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題名 一位美籍英語教師在台灣的教學經驗
An American English Teacher`s Teaching Experience in Taiwan
作者 呂佳儒
Lu, Chia Ju
貢獻者 葉潔宇
Yeh, Chieh Yue
呂佳儒
Lu, Chia Ju
關鍵詞 英語教學經驗
外籍教師
English teaching experience
native English-speaking teacher (NEST)
日期 2008
上傳時間 19-Sep-2009 13:05:16 (UTC+8)
摘要 在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。
With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.
參考文獻 REFERENCES
Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(4), 355-372.
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 7, 9-32.
Bahloul, M. (1994). The need for a cross-cultural approach to teaching EFL. TESOL Journal, 3(4), 4-6.
Barratt, L., & Kontra, H. (Ed.). (2000). Native-English-speaking teachers in cultures other than their own. TESOL Journal, 9 (3), 19-22.
Boyle, J. (2000). Education for Teachers of English in China. Journal of Education for Teaching, 26 (2), 147-155.
Canagarajah, A. S. (1999). Interrogating the “Native Speaker Fallacy”: Non-Linguistic Roots, Non-Pedagogical Results. In G. Braine (Ed.), Non-native educators in English language teaching (p. 77-92). New Jersey: Lawrence Erlbaum Association, Inc.
Chen, C. H. (陳菁徽) (2005). Teaching Behavior Differences between Native and Non-native English Teachers In Early Childhood Education. Unpublished master’s thesis. Providence University.
Cohen, N. (2006, August 14). The English Language, simply, is going global. Selected article from The New York Times on The United Daily News, p. 1.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.
Cortazzi, M., & Jin, L. (1996). English teaching and learning in China. Language Teaching, 29(2), 61-80.
Evans, S. (2000). Teacher and learner roles in the Hong Kong English language classroom. Educational Journal, 25(2), 43-61.
Han, S-A. (2005). Good teachers know where to scratch when learners feel itchy: Korean learners’ views of native-speaking teachers of English. Australian Journal of Education, 49 (2), 197-123.
Jeon, M., & Lee, J. (2006). Hiring native-speaking English teachers in East Asian countries. English Today, 22 (4), 53-58.
Jeong, Y-K. (2004). ‘A chapter of English teaching in Korea.’ In English Today 78, 20(2), 40-46.
JET Website. About the JET programme. Retrieved July 4, 2006, from http://www.mofa.go.jp/j_info/visit/jet/online.html
Kachi, R., & Lee, C. (2001). A tandem of native and non-native teachers: Voices from Japanese and American teachers in the EFL classroom in Japan. Paper presented at the 2nd International Conference on Language Teacher Education, Minneapolis, MN. (ERIC Reproduction Service No. ED 478 746)
Kawamura, Y., & Sloss, C. (1992). Japanese English Teachers and the JET program: A survey report. The English Teacher, 16 (11), 41-45.
Law, W-W. (2004) ‘Translating globalization and democratization into local policy: Educational reform in Hong Kong and Taiwan.’ In International Review of Education 20 (5-6), 497-524.
Lortie, D. (1975). Schoolteacher. Chicago: University of Chicago Press.
Maley, A. (1986). XANADU—“A miracle of rare device”: the teaching of English in China. In J. M. Valdes (Ed.), Culture Bound—Bridging the cultural gap in language teaching (p.102-111). New York: Cambridge University Press.
Matsumoto, M. (2000). English Education in Saitama Prefecture. Retrieved September 12, 2007, from http://www.ne.jp/asahi/english/myweb
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.
McArthur, T. (2005). ‘Teaching and using English in Hong Kong, China and the world.’ In English Today 84, 21(4), 61-64
Medgyes, P. (1994). The Non-native teachers. London: MacMillan.
Nunan, D. (1992). Research methods in language learning. NY: Cambridge University Press.
Pang, T. T. (2003). ‘Hong Kong English: A stillborn variety?’ In English Today 74, 19(2), 12-18
Phillipson, R. (1992). ELT: the native speaker’s burden? ELT Journal, 46(1), 12-18.
Power, C. (2005, March 7). Not the Queen’s English. Newsweek, 10, 41-45.
Qiang, N., & M. Wolff. (2003a) ‘China EFL: An industry run amuck?’ In Progress in Education, 12, Nova Science Publishers Inc. Retrieved August 19, 2007, from http://teflchina.org/jobs/intro/Niu_and_Woff.htm
Qiang, N., & M. Wolff. (2003b) “The Chinglish syndrome: Do recent developmens endanger the language policy of China?’ In English Today 76, 19 (4), 30-35.
Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal, 44, 97-110.
Richards, J. C., & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press.
Ross, H. A. (1993). China Learns English. New Haven: Yale University Press.
Scully, E. (2001). Working as a Foreign English Teacher in Rural Japan: JET Instructors in Shimane Prefecture. Shimane University, Japan. (ERIC Document Reproduction Service No. ED 452725)
Shi, B. C. (施泊琹) (2007). A Case Study of Two Foreign Teachers’ Classroom Managemet in a Children’s English Class. Unpublished master’s thesis. National Kaohsiung First University of Science and Technology.
