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| Title | 國中英語教師與學生對於文法教學與錯誤訂正信念之研究 Similarities and differences between EFL students’ and teachers’ beliefs in grammar instruction and error correction |
| Creator | 洪安嫻 Hung, An Hsien |
| Contributor | 余明忠 Yu, Ming Chung 洪安嫻 Hung, An Hsien |
| Key Words | 教師信念 學生信念 文法教學 錯誤訂正 teachers` beliefs students` beliefs grammar instruction error correction |
| Date | 2011 |
| Date Issued | 30-Oct-2012 11:34:52 (UTC+8) |
| Summary | 文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction |
| 參考文獻 | Alderson, J. C., and Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129. Anderson, J. (1993). Is a communicative approach practical for teaching English in China? Pros and cons. System, 21, 471-480. Borg, S. (1998). Teachers` pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38. Brandl, K. K. (1995). Strong and weak students` preferences for error feedback options and responses. The Modern Language Journal, 79(2), 194-211. Brown, A. V. (2009). Students` and teachers` perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46-60. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, New York, Addison Wesley Longman, Inc. . Carroll, S., and Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386. Chang, F. C. (2008). How to conduct statistical analysis. Taipei, Psychological Publishing Co., Ltd. Chung, I. F., and Huang, Y. C. (2009). The implementation of communicative language teaching: An investigation of students` viewpoints. Asia-Pacific Education Researcher, 18(1), 67-78. Colton, V. and Sparks-Langer, G. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), 45-54. Davis, A. (2003). Teachers` and students` beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207-222. Deutsch, M. and Krauss, R. M. (1962). Studies in interpersonal bargaining. Journal of Conflict Resolution, 6, 52-76. Ellis, R., Basturkmen, H., and Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407-431. Horwitz, E. K. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294. Johnson, K. (1994). The emerging beliefs and instructional practices of preservice English as second language teachers. Teaching and Teacher Education, 10, 439-452. Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27, 65-90. Kern, R. G. (1995). Students` and teachers` beliefs about language learning. Foreign Language Annals, 28, 71-92. Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4), 549-566. Lai, S. J. (2004). High school English teacher`s beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Liao, M. C., and Wang, H. C. (2009). Perception differences of EFL teachers and students in grammar instruction and error correction. English Teaching & Learning, 33(1), 101-146. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers` perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. Light, R. J., Singer, J. D., and Willett J. B. (1990). By design: planning research on higher education. London, Harvard University Press. Lightbown, P. M., and Spada, N. (2006). How language are learned. New York, Oxford University Press. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp.39-52). Amsterdam: John Benjamins. Lyster, R.,& Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd). London, Sage. Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49, 377-415. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. Ohbuchi, K., Chiba, S. and Fukushima, O.(1996). Mitigation of interpersonal conflicts: Politeness and time pressures. Personality and Social Psychology Bulletin 22, 1035–1042. Omaggio, H. A. (1993). Teaching language in context. (3nd ed.). Boston: Heinle. Pajares, M. F. (1992). Teachers` beliefs and educational research: Clearing up a messy construct. Review of Educational Research, 62(3), 307-332. Peterman, F. P. (1991). An experienced teacher’s emerging constructivist beliefs about teaching and learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. Popovic, C. (2010). Myth busting: an examination of teachers` beliefs about first-year medical students. How well do teachers know their students? Innovations in Education & Teaching International, 47(2), 141-154. Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, Jossey-Bass. Saito, H. (1994). Teachers` practices and students` preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46-68. Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students` and teachers` views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-364. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244-258. Shawn, L. W., Li, S. F., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., and Chen, X. Q.(2009). Second language learners` beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104. Tjosvold, D., Hui, C. and Sun, H. (2004). Can Chinese discuss conflicts openly? Field and experimental studies of face dynamics in China. Group Decision and Negotiation, 13, 351-373. Wood, J. T. (1993). Gender, communication, and culture. In Samovar, L. A. & Porter, R. E. (Ed.), Intercultural communication: A reader (pp. 155-165). Belmont, CA: Wadsworth. Wubbels, T. (1992). Taking account of student teachers` preconceptions. Teaching and Teacher Education, 8(2), 137-149. Wu, M. L., and Tu, J. T. (2005). SPSS and the application and analysis of statistics. Taipei, Wu-Nan Book Inc. |
