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題名 國中英語教師閱讀教學信念與實踐：兩位教師之個案研究
Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: a case study
作者 陳瑋芳
貢獻者 招靜琪
陳瑋芳
關鍵詞 教師信念
閱讀教學
英語教學
teacher`s belief
reading instruction
English teaching
日期 2009
上傳時間 9-四月-2010 15:41:37 (UTC+8)
摘要 本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。
The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.
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Benson, P. (1996). Concepts of autonomy in language
learning. In R. Pemberton, E.S.L Li, W.F. Or, & H. D. Pierson (Eds.), Taking Control: Autonomy in Language
learning (pp.27-34). Hong Kong: Hong Kong University
Press.
Bereiter, C. & Scardamalia, M. (1993). Surpassing
Ourselves— An Inquiry into the Nature and Implication
of Expertise. Illinois: Open Court.
Borg, S. (1998). Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative Study. TESOL Quarterly, 32(1), 9-38.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Borko, H., & Shavelson, R. J. (1990). Teacher decision making. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 311-346). Hillsdale, NJ: Lawrence Erlbaum Associates.
Brousseau, B. A., Book, C. & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.
Calderhead, J. (1996). Teachers: beliefs and knowledge. In B. C Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-725). New York: Macmillan.
Chang, B. L. (2000). Study of junior high school English teachers’ beliefs towards the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C.
Chang, L. Y. (2001). Communicative language teaching: Senior high school English teachers’ beliefs and practices. Unpublished master’s thesis, Tamkang University, Taipei, R.O.C.
Chen, S. L. (陳秀玲) (2002). 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-hua, R.O.C.
Clark, C. M. & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp.255-296). New York: Macmillan.
Colton, A. B. & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), p.45-54.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Crookes, G. & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8 (1), 15-19.
Davis, M. M., Konopak, B. C. & Readence, J. E. (1993). An investigation of two chapter I teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33(2), 105-118.
Duff. P. A. (2007). Case Study Research in Applied Linguistics. New York, N. Y.: Lawrence Erlbaum Associates.
Farrell, T. S. C. & Lim, P. C. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9 (2). Retrieved July 1, 2008 from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej34/a9.pdf
Freeman, D. (2000). Imported theories/local understandings. TESOL Matters, 10 (4). Retrieved October 5, 2008 from http://www.tesol.org/s_tesol/sec_document.
asp?CID=195&DID=857
Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29 (3), 387-395.
Hargreaves, A. & Fullan, M. G. (1992). Understanding Teacher Development. New York, N.Y.: Teachers College Press.
Harste, J. & Burke, C. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading are theoretically based. In P. D. Pearson (Ed.) Reading: Theory, research and practice (pp.32-40). Clemson, SC: The National Reading Conference.
Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), p.235-243.
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Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10 (4), 439-452.
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Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York, N.Y.: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (2nd Ed.) New York, N.Y.: Oxford University Press.
Lave, J. (1988). Cognition in Practice. Cambridge: Cambridge University Press.
Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teacher’s Professional Learning (pp.146-168). New York: Falmer Press.
Lieblich, A. (1998). Narrative Research: Reading, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publication.
Lin, H. J. (林芯汝). (2002). Teacher’s beliefs and practices of communicative language teaching: A case study of junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C.
Littlewood, W. (1999). Defining and developing autonomy in East-Asian contexts. Applied Linguistics, 20(1), 71-94.
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Mantero, M. (2005). Language, education, and success: A view of emerging beliefs and strategies in the southeastern United States. TESL-EJ, 9 (1), 1-15.
Meijer, P. C., Verlopp, N. & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 15, 59-84.
Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90 (1), 48-66.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328.
Nien, Y. H. (粘玉秀) (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, Taipei, R.O.C.
Nisbett, R. E. & Ross, L. (1980). Human Inference: Strategies and Shortcomings of Social Judgment. Englewood Cliff, NJ: Prentice-Hall.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.
Pultorak, E. G. (1993). Facilitating reflective thoughts in novice teachers. Journal of Teacher Education, 44(1), p.288-295.
