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題名 外語教學的「真實性」問題：現行國中英語教科書中課程活動設計之「真實性」探討
Authenticity in Foreigner Language Teaching: A Case Study in Task-based Activities in Current Textbooks
作者 吳秋慧
WuChiu-hui
貢獻者 楊懿麗
吳秋慧
WuChiu-hui
關鍵詞 外語教學
「真實性」問題
英語教科書
課程活動設計
foreign language teaching
authenticity
junior high school English textbooks
task-based activities
日期 2007
上傳時間 17-Sep-2009 16:27:25 (UTC+8)
摘要 「真實性」是外語教學在內容設計及呈現上一項不可忽視的原則。它強調：教科書的編寫，要有意識地為學習者展現出語言在實際運用中的意義和功能。而除了文本(text)之外，有越來越多的教育者也強調「真實性的教學活動(authentic tasks/activities)」在教學過程中的重要性。本篇論文主要在探討是否現行國中英語教科書中的活動設計符合「真實性」的原則。此研究以Littlewood(2004)提出的教學活動分類作為架構，觀察台灣現行使用率最高的五套國中英語教科書中的教學活動分屬何種類型，分析及探究其中有哪些活動是符合「以真實溝通為目的」的原則，同時比較真實性教學活動分布在這五版教科書中的情況。
分析結果顯示，絕大多數的活動設計，是以學習語言形式為主要目的，極少數的活動有機會讓學習者運用語言、傳達訊息。此外，有些教科書中，甚至完全缺少以真實溝通為目的的教學活動。也就是說，透過現行的教科書，學生只是從事句型文法的練習，極少實際利用學到的語言進行溝通。顯然這些開放後由民間出版社編輯的英語教科書，就教學活動真實性的問題，尚有很大的改善空間。
Authenticity has been regarded as one of the essential principles in EFL/ESL teaching. It is emphasized that the content of the textbooks can realistically reflect the genuine meaning and function of the language used in real-life situations. Aside from the authenticity of text itself, more and more teachers and educators recognize the value of using authentic activities for teaching and learning purposes. The thesis aims to examine whether and how the language learning activities in our EFL textbooks pertain to authenticity. We explore what authentic learning activities in these textbooks are, and how they are different as found in different textbooks. By following a rating scale developed on the basis of Littlewood’s (2004) five activity types (non-communicative learning, pre-communicative language practice, communicative language practice, structured communication and authentic communication), we evaluate and compare the language learning activities provided in five sets of English textbooks frequently used in Taiwan in terms of their task authenticity.
The result of our analysis reveals that most language learning activities in the five commonly used sets of English textbooks are designed mainly for the practice of the linguistic forms. Few of the activities provide learners with the chance of exposure to real communication situations and applying their language skills in authentic ways. Even some of the textbook series don’t contain any authentic learning activities at all. It is clear that textbook writing in Taiwan still focuses on linguistic forms – a situation that has lasted for decades and more changes in textbook writing are needed in order to move forward to genuine communication.
參考文獻 Alejandro G. M. (2002). Authentic Materials: An Overview. Karen`s Linguistics Issues, February 2002.
<http://www3.telus.net/linguisticsissues/authenticmaterials. html>
Allen, E. D., Bernhardt, E. B., Berry, M. T. and Demel, M. (1988). Comprehension and text genre: An analysis of secondary school foreign language readers. Modern language journal, 72, 63-72.
Avery, P. G. (2006). Authentic Student Performance, Assessment Tasks, and
Instruction.
<http://education.umn.edu/CAREI/Reports/Rpractice/Fall2000/avery.html>
Bacon, S. M. (1987). Mediating cultural bias with authentic target-language texts for beginning students of Spanish. Foreign language annals, 20/6, 557-64.
Bacon, S. M. (1992). Phases of listening to authentic input in Spanish: A descriptive study. Foreign language annals, 25/4, 317-34.
Bacon, S. M. & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The modern language journal, 74/4, 459-73.
Berge, H. ten, Ramaekers, S., & Pilot, A. (2004). The design of authentic tasks that promote higher order learning. Paper presented at the EARLI-SIG Higher Education/IKIT-conference, June 18-21, 2004. <http://www.uu.nl/uupublish/content/IVLOSpaperEARLI2004.pdf>
Besse, H. (1980). De la pratique des texts non littéraires au niveau 2, quoted by Gallien (1998).