| Description | 碩士 國立政治大學 英語教學碩士在職專班 97951008 100 |
| 資料來源 | http://thesis.lib.nccu.edu.tw/record/#G0097951008 |
| Type | thesis |
| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming Chung | en_US |
| dc.contributor.author (Authors) | 洪安嫻 | zh_TW |
| dc.contributor.author (Authors) | Hung, An Hsien | en_US |
| dc.creator (作者) | 洪安嫻 | zh_TW |
| dc.creator (作者) | Hung, An Hsien | en_US |
| dc.date (日期) | 2011 | en_US |
| dc.date.accessioned | 30-Oct-2012 11:34:52 (UTC+8) | - |
| dc.date.available | 30-Oct-2012 11:34:52 (UTC+8) | - |
| dc.date.issued (上傳時間) | 30-Oct-2012 11:34:52 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0097951008 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/54738 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 97951008 | zh_TW |
| dc.description (描述) | 100 | zh_TW |
| dc.description.abstract (摘要) | 文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 | zh_TW |
| dc.description.abstract (摘要) | Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction | en_US |
| dc.description.tableofcontents | ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF TABLES ix CHINESE ABSTRACT xi ENGLISH ABSTRACT xiii CHAPTER ONE: INTRODUCTION 1 Background and Motivation 1 Purpose of the Study 4 Significance of the Study 5 Definition of Terms 5 CHAPTER TWO: LITERATURE REVIEW 7 The Essence of Beliefs 7 Teachers’ Beliefs 8 Students’ Beliefs 11 Comparison between Students’ and Teachers’ Beliefs 13 Students’ and Teachers’ Beliefs in Grammar Instruction 14 Grammar and English Learning 14 Grammar Rules 16 Grammar Terminologies 17 Grammar Practices 17 Students’ and Teachers’ Beliefs in Error Correction 18 Error Correction and English Learning 18 The Suitable Corrector for Error Correction 19 The Suitable Time for Error Correction 20 The Proper Way of Error Correction 21 Students’ Expectation of Error Correction 22 Rationale of the Present Study and the Research Questions 23 CHAPTER THREE: METHODOLOGY 27 Participants 27 Sample Size and Sampling Strategies 27 Student Participants 30 Teacher Participants 32 Instruments 35 Student and Teacher Questionnaires 36 The Content of the Original Questionnaires 37 Procedures 39 Pre-implementation 39 Expert Validity of Teacher and Student Questionnaires 40 Personal information 41 Beliefs in grammar instruction and error correction 42 Further suggestions 51 Pilot Study 51 Validity. 52 Reliability. 54 Implementation 55 Post-implementation 55 Data Analysis 57 To Answer the First Research Question 57 To Answer the Second Research Question 59 To Answer the Third Research Question 59 CHAPTER FOUR: RESULTS 61 Similarities and Differences between Students’ and Teachers’ Beliefs 61 The Result of Quantitative Analysis 62 Beliefs in Grammar Instruction 62 Grammar and English Learning 63 Grammar Rules 65 Grammar Terminologies 66 Grammar Practices 67 Beliefs in Error Correction 69 Error Correction and English Learning 70 The Suitable Corrector for Error Correction 71 The Suitable Time for Error Correction 72 The Proper Way of Error Correction 73 The Students’ Expectation of Error Correction 75 The Result of Qualitative Analysis 76 Qualitative Analysis of Grammar Instruction 77 Qualitative Analysis of Error Correction 80 Teachers’ Backgrounds 83 Genders 84 Seniorities 85 Degrees of Formal Schooling 86 Majors 87 Personal Experiences 87 Students’ Backgrounds 88 Genders 88 Grades 89 Personal Experiences 90 Parents’ Native Languages 92 Learning Experiences 93 DISCUSSION 97 Similarities and Differences between Students’ and Teachers’ Beliefs 97 Similar Beliefs in Grammar Instruction 98 Different Beliefs in Grammar Instruction 102 Similar and Different Beliefs in Error Correction 104 Similar Beliefs in Error Correction 104 Different Beliefs in Error Correction 105 Teachers’ Background Factors 108 Students’ Background Factors 110 CONCLUSION 113 Summary of Major Findings 113 Pedagogical Implications of the Study 115 Measures to Reach the Consensus between Teachers and Students 115 Suggestions for Re-examining the Present Education System 116 Suggestions for Teachers’ Change in Attitudes 117 Limitations of the Study 118 Recommendation for Further Research 119 Conclusion 119 REFERENCES 121 APPENDIX A: The Questionnaire for Experts 127 APPENDIX B: The English Teacher Questionnaire 136 APPENDIX C: The English Student Questionnaire 141 APPENDIX D: The Chinese Teacher Questionnaire 146 APPENDIX E: The Chinese Student Questionnaire 150 APPENDIX F: A Start List for Coding 154 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0097951008 | en_US |
| dc.subject (關鍵詞) | 教師信念 | zh_TW |
| dc.subject (關鍵詞) | 學生信念 | zh_TW |
| dc.subject (關鍵詞) | 文法教學 | zh_TW |
| dc.subject (關鍵詞) | 錯誤訂正 | zh_TW |
| dc.subject (關鍵詞) | teachers` beliefs | en_US |
| dc.subject (關鍵詞) | students` beliefs | en_US |
| dc.subject (關鍵詞) | grammar instruction | en_US |
