepts Language Teaching. Oxford: Oxford University Press.
Yim, L.W. (1993). Relating teachers’ perceptions of the place of grammar to their teaching practices. Unpublished Master’s Thesis, Singapore: National University of Singapore.
Yin, R. K. (1994). Case Study Research: Design and Methods (2nd ed.).Beverly Hills, CA: Sage Publications.
Chinese Reference
Chang, Y.J. (張郁婕) (2003). A study of senior high school EFL teachers’ beliefs in methodological decision-making. Unpublished master’s thesis, National Changhua University of Education.
Chang, T.S. (張慈珊) (2004). Assumptions about foreignness as a factor in English learning. Unpublished master’s thesis, National Tamkang University.
Ho, C.Y. (何琦瑜) & Lin, Y.P. (林玉珮) (2006). 全民瘋英語：政府一國多制，家長自立救濟。天下雜誌2007親子天下專刊，2007，64-69。
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-sen University.
Lin, H. H. (林秀慧) (2008)學科能力測驗英文考科非選擇題評分原則說明。大考中心選才通訊。Retrieved July 10, 2008 from http://www.ceec.edu.tw/CeecMag/Articles/163/163-7.htm
Lin, Y.C. (林怡瑾) (2002). Research of non-English speaking teachers in Hsinchu 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 Hsinchu University of Education.
Liu, M.F. (劉玫芳) (2004). A study of the elective English course taught by foreign teachers at Youth Junior High School in Kaohsiung County. Unpublished master’s thesis, National Kaohsiung Normal University.
Ting, W.C. (丁文祺) (2001). 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] Unpublished master’s thesis, National KaoHsiung Normal University.
Wang, Y.H. (王藝樺) (2007). 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. Unpublished master’s thesis, National Chengchi University.
Wen, J.H. (溫智雄) (2005). Higher motivation and participation in an English classroom: A study of NET in a junior high school in Hualien. Unpublished master’s thesis, National Dong Hwa University.
描述 碩士
國立政治大學
英國語文學研究所
93551019
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0935510191
資料類型 thesis
dc.contributor.advisor 崔正芳zh_TW
dc.contributor.advisor Cynthia Tsui, Cheng Fangen_US
dc.contributor.author (Authors) 黃久芳zh_TW
dc.creator (作者) 黃久芳zh_TW
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:21:53 (UTC+8)-
dc.date.available 17-Sep-2009 16:21:53 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:21:53 (UTC+8)-
dc.identifier (Other Identifiers) G0935510191en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33358-
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) 93551019zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本研究旨在探討在台灣升學導向高中任教之外籍教師在面對不同議題時之信念是否受到大學聯考的影響，以及其教學信念及實踐是否一致。
為了能夠深入了解外籍教師的教學信念，本研究採用質性研究法來進行資料採集及分析，所使用的資料採集工具為訪談、課室觀察及文件分析。除了訪談一名擁有三年私立升學導向高中教學經驗的女性教師，研究者更進一步訪談該校外語中心主任以期能了解該校對其外籍老師的要求及期待。研究結果呈現此外籍教師對於學習、教學、英語、大學入學考試、台灣教育以及本籍及外籍教師間之異同的信念及看法。
在本研究最後，研究者也針對研究結果提出了建議，以期能提供給教育當局、學校以及學者作為參考。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to explore the beliefs of a native English speaking teacher (NEST) in a college-bound senior high school in Taipei City and to see if the JUEE has influence on her teaching beliefs. Instructional practices are used to compare with the NEST’s beliefs to check the consistency between them.
In order to have a complete picture of NEST’s beliefs, the researcher made use of qualitative research methods in this study and selected an experienced NEST who was currently teaching in a private senior high school in Taipei City. By adopting three data collection methods: semi-structured interviews, classroom observations and document analyses, the researcher collected the data from the NEST. Furthermore, the researcher also interviewed the director of Foreign Language Center to see if the NEST’s beliefs were congruent with the school’s expectations. The data were analyzed to present the NEST’s beliefs about learning, teaching, English, the JUEE, the educational system in Taiwan and the differences between NESTs and NNESTs.