Besse, H. & Galisson, R. (1980). D’hier à aujourd’hui: la didactique des langues étrangères, quoted by Gallien.
Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6/1, 60-70.
Brown, A., & Palincsar, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1/2.
Brown, H. D. (1994). Principles of Language Learning and Teaching. NJ: Prentice Hall, Inc.
Brown, H. D. (2001). Teaching by principle. NY: Addison Wesley Longman, Inc.
Byrnes, H. (1987). Getting a better reading: Initiatives in foreign language reading instruction. In Allen et al. (1988).
Carton, D. A. F., Cembelo, M., Regent, O. (1985). Using authentic documents for pedagogical purposes, quoted by Hsieh (1995).
Chavez, M. (1998). Learner’s perspectives on authenticity. International review of applied linguistics in language teaching, 36/4, 277-94.
Cook, Vivian (1991). Second language learning and language teaching. London: Edward Arnold.
Coste, D. (1970). Texts et documents authentiques au niveau 2, quoted by Gallien (1998).
Coste, D. & Gallien, R. (1976). Dictionnaire de Didactique des Langue, Paris, quoted by Gallien (1998).
Courtney, M. (2001). Volume 1: Tasks, Talk and Teaching: Task-Based Language Learning and the Negotiation of Meaning in Oral Interaction. HK: Hong Kong University Press.
Crookes, G.. (1986). Task classification: A cross-disciplinary review. Centre for second language classroom research, Social Science Research Institute, University of Hawaii.
Davies, A. (1984). Simple, simplified and simplification: What is authentic?. In Reading in a foreign language, Alderson, J. C. & Urquhart, A. H. (ed.), 181-95.
Dequette, G., Dunnett, S. & Papalia, A. (1987). The effect of authentic materials in acquiring a second language. Canadian modern language review, 43, 479-92, quoted by Gallien and Hsieh.
Devitt, Sean (1997). Interacting with authentic texts: Multilayered processes. The modern language journal, 81, 457-67.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge university press.
Duda, R., Esch, E. & Laurens, J. P. (1972). Documents non-didactiques et formation en langues. In Gallien (1998).
Dumitrescu, V. (2000). Authentic materials: Selection and implementation in exercise language training. English teaching forum, 20-23.
Ellis, R. (1997). Focused communication tasks. SLA research and language teaching. Oxford: Oxford university press.
Ellis, R. (1999). Learning a Second Language Through Interaction. Philadelphia, PA: John Benjamins.
Gallien, C. (1998). Cultivating the authentic: Past, present and future of authentic documents. Forum for modern language studies, 34/2, 156-69.
García, C. (1991). Using authentic reading texts to discover underlying sociocultural information. Foreign Language Annals, 24/6, 515-26.
Gonzalez, O. G. (1990). Teaching languages and culture with authentic materials. EdD dissertation, West Virginia University.
Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55/4, 347-153.
Hsieh, J. C. (1995). Using authentic materials for listening comprehension in the TEFL context of Taiwan: The Peng-hu experience. EdD dissertation, National Taiwan Normal University.
Herrington, T., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). An ECU framework for assessing quality of on-line learning materials. CTLC Quality On-Line Working Group.
<http://www.ecu.edu.au/LDS/docs/quality online wg.doc>
Herron, C. & Seay, I. (1991). The effect of authentic oral texts on student listening comprehension in the foreign language classroom. Foreign language annuals, 24, 487-95.
Honeyfield, J. (1977). Simplification. TESOL quarterly, 11, 431-40.
Jureckov, A. (1998). Toward more reality and realism in ESP syllabuses. Forum, 36/2, 43.
<http://exchanges.state.gov/forum/vols/vol36/no2/p43.htm>
Kienbaum, B. E., Russell, A. J. & Welty, S. (1986). Communicative competence in foreign language learning with authentic materials, quoted by Gallien.
King, C. P. (1990). A linguistic and a cultural competence: Can they live happy together? Foreign language annuals, 23/1, 65-70.
Krashen, S. D. (1981). Principles and practice in second language acquisition. Oxford: Pergamon.
Lave, J. and Etienn, W. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, W. Y. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT journal, 49/4, 323-28.
Little, D., Devitt, S. & Singleton, D. (1989). Learning foreign languages from authentic texts: Theory and practice. Dublin: Authentik, quoted by Gallien and Peacock.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58/4, 319-326.