Stake, R. E. (1994). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds), Handbook of qualitative research (pp. 236-247). Thousand Oaks, CA: Sage Publications, Inc.
Stern, P. H. (1992). The trouble with foreign teachers of English in Japan. Journal of Career Planning & Employment, 52 (3), 53-56.
Tajino, A., & Tajino, Y. (2000). Native and non-native: What can they offer? ELT Journal, 54, 3-11.
Wallace, M.J. (1998). Action Research for Language Teachers. New York: Cambridge University Press.
Wang, P. (2007). Cross-cultural communication in Chinese ELT classroom: A survey on native-English speaking teachers and Chinese students. US-China Foreign Language, 5 (5), 45-51
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 Cheng Chi University.
Wong, M. W. (2003). Understanding the Process of Learning to Teach English in the Context of Hong Kong: Three Case Studies. Unpublished doctoral thesis. University of Toronto.
Xiaoqiong, H. (2005). ‘China English, at home and in the world.’ In English Today 83, 21(3), 27-38.
Yang, J. (2006). Learners and users of English in China. In English Today 86, 22(2), 3-10.
Yin, R. K. (1994). Case Study Research: Design and Methods. Second Edition, Beverly Hills, CA, Sage Publications.
Chinese Reference
Chen, C. F. (陳錦芬) (2007). 國內公私立小學聘用外師之現況與現任外師之反應與建議. In The Proceedings of The second Hsin Chu City’s elementary schools English collaborative teaching conference, 152-171.
Cheng, H. F. (鄭惠鳳) (2004). 外籍教師在苗栗縣擔任英語教學之研究. Unpublished master’s thesis. National Taipei Teachers College.
Chiang, L. C. (江莉蓁) (2006). When East Meets West—A Case Study of Team Teaching between Taiwanese and Foreign Teachers. [當東方遇上西方—中外師英語協同教學的故事] Unpublished master’s thesis. National Hsin Chu University of Education.
Chou, M. Y. (周美瑜) (2005). The Study of English Team-Teaching at Elementary Schools in Hsin Chu City. [新竹市國民小學英語協同教學之研究] Unpublished master’s thesis. National Taipei Teachers College.
Chuang, Y. W. (莊雅彣) (2006). 台中市國小高年級學童對外籍教師英語教學意見之調查研究. Unpublished master’s thesis. National Taichung University of Education.
Lin, Y. C. (林怡瑾) (2002). Research of Non-English Speaking Teachers in Hsin Chu 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 Univesity 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. [外籍教師的英語選修課滿意度調查及建議—以高雄縣立青年國中學生為研究對象] Unpublished master’s thesis. National Kaohsiung Normal University.
Pan, C. T. (潘淑婷) (2004) 外來的和尚比較會唸經？從新竹市中外籍教師協同教學的困難與爭議談起 Unpublished master’s thesis. National Taiwan University.
Shi, Y. H. (2001). Evaluation of the MOE Primary School English Teacher Training Program. English Teaching and Learning, 26 (1), 89-108
Ting, W. C. (丁文祺) (2000). Survey Research of Native Speaking English Teachers’ Teaching Preactices: Case Study of Secondary High Schools in Kaohsiung 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.
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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Zhan, Y. M. (詹永名). (2008). A Study on the Life Adjustment and Teaching Experience of Foreign Teachers in Taiwan—A case study in Taitung County. [外籍教師來台生活適應與教學經驗之研究─以台東縣為例] Unpublished master’s thesis. Nation Taitung University.