Based on the results, the implications were offered for the policy makers and the institutions as well as the recommendations for the future researchers.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS..........................................................................................i
CHINESE ABSTRACT...............................................................................................ii
ENGLISH ABSTRACT..............................................................................................iii
CHAPTER ONE INTRODUCTION………………………………………...……..1
1.1 Background and Motivation.............................................................................1
1.2 Significance of the study………………………………………….........2
1.3 Research Questions…………………………………………………….2
CHAPTER TWO LITERATURE REVIEW……………………………………4
2.1 Native English Speaking Teacher (NEST).......................................................4
2.1.1 The definition of a native speaker.........................................................4
2.1.2 Studies on Native English Speaking Teachers......................................5
2.2 Teachers’ Beliefs and Instructional Practices…………….…………….……8
2.2.1 The Nature of Teachers’ Beliefs…………………..………………….9
2.2.2 The Source of Teacher’s Beliefs…………….………………………10
2.2.3 The Effect of Teachers’ Beliefs on Instructional Practices…….……11
2.2.4 Change of Teacher’s Beliefs………………………………….……..12
2.2.5 Teaching Belief of NESTs………………………………………..…13
2.3 The Impact of Examination on English Teaching in Taiwan………….……14
CHAPTER THREE METHODOLOGY………………………………………….16
3.1 Participant and Teaching Context…………………………………………..16
3.1.1 Criteria of Choosing the Participant…………………………………16
3.1.2 Background Information of the School……………………………18
3.1.3 Background Information of the NEST………………………………19
3.1.3.1 Basic Information………………………………………………….19
3.1.3.2 Educational Background…………………………………………..20
3.1.3.3 Working Experience……………………………………………….20
3.1.3.4 Teaching Experiences……………………………………………...21
3.1.3.5 Professional Training as an English Teacher……………………...22
3.2 Data Collection……………………………………………………………...21
3.2.1 Data Collection Methods…………………………………………….22
3.2.2 Procedures…………………………………………………………...23
3.2.2.1 Interviews………………………………………………………….24
3.2.2.1.1 Interviews of the NEST………………………………………….24
3.2.2.1.2 Interview of the Director………………………………………...26
3.2.2.2 Classroom Observations…………………………………………...26
3.2.2.3 Record Reviews……………………………………………………28
3.3 Data Analysis……………………………………………………………….28
CHAPTER FOUR RESULTS……………………………………………………30
4.1 Beliefs about Learning and Language Learners…………………………….30
4.1.1 Best ways to Learn a Language……………………………………...30
4.1.2 Qualities of a Good Language Learner……………………………...32
4.1.3 Language Learners in Olivia’s Classroom…………………………..33
4.1.4 Problems Students Faced in Language Learning……………………34
4.1.5 Summary of Beliefs about Learning and Language Learners……….39
4.2 Beliefs about Teaching……………………………………………………...40
4.2.1 Best Ways to Teach English…………………………………………41
4.2.2 The Qualities of a Good Teacher……………………………………42
4.2.3 Lesson Goals………………………………………………...………42
4.2.4 Problems Encountered by Olivia…………………………………….43
4.2.5 Change in Olivia’s Teaching Beliefs………………………………...46
4.2.6 Interactions in the Classroom………………………………………..47
4.2.7 Teacher Professional Development………………………………….49
4.2.8 Summary of Beliefs about Teaching………………………………...50
4.3 Beliefs about English……………………………………………………….51
4.3.1 The Importance of English…………………………………………..51
4.3.2 The Linguistic Elements of English…………………………………52
4.3.3 The Cultural Aspects………………………………………………...53
4.3.4 Summary of Beliefs about English…………………………………..54
4.4 Beliefs about the JUEE……………………………………………………..54
4.4.1 Basic Understanding of the JUEE…………………………………...55
4.4.2 The Influence JUEE Brought on Olivia’s Teaching………………...55
4.4.3 The Influence of JUEE Brought on Olivia’s Teaching Beliefs…......57
4.4.4 Summary of Beliefs about the JUEE………………………………..59
4.5 Beliefs about the Educational System in Taiwan…………………………..60
4.5.1 Basic Understanding of the Educational Systems in Taiwan……….60
4.5.2 The Influence of the Educational System in Taiwan on Olivia’s Teaching………………………………………………………….………..62
4.5.3 The Influence of the Educational System in Taiwan on Olivia’s Teaching Beliefs…….……………………………………………………..63
4.5.4 Summary of Beliefs about the Educational System in Taiwan……...63
4.6 Beliefs about the Differences between the NESTs and the NNESTs……………………………………………………..………………….64
4.6.1 The Advantages of Being an NEST……………………………….64
4.6.2 The Disadvantages of Being an NEST………………………………66
4.6.3 The Advantages of Being an NNEST……………………………..68
4.6.4 The Disadvantages of Being an NNEST…………………………….68
4.6.5 The Differences between NESTs and NNESTs……………………..69
4.6.6 Bilingual Teacher Issue……………………………………………...73
4.6.7 Summary of Beliefs about the Differences of NEST and NNEST………………………………………………………………….…76
4.7 Viewpoints about Recruiting NESTs to Other Senior High Schools...76
CHAPTER FIVE CONCLUSION………………………………………………...78
5.1 The Impact of JUEE and Educational System in Taiwan on Olivia .............78
5.2 Problems in the Education in Taiwan…………………………………….....82
5.3 Bilingual/ Bicultural Teacher Issue................................................................84
5.4 Conclusion......................................................................................................86
5.5 Implications of this Study…………………………………………….…….87