Long and Crooks (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26/1, 27-47.
Long, M. H. (1985). Input and second language acquisition theory, in Input in second language acquisition, Gass, S. M. & Carolyn, M. (Eds.), Cambridge, MA: Newbury House Publishers.
Mainenti, J. E. (1997). The effect of supplementary authentic materials with traditional textbook-based instruction on the proficiency of secondary students in level 1 second language courses. EdD dissertation, West Virginia University.
Maingay, S. M. (1980). Selection and grading of authentic materials for the reading class. English language teaching journal, 34/3, 217-21.
Marszalek, C., and LaMaster, C. (1999) Proposal Elements:Bridging the Gap - Authentic Task.
<http://www-ed.fnal.gov/lincon/el_prop_el_authentic.shtml>
McDonough, J. & Shaw, C. (1993). Materials and methods in ELT, Oxford: Blackwell Publishers.
McGinnis, S. & Ke, C. (1992). Using authentic cultural materials to teach reading in Chinese. Foreign language annals, 25/3, 233-39.
Morrow, K. (1977). Authentic texts and ESP. In English for specific purposes. Holden, S. (ed.), 13-15, Modern English Publications Ltd.
Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning
Through Online Faculty Development. Journal of Online Learning and Teaching.
<http://jolt.merlot.org/vol1 no1 mueller.htm>
Nostrand, Howard (1989). Authentic texts and cultural authenticity: An editorial. The modern language journal, 73, 49-52.
Newmann, F. M. & Archbald, D. A. (1992). The nature of authentic academic achievement, in Toward a new science of educational testing and assessment. H. Berlak, F. M. Newmann, E. Adamset al. Albany, NY, State University of New York Press.
Newmann, F.M., & Wehlage, G. (1993). Five standards of authentic instruction, Educational leadership, 50/7, 8-12.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.
Omaggio, Alice (1986). Teaching language in context. Proficiency-oriented instruction. Boston, MA: Heinle and Heinle, Inc.
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT journal, 51/2, 144-56.
Prabhu, N. (1987). Second language pedagogy. Oxford: Oxford University Press.
Porter, D. & Roberts, J. (1981). Authentic listening activities. ELT journal, 36/1, 37-47.
Reeves TC, Herrington J and Oliver R 2002, Authentic activities and online learning, Quality Conversations, Proceedings HERDSA Conference, 562-67. <http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf>
Richards, J., Platt, and Weber (1985), cited in Nunan, D. (1988) Syllabus Design. Oxford: OUP.
Rogers, C. V. & Medley, F. W. (1988). Language with a purpose: Using authentic materials in the foreign language classroom. Foreign language annals, 21, 467-76.
Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social context. New York, NY: Oxford University Press.
Rubin, J. (1990). Improving foreign language listening comprehension, in Georgetown university round table on languages and linguistics (1990), James, E. Alatis, ed., Washington DC: Georgetown University Press.
Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. The modern language journal, 69/1, 15-34.
Swain, M (1985). Communicative competence: some roles of comprehensible input and communicative output in its development. In Ellis (1997).
Wong, V., Kwok, P & Choi, N. (1995). The use of authentic materials at tertiary level. ETL journal, 49/4, 318-22.
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<http://www.futurelab.org.uk/research/discuss/01discuss02.htm>
Willis, J (1996). A framework for task-based learning. In Guariento & Morley (2001).
Wong, V., Kwok, P. & Choi, N. (1995). The use of authentic materials at tertiary level. ELT journal, 49/4, 318-22.
Young, D. J. (1993). Processing strategies of foreign language readers: Authentic and edited input. Foreign language annals, 26/4, 451-65.
