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題名 留學英美教師及國內進修教師：對英語教學之溝通式教學法的信念及教學行為
US/UK-Trained English Teachers vs. Locally-Trained English Teachers:Beliefs and Practices in Communicative Language Teaching
作者 龔怡禎
Kung, Yi -chen
貢獻者 葉潔宇
Yeh, Leah C. Y.
龔怡禎
Kung, Yi -chen
關鍵詞 教師信念
教學行為
溝通式教學法
日期 2008
上傳時間 19-Sep-2009 13:05:44 (UTC+8)
摘要 溝通式教學法在英語教學界蔚為主流已有數十年之久。過去的研究亦指出此教學法的實施成效與該實施國家一貫的學習文化具有相當程度的關係。本研究旨在瞭解曾至海外留學的英語教師，因其受到溝通式教學法的影響可能多於在國內進修的教師，他們的信念是否比在國內進修的教師更清楚地顯現在教室行為中。
      本研究採用質性研究方法，選擇了三位曾至英美等國取得碩士學位的教師，以及三位在國內進修取得碩士學位的教師。二組教師中各有一位任教於高中一、二、三年級。資料收集主要來源為問卷、訪談及課室觀察。資料分析後比較（1）曾至國外進修教師之信念及教學行為；（2）國內進修教師之信念及教學行為；（3）兩類教師之相同處；（4）兩類教師之相異處。
      本研究主要的發現有：所有教師，包括國外及國內進修者，對溝通式教學法都傾向認同，但在課室中卻不是經常用到此教學法，反而是融合傳統的及溝通式教學法的折衷現象較為普遍。至於在教學時，限制溝通式教學法的使用，主要因教學環境因素所致，例如來自考試的壓力、有限的教學時數、及班級人數。另外，海外留學經驗並未對教師信念有所影響。
      本研究根據以上四個議題討論結果，在文末進一步提供建議，作為教育學者們參考。
Communicative Language Teaching (CLT) has dominated the field of language teaching for decades. Previous research also indicated that the effectiveness of CLT has a lot to do with the culture of learning in the country where CLT is implemented. The aim of the present study is to explore whether foreign-trained English teachers, who are presumably under more influence of CLT than locally-trained teachers, have manifested their beliefs and practices more explicitly in the classroom instruction.
      This study adopted a qualitative research method. The participants are 3 US/UK-trained English teachers and 3 locally-trained English teachers, who teach in a senior high school in northern Taiwan. In this study, the instruments for collecting data included questionnaire, classroom observations and follow-up interviews. The data were analyzed to answer the following research questions: (1) US/UK-trained English teachers’ beliefs and practices in CLT, (2) locally-trained English teachers’ beliefs and practices in CLT, (3) the similarities in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers and (4) the differences in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers.
      The major findings are all participants, including both foreign-trained and locally-trained teachers, claimed to hold positive attitude toward CLT. However, CLT was not used frequently in class. It was an eclecticism that was mostly adopted, instead. As for the major constraints from applying CLT, all participants agreed the contextual factors, such as pressure of exams, limited teaching hours, class size, mattered a lot. In addition, the overseas educational experience made no difference to teachers’ beliefs.
      Finally, pedagogical implications and suggestions are presented at the end of the paper.
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Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287.
Blanton, W. E., & Moorman, G. B. (1987). The effects of knowledge on the instructional behavior of classroom reading teachers. Research Report No. 7. Boone, NC: Appalachian State University, Center on Excellence in Teacher Education.
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Bower, T. J. (1973). Effects of short-term study abroad on student attitudes. Unpublished doctoral dissertation, University of Colorado at Boulder.
Brophy, J. E., & Good, T. (1974). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillion.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Burnaby, B., & Sun, Y. (1989). Chinese teachers’ views of western language teaching: Context informs paradigms. TESOL Quarterly, 23(2), 219-238.
