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題名 高中英語教師寫作教學信念與實踐:質性個案研究
Senior high school EFL teachers’ pedagogical beliefs and practices on writing instruction: a qualitative case study
作者 陳閔志
貢獻者 黃怡萍
Huang, Yi Ping
陳閔志
關鍵詞 英語教師
寫作教學
教學信念
情境因素
English Teacher
Writing Instruction
Teaching Belief
Contextual Factor
日期 2012
上傳時間 1-Mar-2013 09:23:47 (UTC+8)
摘要 過去研究著重於教師全方位的英語教學信念，關於英語教師個別技巧方面的教學信念研究較為缺乏，因此本研究將重心擺在教師寫作信念的研究。本研究旨在以質化研究方式探討兩位高中英語教師寫作信念及其課堂教學，同時分析學生相關因素如何影響教師寫作信念及其課堂教學。研究對象包含兩位高中英語教師及八名學生。資料蒐集方式包含訪談、課室觀察、以及觀察筆記。研究結果顯示教師信念及其教學並非完全一致。部分不一致的原因主要在於學生行為、學習態度、英語程度、師生的學習背景不同、時間壓力，以及課堂人數多寡等情境因素。此外，相較於之前研究所提及的情境因素，學生特質能為教師的教育帶來不同層面的影響。總之，學生因素以及信念與教學的不一致可以幫助教師們反思教學的本質，並且藉由情境化的調整，發展出更符合情境的教學方式。
In the past, the research focused on English teachers’ general pedagogical beliefs while the research on specific beliefs was lacking. Hence, the current research put emphasis on English teachers’ pedagogical beliefs on writing instruction. The purposes of the current study were to investigate two senior high school English teachers’ beliefs and practices on writing instruction and how students’ characteristics influenced them. The participants were two senior high school teachers and eight students chosen from the teachers’ classes. Data collection methods included semi-structured interviews with teachers and students, classroom observations, and field notes. The results indicated a partial inconsistency between the teachers’ beliefs and their instruction, mainly resulting from students’ behavior, learning attitudes, students’ English proficiency, time pressure, and class sizes. Also, students’ characteristics were found to have different types of influence on teachers’ instruction compared to other contextual factors mentioned in the previous research. In conclusion, students’ characteristics and the discrepancies between teachers’ beliefs and practices would help teachers reflect on the nature of their instruction and develop more contextually responsive teaching.
參考文獻 Allen, L. (1996). The evaluation of a learner’s beliefs about language learning. Carleton Papers in Applied Language Studies, 13, 67-80.
Andrews, S. (2003). Just like instant noodles: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375.
Barcelos, A. M. F. (2000). Understanding teachers’ and students’ language learning beliefs in experience: a Deweyan approach. Doctoral dissertation, the University of Alabama, Tuscaloosa.
Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New Research Approaches (pp. 7-33). Dordrecht: Kluwer Academic Publishers.
Borg, S.(1999). Teachers’ theories in grammar teaching. ELTJ, 53(3), 157-167.
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.
Borg, S,& Phipps, S. (2009). Exploring tensions between teachers` grammar teaching beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 380-390.
Breen, M. P. (1991). Understanding the language teacher. In R. Phillipson, E. Kellernan, L. Selinker, M. Sharwood Smith & M. Swain (eds.), Foreign/ Second Language Pedagogy Research, (pp. 213-33). Clevedon, UK; Multilingual Matters.
Carspecken, P. F. (1996) Critical ethnography in educational research:A theoretical and practical guide. New York, NY: Routledge.
Chang, B. L. (2000). Study of junior high school English teachers’ beliefs toward the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C.
Chang, H. R. (2005). A study of junior high school EFL teachers’ beliefs and practices on listening instruction in Taiwan. Unpublished master’s thesis, National Changhua University of Education.
Chang, S. C. (2007). Exploring the English writing instruction in high schools and junior college in Taiwan. Unpublished master’s thesis, National Kaohsiung First University of Science and technology.
Chang, Y. C. (2003). A study of senior high school EFL teachers’ beliefs in methodological decision-making. Unpublished master’s thesis, National Changhua University of Education.
Chen, S. L. (2005). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction. Unpublished master’s thesis, National Changhua University of Education.
Chen, W. F. (2009). Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: A case study. Unpublished master’s Thesis, National Chen-chi University.
Chuang, C. H. (2010). English Teachers’ and Students’ Beliefs in Grammar Teaching and Learning in Taiwan Vocational High Schools. Unpublished masters’ thesis, National Changhua University of Education.