5.6 Limitations of this Study……………………………………………………88
5.7 Recommendations for Future Studies………………………………………89
REFERENCES…………………………………………………………………….90
APPENDICES……………………………………………………………………..96
Appendix 01: Interview Questions with the NEST……………………………..96
Appendix 02: Chinese Interview Guide with the director……………………..104
Appendix 03: English Interview Guide with the director……………………..105
Appendix 04: Syllabus of 11th grade………………………………………….106
Appendix 05: Syllabus of 12th Grade…………………………………………107
Appendix 06: Student’s Composition, Class 306……………………………...108
Appendix 07: Student’s Composition, Class 307……………………………...109
Appendix 08: Student’s Composition, Class 308……………………………...110
Appendix 09: Student’s Composition, Class 309……………………………...111
Appendix 10: Handout for Conversation Class………………………………..112
Appendix 11: Handout for Writing Class (Translated English Article)……….113
Appendix 12: Handout for Writing Class (Original Chinese Article)…………114
Appendix 13: Excerpts of Interview Transcriptions with Olivia……………...115
Appendix 14: Excerpts of Interview Transcriptions with the Director………..117
Appendix 15: A Sample of Classroom Observations………………………….118
Appendix 16: Grading Criteria of English Composition in BC Test…….........122		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0935510191en_US
dc.subject (關鍵詞) 外籍教師zh_TW
dc.subject (關鍵詞) 大學指定考試zh_TW
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) NESTen_US
dc.subject (關鍵詞) JUEEen_US
dc.subject (關鍵詞) Teacher`s beliefen_US
dc.title (題名) 外籍教師在台灣升學導向高中之教學信念及實踐zh_TW
dc.title (題名) Teaching beliefs and instructional practices: A Case study of a native speaking english teacher in a college-bound senior high school in Taiwanen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Aguirre, J. & Natasha, M.S. (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18(3), 327-356.zh_TW
dc.relation.reference (參考文獻) Anders, P., Lloyd, C., Richardson, V. & Tidewell, D. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586.zh_TW
dc.relation.reference (參考文獻) Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28, 355-372.zh_TW
dc.relation.reference (參考文獻) Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language of Education, 11(3), 163-181.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.zh_TW
dc.relation.reference (參考文獻) Cohen L. & Manion, L. (1994) Research Methods in Education (4th ed.). New York: Rutledge.zh_TW
dc.relation.reference (參考文獻) Cortazzi, M. & Jin, L. (1996) Culture of learning: language classrooms in China. In Coleman, H. (Eds.), Society and the language classroom, (pp.169-206). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Freeman, D. (1998). Doing teacher-research: from inquiry to understanding. Boston: Heinle and Heinle.zh_TW
dc.relation.reference (參考文獻) Guskey, T. R. (1986). Belief systems and attitudes toward the death penalty and other punishments. Educational Researcher, 15, 5-12.zh_TW
dc.relation.reference (參考文獻) Harvey, O.J. (1986). Belief systems and attitudes toward the death penalty and other punishments. Journal of Personality, 54, 143-159.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, Maebashi City, Japan, 59-63.zh_TW
dc.relation.reference (參考文獻) Johnson, K.E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior , 24(1), 83-108.zh_TW
dc.relation.reference (參考文獻) Johnson, K.E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10(4), 439-542.zh_TW
dc.relation.reference (參考文獻) Johnson, K. E. (1999). Understanding language teaching: reasoning in action. Canada: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Kindsvatter, R., Willen, W. & Ishler, M. (1988). Dynamics of Effective Teaching. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Lee, S.L. (2007). Learning independence, having an impact. Retrieved May 16, 2008, from Common Wealth Web site: http://english.cw.com.tw/article.do?action=show&id=3392zh_TW
dc.relation.reference (參考文獻) Liu, J. (1999). Non-native-English-speaking professionals in TESOL. TESOL Quartely, 33, 85-102.zh_TW
dc.relation.reference (參考文獻) Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46, 340-349.zh_TW
dc.relation.reference (參考文獻) Moussu, L. (2006). The nonnative English-speaking English as a second language teacher: student attitudes, teacher perceptions, and intensive English program administrator beliefs and practices. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.zh_TW
dc.relation.reference (參考文獻) Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11, 201-225.zh_TW
dc.relation.reference (參考文獻) Nespor, J. (1987). The role of beliefs in the practice of teaching. Curriculum Studies, 19(4), 317-328.zh_TW
dc.relation.reference (參考文獻) Nisbett, R. & Ross, L. (1980). Human Inferences: Strategies and Shortcomings of Social Judgment. Englewood Cliffs, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Pajares, F.M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.zh_TW
dc.relation.reference (參考文獻) Pien, J. (2007, Aug 22). Taiwan Ranks 17th on IELTS Scores, behind Japan, Korea. China Post. Retrieved July 3, 2008 from http://www.chinapost.com.tw/taiwan/2007/08/22/119333/Taiwan-ranks.htmzh_TW
dc.relation.reference (參考文獻) Richards, J.C. (1996). Teachers’ maxims in language teaching. TESOL Quartely, 30(2), 281-296.zh_TW
dc.relation.reference (參考文獻) Richards, J.C. & Lockhart, C. (1996) Reflective Teaching in Second Language. Classrooms. Cambridge: Cambridge University Press.zh_TW
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