Calderhaed, J. (1995). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology, (pp. 705-725). New York: Macmillion Library Reference USA, Simon & Schuster Macmillan.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Carlson, J. S., Burn, B. B., Useem, J., & Yachimowicz, D. (1990). Study abroad: The experience of American undergraduates. Westport, CT: Greenwood Press.
Chang, L-Y. (2001). Communicative Language Teaching: Senior High School Teachers’ Beliefs and Practices. Unpublished master’s thesis, Tamkang University, Taipei, Taiwan.
Chang, S., & Huang, Y-K. (2001). Communicative language teaching: Senior high school teachers’ beliefs and practices. Selected Papers from the Tenth International Symposium on English Teaching, 219-227. Taipei Crane Publishing Co., Ltd.
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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
94951005
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951005
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Leah C. Y.en_US
dc.contributor.author (Authors) 龔怡禎zh_TW
dc.contributor.author (Authors) Kung, Yi -chenen_US
dc.creator (作者) 龔怡禎zh_TW
dc.creator (作者) Kung, Yi -chenen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:05:44 (UTC+8)-
dc.date.available 19-Sep-2009 13:05:44 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:05:44 (UTC+8)-
dc.identifier (Other Identifiers) G0094951005en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37298-
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) 94951005zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 溝通式教學法在英語教學界蔚為主流已有數十年之久。過去的研究亦指出此教學法的實施成效與該實施國家一貫的學習文化具有相當程度的關係。本研究旨在瞭解曾至海外留學的英語教師，因其受到溝通式教學法的影響可能多於在國內進修的教師，他們的信念是否比在國內進修的教師更清楚地顯現在教室行為中。
      本研究採用質性研究方法，選擇了三位曾至英美等國取得碩士學位的教師，以及三位在國內進修取得碩士學位的教師。二組教師中各有一位任教於高中一、二、三年級。資料收集主要來源為問卷、訪談及課室觀察。資料分析後比較（1）曾至國外進修教師之信念及教學行為；（2）國內進修教師之信念及教學行為；（3）兩類教師之相同處；（4）兩類教師之相異處。
      本研究主要的發現有：所有教師，包括國外及國內進修者，對溝通式教學法都傾向認同，但在課室中卻不是經常用到此教學法，反而是融合傳統的及溝通式教學法的折衷現象較為普遍。至於在教學時，限制溝通式教學法的使用，主要因教學環境因素所致，例如來自考試的壓力、有限的教學時數、及班級人數。另外，海外留學經驗並未對教師信念有所影響。
      本研究根據以上四個議題討論結果，在文末進一步提供建議，作為教育學者們參考。		zh_TW
dc.description.abstract (摘要) Communicative Language Teaching (CLT) has dominated the field of language teaching for decades. Previous research also indicated that the effectiveness of CLT has a lot to do with the culture of learning in the country where CLT is implemented. The aim of the present study is to explore whether foreign-trained English teachers, who are presumably under more influence of CLT than locally-trained teachers, have manifested their beliefs and practices more explicitly in the classroom instruction.
      This study adopted a qualitative research method. The participants are 3 US/UK-trained English teachers and 3 locally-trained English teachers, who teach in a senior high school in northern Taiwan. In this study, the instruments for collecting data included questionnaire, classroom observations and follow-up interviews. The data were analyzed to answer the following research questions: (1) US/UK-trained English teachers’ beliefs and practices in CLT, (2) locally-trained English teachers’ beliefs and practices in CLT, (3) the similarities in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers and (4) the differences in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers.
      The major findings are all participants, including both foreign-trained and locally-trained teachers, claimed to hold positive attitude toward CLT. However, CLT was not used frequently in class. It was an eclecticism that was mostly adopted, instead. As for the major constraints from applying CLT, all participants agreed the contextual factors, such as pressure of exams, limited teaching hours, class size, mattered a lot. In addition, the overseas educational experience made no difference to teachers’ beliefs.