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描述 碩士
國立政治大學
英國語文學研究所
94551023
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094551023
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.author (作者) 陳瑋芳zh_TW
dc.creator (作者) 陳瑋芳zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 9-四月-2010 15:41:37 (UTC+8)-
dc.date.available 9-四月-2010 15:41:37 (UTC+8)-
dc.date.issued (上傳時間) 9-四月-2010 15:41:37 (UTC+8)-
dc.identifier (其他 識別碼) G0094551023en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/38746-
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) 94551023zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。zh_TW
dc.description.abstract (摘要) The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.en_US
dc.description.tableofcontents Acknowledgement..........................................iii
Chinese Abstract........................................viii
English Abstract..........................................ix
Chapter One: Introduction.................................01
1.1 Background and Rationale of the Study..........01
1.2 Purposes of the Study..........................03
1.3 Research Questions.............................04
1.4 Definition of Terms............................04
Chapter Two: Literature Review............................05
2.1 Teachers’ Pedagogical Beliefs.................05
2.2 Relationship between Teacher’s Beliefs and
Practices...............................07
2.3 Research on Language Teachers’ Beliefs and
Practices in Classroom..................09
2.4 Research on Language Teachers’ Beliefs and
Practices on Reading instruction........12
2.5 Summary........................................15
Chapter Three: Methodology................................16
3.1 Participants and Their Teaching Contexts......16
3.1.1 Participants’ teaching contexts..........16
3.1.2 Participants..............................17
3.2 Instruments...................................20
3.2.1 Semi-structured interviews................20
3.2.2 Classroom observations....................24
3.3 Data Collection and Analysis..................25
Chapter Four: Findings....................................28
4.1 Angela........................................28
4.1.1 Teachers’ pedagogical beliefs and
practices on reading instruction.........28
4.1.2 Students’ impacts on teachers’
pedagogical beliefs and practices on
reading instruction...................47
4.1.3 Summary...................................57
4.2 Bernice.......................................61
4.2.1 Teachers’ pedagogical beliefs and
practices on reading instruction.........61
4.2.2 Students’ impacts on teachers’
pedagogical beliefs and practices on
reading instruction......................78
4.2.3 Summary...................................89

Chapter Five: Discussion..................................92
5.1 Research Question One and Two.................92
5.2 Research Question Three.......................96
5.2.1 Students’ participation in class.........97
5.2.2 Students’ comprehension of instruction...99
5.2.3 Students’ diverse English proficiency...100
5.2.4 Students’ examination pressure..........102
5.3 Implication from the Study...................106
5.3.1 Teachers’ pedagogical beliefs as situated
knowledge...............................106
5.3.2 Teachers’ pedagogical beliefs and
teacher’s role.........................109
Chapter Six: Conclusion..................................113
6.1 Summary of the Study..........................113
6.2 Implications..................................114
6.3 Limitation of the Study.......................116
6.4 Suggestions for Further Research..............117
6.5 Conclusion....................................117
References...............................................119
Appendixex...............................................125
A. Outline of Pre-observation Interview..........125
B. Outline of the First Post-observation
Interview....................................127
C. Outline of the Second Post-observation
Interview....................................131
D. Outline of Student Interview..................135
E. Sample Transcription of Interview.............136
F. Sample Observation Notes......................139		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/#G0094551023en_US
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 閱讀教學zh_TW
dc.subject (關鍵詞) 英語教學zh_TW
dc.subject (關鍵詞) teacher`s beliefen_US
dc.subject (關鍵詞) reading instructionen_US
dc.subject (關鍵詞) English teachingen_US
dc.title (題名) 國中英語教師閱讀教學信念與實踐：兩位教師之個案研究zh_TW
dc.title (題名) Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: a case studyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Aebersold, J. & Field, M. L. (1997). From Reader to Readingzh_TW
dc.relation.reference (參考文獻) Teacher: Issues and Strategies for Second Languagezh_TW
dc.relation.reference (參考文獻) Classrooms. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Benson, P. (1996). Concepts of autonomy in languagezh_TW
dc.relation.reference (參考文獻) learning. In R. Pemberton, E.S.L Li, W.F. Or, & H. D. Pierson (Eds.), Taking Control: Autonomy in Languagezh_TW
dc.relation.reference (參考文獻) learning (pp.27-34). Hong Kong: Hong Kong Universityzh_TW
dc.relation.reference (參考文獻) Press.zh_TW
dc.relation.reference (參考文獻) Bereiter, C. & Scardamalia, M. (1993). Surpassingzh_TW
dc.relation.reference (參考文獻) Ourselves— An Inquiry into the Nature and Implicationzh_TW
dc.relation.reference (參考文獻) of Expertise. Illinois: Open Court.zh_TW
dc.relation.reference (參考文獻) Borg, S. (1998). Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative Study. TESOL Quarterly, 32(1), 9-38.zh_TW
dc.relation.reference (參考文獻) Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.zh_TW
dc.relation.reference (參考文獻) Borko, H., & Shavelson, R. J. (1990). Teacher decision making. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 311-346). Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Brousseau, B. A., Book, C. & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.zh_TW
dc.relation.reference (參考文獻) Calderhead, J. (1996). Teachers: beliefs and knowledge. In B. 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) Chang, B. L. (2000). Study of junior high school English teachers’ beliefs towards the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C.zh_TW
dc.relation.reference (參考文獻) Chang, L. Y. (2001). Communicative language teaching: Senior high school English teachers’ beliefs and practices. Unpublished master’s thesis, Tamkang University, Taipei, R.O.C.zh_TW
dc.relation.reference (參考文獻) Chen, S. L. (陳秀玲) (2002). 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-hua, R.O.C.zh_TW
dc.relation.reference (參考文獻) Clark, C. M. & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp.255-296). New York: Macmillan.zh_TW
dc.relation.reference (參考文獻) Colton, A. B. & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), p.45-54.zh_TW
dc.relation.reference (參考文獻) Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.zh_TW
dc.relation.reference (參考文獻) Crookes, G. & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8 (1), 15-19.zh_TW
dc.relation.reference (參考文獻) Davis, M. M., Konopak, B. C. & Readence, J. E. (1993). An investigation of two chapter I teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33(2), 105-118.zh_TW
dc.relation.reference (參考文獻) Duff. P. A. (2007). Case Study Research in Applied Linguistics. New York, N. Y.: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Farrell, T. S. C. & Lim, P. C. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9 (2). Retrieved July 1, 2008 from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej34/a9.pdfzh_TW
dc.relation.reference (參考文獻) Freeman, D. (2000). Imported theories/local understandings. TESOL Matters, 10 (4). Retrieved October 5, 2008 from http://www.tesol.org/s_tesol/sec_document.zh_TW
dc.relation.reference (參考文獻) asp?CID=195&DID=857zh_TW
dc.relation.reference (參考文獻) Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29 (3), 387-395.zh_TW
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