| dc.subject (關鍵詞) | error correction | en_US |
| dc.title (題名) | 國中英語教師與學生對於文法教學與錯誤訂正信念之研究 | zh_TW |
| dc.title (題名) | Similarities and differences between EFL students’ and teachers’ beliefs in grammar instruction and error correction | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Alderson, J. C., and Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115-129. Anderson, J. (1993). Is a communicative approach practical for teaching English in China? Pros and cons. System, 21, 471-480. Borg, S. (1998). Teachers` pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-38. Brandl, K. K. (1995). Strong and weak students` preferences for error feedback options and responses. The Modern Language Journal, 79(2), 194-211. Brown, A. V. (2009). Students` and teachers` perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46-60. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, New York, Addison Wesley Longman, Inc. . Carroll, S., and Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386. Chang, F. C. (2008). How to conduct statistical analysis. Taipei, Psychological Publishing Co., Ltd. Chung, I. F., and Huang, Y. C. (2009). The implementation of communicative language teaching: An investigation of students` viewpoints. Asia-Pacific Education Researcher, 18(1), 67-78. Colton, V. and Sparks-Langer, G. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), 45-54. Davis, A. (2003). Teachers` and students` beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207-222. Deutsch, M. and Krauss, R. M. (1962). Studies in interpersonal bargaining. Journal of Conflict Resolution, 6, 52-76. Ellis, R., Basturkmen, H., and Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407-431. Horwitz, E. K. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294. Johnson, K. (1994). The emerging beliefs and instructional practices of preservice English as second language teachers. Teaching and Teacher Education, 10, 439-452. Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27, 65-90. Kern, R. G. (1995). Students` and teachers` beliefs about language learning. Foreign Language Annals, 28, 71-92. Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4), 549-566. Lai, S. J. (2004). High school English teacher`s beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Liao, M. C., and Wang, H. C. (2009). Perception differences of EFL teachers and students in grammar instruction and error correction. English Teaching & Learning, 33(1), 101-146. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers` perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703. Light, R. J., Singer, J. D., and Willett J. B. (1990). By design: planning research on higher education. London, Harvard University Press. Lightbown, P. M., and Spada, N. (2006). How language are learned. New York, Oxford University Press. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp.39-52). Amsterdam: John Benjamins. Lyster, R.,& Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd). London, Sage. Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49, 377-415. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. Ohbuchi, K., Chiba, S. and Fukushima, O.(1996). Mitigation of interpersonal conflicts: Politeness and time pressures. Personality and Social Psychology Bulletin 22, 1035–1042. Omaggio, H. A. (1993). Teaching language in context. (3nd ed.). Boston: Heinle. Pajares, M. F. (1992). Teachers` beliefs and educational research: Clearing up a messy construct. Review of Educational Research, 62(3), 307-332. Peterman, F. P. (1991). An experienced teacher’s emerging constructivist beliefs about teaching and learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. Popovic, C. (2010). Myth busting: an examination of teachers` beliefs about first-year medical students. How well do teachers know their students? Innovations in Education & Teaching International, 47(2), 141-154. Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco, Jossey-Bass. Saito, H. (1994). Teachers` practices and students` preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46-68. Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students` and teachers` views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-364. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244-258. Shawn, L. W., Li, S. F., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., and Chen, X. Q.(2009). Second language learners` beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104. Tjosvold, D., Hui, C. and Sun, H. (2004). Can Chinese discuss conflicts openly? Field and experimental studies of face dynamics in China. Group Decision and Negotiation, 13, 351-373. Wood, J. T. (1993). Gender, communication, and culture. In Samovar, L. A. & Porter, R. E. (Ed.), Intercultural communication: A reader (pp. 155-165). Belmont, CA: Wadsworth. Wubbels, T. (1992). Taking account of student teachers` preconceptions. Teaching and Teacher Education, 8(2), 137-149. Wu, M. L., and Tu, J. T. (2005). SPSS and the application and analysis of statistics. Taipei, Wu-Nan Book Inc. | zh_TW |