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描述 碩士
國立政治大學
語言學研究所
905550052
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0905550052
資料類型 thesis
dc.contributor.advisor 楊懿麗zh_TW
dc.contributor.author (Authors) 吳秋慧zh_TW
dc.contributor.author (Authors) WuChiu-huien_US
dc.creator (作者) 吳秋慧zh_TW
dc.creator (作者) WuChiu-huien_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:27:25 (UTC+8)-
dc.date.available 17-Sep-2009 16:27:25 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:27:25 (UTC+8)-
dc.identifier (Other Identifiers) G0905550052en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33389-
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) 905550052zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 「真實性」是外語教學在內容設計及呈現上一項不可忽視的原則。它強調：教科書的編寫，要有意識地為學習者展現出語言在實際運用中的意義和功能。而除了文本(text)之外，有越來越多的教育者也強調「真實性的教學活動(authentic tasks/activities)」在教學過程中的重要性。本篇論文主要在探討是否現行國中英語教科書中的活動設計符合「真實性」的原則。此研究以Littlewood(2004)提出的教學活動分類作為架構，觀察台灣現行使用率最高的五套國中英語教科書中的教學活動分屬何種類型，分析及探究其中有哪些活動是符合「以真實溝通為目的」的原則，同時比較真實性教學活動分布在這五版教科書中的情況。
分析結果顯示，絕大多數的活動設計，是以學習語言形式為主要目的，極少數的活動有機會讓學習者運用語言、傳達訊息。此外，有些教科書中，甚至完全缺少以真實溝通為目的的教學活動。也就是說，透過現行的教科書，學生只是從事句型文法的練習，極少實際利用學到的語言進行溝通。顯然這些開放後由民間出版社編輯的英語教科書，就教學活動真實性的問題，尚有很大的改善空間。		zh_TW
dc.description.abstract (摘要) Authenticity has been regarded as one of the essential principles in EFL/ESL teaching. It is emphasized that the content of the textbooks can realistically reflect the genuine meaning and function of the language used in real-life situations. Aside from the authenticity of text itself, more and more teachers and educators recognize the value of using authentic activities for teaching and learning purposes. The thesis aims to examine whether and how the language learning activities in our EFL textbooks pertain to authenticity. We explore what authentic learning activities in these textbooks are, and how they are different as found in different textbooks. By following a rating scale developed on the basis of Littlewood’s (2004) five activity types (non-communicative learning, pre-communicative language practice, communicative language practice, structured communication and authentic communication), we evaluate and compare the language learning activities provided in five sets of English textbooks frequently used in Taiwan in terms of their task authenticity.
The result of our analysis reveals that most language learning activities in the five commonly used sets of English textbooks are designed mainly for the practice of the linguistic forms. Few of the activities provide learners with the chance of exposure to real communication situations and applying their language skills in authentic ways. Even some of the textbook series don’t contain any authentic learning activities at all. It is clear that textbook writing in Taiwan still focuses on linguistic forms – a situation that has lasted for decades and more changes in textbook writing are needed in order to move forward to genuine communication.		en_US
dc.description.tableofcontents Acknowledgements ………………………………………………………… iv
Chinese Abstract ………………………………………………………… x
English Abstract ………………………………………………………… xii
Chapter
1. Introduction
1.1 A Problem in SL/FL Teaching ……………………………… 1
1.2 Authenticity in Language Teaching …………………… 2
1.3 The Purpose of the Study ………………………………… 5
2. Literature
2.1 SL/FL Teaching and Authentic Materials …………… 10
2.2 Authenticity Defined ……………………………………… 12
2.2.1 General Views of Authenticity ………………… 12
2.2.2 Many Faces of Authenticity ……………………… 20
1. Leaner Authenticity …………………………………… 21
2. Task Authenticity ……………………………………… 23
3. Authenticity of the Language Classroom ……… 27
4. Hsieh’s Model of Authenticity ………………… 28
2.3 Authenticity-related Issues …………………………… 31
2.3.1 The Advantages and the Disadvantages of
Adopting Authentic Materials …………………… 32
2.3.2 Empirical Studies ……………………………………36
2.4 Tasks ……………………………………………………………… 38
2.4.1 Definitions of Tasks ……………………………… 38
2.4.2 Classification of Tasks or Learning
Activities ……………………………………………… 40
2.5 Summary ……………………………………………………………48
3. Methodology
3.1 Definition of Terms ………………………………………… 51
1. Tasks and Activities in Terms of Authenticity…51
2. Authentic Tasks and Task Authenticity ………… 52
3.2 Sampling Tasks ……………………………………………… 53
3.2.1 The Selection of Textbooks ……………………… 54