描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
93951003
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951003
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (Authors) 呂佳儒zh_TW
dc.contributor.author (Authors) Lu, Chia Juen_US
dc.creator (作者) 呂佳儒zh_TW
dc.creator (作者) Lu, Chia Juen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:05:16 (UTC+8)-
dc.date.available 19-Sep-2009 13:05:16 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:05:16 (UTC+8)-
dc.identifier (Other Identifiers) G0093951003en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37295-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 93951003zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。zh_TW
dc.description.abstract (摘要) With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.en_US
dc.description.tableofcontents TABLE OF CONTENTS
     ACKNOWLEDGEMENTS........................................iii
     TABLE OF CONTENT........................................iv
     LIST OF TABLES..........................................vi
     CHINESE ABSTRACT........................................vii
     ABSTRACT................................................viii
     CHAPTER ONE INTRODUCTION.................................1
     1.1 Background of the Research........................1
     1.2 The Purpose of the Study..........................2
     1.3 The Significance of the Study.....................3
     1.4 Research Questions................................3
     CHAPTER TWO LITERATURE REVIEW............................4
     2.1 The Strengths and Weaknesses of Native Speaking English Teachers.........................................4
     2.2 Current Situations of NESTs’ Teaching in Asia....7
     2.2.1 Japan...........................................7
     2.2.2 South Korea....................................10
     2.2.3 China..........................................11
     2.2.4 Hong Kong......................................15
     2.3 Current Situations of NESTs’ Teaching in Taiwan.16
     2.3.1 The background of NESTs in Taiwan..............17
     2.3.2 The studies on NESTs’ teaching in Taiwan......18
     2.3.3 The difficulties NESTs encountered in Taiwan...24
     2.4 Conclusion.......................................26
     CHAPTER THREE METHODOLOGY...............................27
     3.1 Instruments......................................27
     3.1.1 Interviews.....................................27
     3.1.2 Classroom Observations.........................28
     3.1.3 Document Collections...........................29
     3.2 The Participant..................................29
     3.2.1 Criteria of Choosing the Participant...........29
     3.2.2 The Participant................................30
     3.3 The Teaching Context.............................31
     3.3.1 Class 225 in Li-Li Junior High School..........31
     3.3.2 The Class at I-School..........................33
     3.4 Procedures.......................................33
     3.5 Data Analysis....................................37
     3.6 Ethical Considerations...........................38
     
     CHAPTER FOUR RESULTS AND FINDINGS........................40
     4.1. The Past Learning Experience.....................40
     4.1.1. Bert’s personal traits of learning............40
     4.1.2. Two important teachers.........................44
     4.2. Past Cram School Teaching Experience in Taiwan...48
     4.2.1. First Day at Work..............................48
     4.2.2. Jolly School...................................49
     4.2.3. Experience in Doris’ English Center and Green Village..................................................51
     4.3. I-School.........................................56
     4.3.1 The experience of operating I-School...............56
     4.3.2 The classroom practices at I-School................61
     4.4. The Formal Education Teaching Experience in Taiwan...................................................84
     4.4.1. K-School.......................................85
     4.4.2. Li-Li Junior High School.......................93
     4.5. Other Difficulties Bert Encountered in Taiwan....109
     CHAPTER FIVE DISCUSSION AND CONCLUSION...................118
     5.1 Bert’s English Teaching Experience in Taiwan and Its Influence................................................118
     5.2 Bert’s classroom practices, teaching effectiveness, and teaching problems....................................121
     5.2.1 Bert’s classroom practices........................121
     5.2.2 Bert’s teaching effectiveness.....................122
     5.2.3 Bert’s teaching problems..........................124
     5.3 The Difficulties Bert Encountered in Taiwan..........126
     5.4 Implications of This Study...........................128
     5.4 Limitation of This Study.............................131
     5.6 Recommendations for Future Studies...................132
     5.7 Conclusion...........................................133
     REFERNCES................................................135
     APPENDICES...............................................141
     Appendix 1: Questions of the semi-structured interview...141
     Appendix 2: A page of the textbook taught in Li-Li Junior High School..............................................144
     Appendix 3: A page of the textbook adopted at I-School...145
     Appendix 4: The handout of the translation activity at I-School...................................................146
     Appendix 5: Pictures of the mock exam conducted at I-School...................................................147
     Appendix 6: An excerpt of the interview transcription....148
     Appendix 7: An excerpt of the transcription of classroom observations.............................................150		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/#G0093951003en_US
dc.subject (關鍵詞) 英語教學經驗zh_TW
dc.subject (關鍵詞) 外籍教師zh_TW
dc.subject (關鍵詞) English teaching experienceen_US
dc.subject (關鍵詞) native English-speaking teacher (NEST)en_US
dc.title (題名) 一位美籍英語教師在台灣的教學經驗zh_TW
dc.title (題名) An American English Teacher`s Teaching Experience in Taiwanen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCESzh_TW
dc.relation.reference (參考文獻) Arva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(4), 355-372.zh_TW
dc.relation.reference (參考文獻) Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 7, 9-32.zh_TW
dc.relation.reference (參考文獻) Bahloul, M. (1994). The need for a cross-cultural approach to teaching EFL. TESOL Journal, 3(4), 4-6.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) Boyle, J. (2000). Education for Teachers of English in China. Journal of Education for Teaching, 26 (2), 147-155.zh_TW
dc.relation.reference (參考文獻) Canagarajah, A. S. (1999). Interrogating the “Native Speaker Fallacy”: Non-Linguistic Roots, Non-Pedagogical Results. In G. Braine (Ed.), Non-native educators in English language teaching (p. 77-92). New Jersey: Lawrence Erlbaum Association, Inc.zh_TW
dc.relation.reference (參考文獻) Chen, C. H. (陳菁徽) (2005). Teaching Behavior Differences between Native and Non-native English Teachers In Early Childhood Education. Unpublished master’s thesis. Providence University.zh_TW
dc.relation.reference (參考文獻) Cohen, N. (2006, August 14). The English Language, simply, is going global. Selected article from The New York Times on The United Daily News, p. 1.zh_TW
dc.relation.reference (參考文獻) Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185-209.zh_TW
dc.relation.reference (參考文獻) Cortazzi, M., & Jin, L. (1996). English teaching and learning in China. Language Teaching, 29(2), 61-80.zh_TW
dc.relation.reference (參考文獻) Evans, S. (2000). Teacher and learner roles in the Hong Kong English language classroom. Educational Journal, 25(2), 43-61.zh_TW
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