      Finally, pedagogical implications and suggestions are presented at the end of the paper.		en_US
dc.description.tableofcontents Acknowledgments........................................iii
     List of Tables..........................................vi
     Chinese Abstract.......................................vii
     English Abstract.......................................viii
     Introduction..............................................1
      Background of the Study...............................1
      Purpose of the Study..................................2
      Research Questions....................................3
      Significance of the Study.............................3
     Literature Review.........................................5
      Communicative Language Teaching.......................5
      Tenets of Communicative Language Teaching.........5
      Characteristics of Communicative language
      Teaching..................................7
      Implementation of Communicative Language
      Teaching in EFL Contexts..................8
      Teachers` Beliefs and Teaching Practices..............11
      Definition of Teachers` Beliefs...................11
      The Impacts of Teachers` Beliefs on
      Teaching Practices........................12
      Teachers` Beliefs about CLT-Based
      Instruction...............................13
      Study Abroad..........................................15
      Research on Impacts of Overseas Studying
      Experience................................15
      The Study Abroad Evaluation Project...............16
     Methodology...............................................19
      Participants..........................................19
      Instruments...........................................20
      Questionnaire.....................................21
      Classroom Observations............................22
      Follow-up Interviews about the Practices in
      CLT.......................................23
      Procedure.............................................24
      Pilot Study.......................................24
      Main Study........................................24
      Data Analysis.........................................25
      Questionnaire.....................................26
      Classroom Observations............................27
      Follow-up Interviews..............................27
     Results...................................................28
      Teachers’ Awareness of CLT Principles................28
      Classroom Observations................................34
      US/UK-Trained English Teachers....................35
      Locally-Trained English Teachers..................41
      In-depth Interviews about Teachers’ Beliefs and
      Practices in CLT..................................46
      US/UK-Trained English Teachers....................47
      Locally-Trained English Teachers..................54
      Summary...............................................62
     Discussion and Conclusion.................................64
      Answers to the Research Questions.....................64
      Findings of the Present Study vs. Findings of
      Previous Studies..................................72
      Limitations of the Study..............................74
      Implications of the Study.............................75
      Recommendations for Future Research...................76
      Conclusion............................................77
     References................................................79
     Appendixes................................................87
      A. Scale for Investigating Teachers’ Attitudes to
      the Communicative Approach and Questionnaire...87
      B. Checklist – CLT in the Classroom..................91
      C. Interview Questions................................92
      D. Scores of Each Participant in Eight Thematic
      Groups.........................................94		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951005en_US
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 教學行為zh_TW
dc.subject (關鍵詞) 溝通式教學法zh_TW
dc.title (題名) 留學英美教師及國內進修教師：對英語教學之溝通式教學法的信念及教學行為zh_TW
dc.title (題名) US/UK-Trained English Teachers vs. Locally-Trained English Teachers:Beliefs and Practices in Communicative Language Teachingen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bauch, P. A. (1984, April). The impact of teachers’ instructional beliefs on their teaching: Implications for research and practice. Paper presented at the Annual Meeting of the American Educational Research Association.zh_TW
dc.relation.reference (參考文獻) Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287.zh_TW
dc.relation.reference (參考文獻) Blanton, W. E., & Moorman, G. B. (1987). The effects of knowledge on the instructional behavior of classroom reading teachers. Research Report No. 7. Boone, NC: Appalachian State University, Center on Excellence in Teacher Education.zh_TW
dc.relation.reference (參考文獻) Borg, M. (2001). Key concepts in ELT: 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) Bower, T. J. (1973). Effects of short-term study abroad on student attitudes. Unpublished doctoral dissertation, University of Colorado at Boulder.zh_TW
dc.relation.reference (參考文獻) Brophy, J. E., & Good, T. (1974). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillion.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Burnaby, B., & Sun, Y. (1989). Chinese teachers’ views of western language teaching: Context informs paradigms. TESOL Quarterly, 23(2), 219-238.zh_TW
dc.relation.reference (參考文獻) Calderhaed, J. (1995). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology, (pp. 705-725). New York: Macmillion Library Reference USA, Simon & Schuster Macmillan.zh_TW
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