3.2.2 Data Analysis ………………………………………… 55
3.3.3 Framework of Analysis ……………………………… 57
4. Results and Discussion
4.1 Overview of the Results ………………………………… 68
4.2 Discussion ……………………………………………………… 71
4.2.1 The Overwhelming Majority of Formed-focused
Learning Activities ………………………………… 72
4.2.2 Comparing the Selection of “Oral/Written
Practice with Pictures as Cues” among the
Five Textbooks ………………………………………… 83
4.2.3 Comparing Non-communicative Learning and Pre-
communicative Language Practice Tasks in the
Five Textbooks ………………………………………… 86
4.3 Summary ………………………………………………………… 87
5. Conclusions and Recommendations
5.1 Conclusions …………………………………………………… 89
5.2 Pedagogical Implications ………………………………… 90
5.3 Limitations of the Study and Suggestions for
Future Research ……………………………………………… 92
Bibliography ………………………………………………………………… 94		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0905550052en_US
dc.subject (關鍵詞) 外語教學zh_TW
dc.subject (關鍵詞) 「真實性」問題zh_TW
dc.subject (關鍵詞) 英語教科書zh_TW
dc.subject (關鍵詞) 課程活動設計zh_TW
dc.subject (關鍵詞) foreign language teachingen_US
dc.subject (關鍵詞) authenticityen_US
dc.subject (關鍵詞) junior high school English textbooksen_US
dc.subject (關鍵詞) task-based activitiesen_US
dc.title (題名) 外語教學的「真實性」問題：現行國中英語教科書中課程活動設計之「真實性」探討zh_TW
dc.title (題名) Authenticity in Foreigner Language Teaching: A Case Study in Task-based Activities in Current Textbooksen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alejandro G. M. (2002). Authentic Materials: An Overview. Karen`s Linguistics Issues, February 2002.zh_TW
dc.relation.reference (參考文獻) <http://www3.telus.net/linguisticsissues/authenticmaterials. html>zh_TW
dc.relation.reference (參考文獻) Allen, E. D., Bernhardt, E. B., Berry, M. T. and Demel, M. (1988). Comprehension and text genre: An analysis of secondary school foreign language readers. Modern language journal, 72, 63-72.zh_TW
dc.relation.reference (參考文獻) Avery, P. G. (2006). Authentic Student Performance, Assessment Tasks, andzh_TW
dc.relation.reference (參考文獻) Instruction.zh_TW
dc.relation.reference (參考文獻) <http://education.umn.edu/CAREI/Reports/Rpractice/Fall2000/avery.html>zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1987). Mediating cultural bias with authentic target-language texts for beginning students of Spanish. Foreign language annals, 20/6, 557-64.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992). Phases of listening to authentic input in Spanish: A descriptive study. Foreign language annals, 25/4, 317-34.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The modern language journal, 74/4, 459-73.zh_TW
dc.relation.reference (參考文獻) Berge, H. ten, Ramaekers, S., & Pilot, A. (2004). The design of authentic tasks that promote higher order learning. Paper presented at the EARLI-SIG Higher Education/IKIT-conference, June 18-21, 2004. <http://www.uu.nl/uupublish/content/IVLOSpaperEARLI2004.pdf>zh_TW
dc.relation.reference (參考文獻) Besse, H. (1980). De la pratique des texts non littéraires au niveau 2, quoted by Gallien (1998).zh_TW
dc.relation.reference (參考文獻) Besse, H. & Galisson, R. (1980). D’hier à aujourd’hui: la didactique des langues étrangères, quoted by Gallien.zh_TW
dc.relation.reference (參考文獻) Breen, M. P. (1985). Authenticity in the language classroom. Applied linguistics, 6/1, 60-70.zh_TW
dc.relation.reference (參考文獻) Brown, A., & Palincsar, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1/2.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (1994). Principles of Language Learning and Teaching. NJ: Prentice Hall, Inc.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principle. NY: Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Byrnes, H. (1987). Getting a better reading: Initiatives in foreign language reading instruction. In Allen et al. (1988).zh_TW
dc.relation.reference (參考文獻) Carton, D. A. F., Cembelo, M., Regent, O. (1985). Using authentic documents for pedagogical purposes, quoted by Hsieh (1995).zh_TW
dc.relation.reference (參考文獻) Chavez, M. (1998). Learner’s perspectives on authenticity. International review of applied linguistics in language teaching, 36/4, 277-94.zh_TW
dc.relation.reference (參考文獻) Cook, Vivian (1991). Second language learning and language teaching. London: Edward Arnold.zh_TW
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