Chung, M. C. (2003). A study of senior high school EFL teachers’ beliefs in materials compilation, selection, and use. Unpublished master’s thesis, National Changhua University of Education.
Duff. P. A. (2007). Case Study Research in Applied Linguistics. New York, N. Y.: Lawrence Erlbaum Associates.
Farrell, T.S.C., &Kun, S., 2008. Language policy, teachers’ beliefs and classroom practices. Applied Linguistics, 29(3), 381-403.
Flowerdew, J. (1993). An educational or process approach to the teaching of professional genres. ELT Journal, 47(4), 305-316.
Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental Psychology 42(6): 1179-1192.
Glesne, C. (1999). Becoming qualitative researchers. New York: Longman.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340.
Hosenfeld, C. (2003). Evidence of emergent beliefs of a second language learner: A diary study. In P. Kalaja and A.M.F Barcelos (Eds.), Beliefs about SLA: New Research Approaches, (pp. 37-55). Dordrecht: Kluwer Acamedic Publishers.
Hsieh, C. M. (2005). A study of junior high school English teachers’ beliefs and practices in grammar instruction. Unpublished master’s thesis. National Changhua University of Education.
Hsu, J. Y. (2005). A study of senior high school English teachers’ practices and beliefs about writing instruction. Unpublished master’s thesis, National Sun Yat-sen University.
Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26(3), 507-535.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Kao, S. F. (2002). The pedagogical context and the theoretical bases of EFL writing instruction in a public school in Taiwan. Abstract from: UMI ProQuest Dissertation: Publication Number: AAT 3054484.
Kuo, J. H. (2004). A survey of the academic preparedness of Taiwanese high school English teachers for the teaching of writing. Unpublished masters’ thesis, National Tsing Hua University.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Lai, Y. J. (2004). A study of college English writing teachers’ beliefs and practices. Unpublished master’s theses, National Changhua University of Education.
Li, C. C. (1992). A review of the problems of English composition has encountered by senior high school students: From the perspectives of the Joint College Entrance Examination. English Teaching and Learning, 7(1) 7-14.
Liao, W. W. (2003). Senior high school English teachers’ beliefs towards Communicative Language Teaching and their classroom practice. Unpublished master’s thesis, National Taiwan Normal University.
Lieblich, A. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage Publication.
Lin, G. Y. (2009). The study of teachers’ beliefs in teaching writing in senior high schools in Taiwan. Unpublished master’s thesis, Tamkang University.
Lin, H. J. (2001). Teachers’ beliefs and practices of communicative language teaching: A case study of junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University.
Lin, Y. C. (2004). Phonics instruction: A survey of elementary school English teachers’ beliefs and practices. Unpublished master’s thesis, National Taipei Teachers’ College.
Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic inquiry. London: Sage Publications.
Liu, J. J. (2004). A study of EFL teachers’ beliefs and strategies used in coping with students’ expectations in four-year technological colleges. Unpublished master’s thesis, National Changhua University of Education.
Lu, A. Y. (2003). Teachers’ beliefs and classroom assessments: A case study of two university instructors of English. Unpublished masters’ thesis, National Taiwan Normal University.
Nien, Y. H. (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished masters’ thesis, National Taiwan Normal University.
Pajares, M. F. (1992) Teachers` beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-32.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning; a longitudinal study. System, 29(2), 177-95.
Phipps, S. & Borg, S. (2009) Exploring tensions between teachers` grammar teaching beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 380-390.
Pincas, A. (1982). Writing in English 1. London: Macmillan.
Richards, J., Gallo, P., Renandya, W.(2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41-58.
Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental belief system: The psychological consequences for children, (pp.345-371). Hillsdale, NJ: Erlbaum.
Tsui, A. B. M. (2003). Understanding Expertise in Teaching: Case Studies of ESL Teachers. Cambridge: Cambridge University Press.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice, (pp. 3-15). Cambridge University Press.
Wendon, A. (1987). How to be a successful language learner: Insights and perceptions from L2 learners. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. (pp.103-117). London: Prentice Hall.
Wu, C. F. (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s Thesis, National Taiwan Normal University.
Wu, M. M. (2006). Taiwan`s high school English teachers` beliefs and practices in writing instruction. Unpublished master’s Thesis, National Chen-chi University.
Wu, S. R. (2002). A study of technological-institute English teachers’ beliefs and knowledge about reading instruction. Unpublished master’s thesis, National Chang-hua University of Education, Chang-hua, R.O.C.
Yang, C. C. (2003). A study of the effects of guided reading and writing directions on Taiwanese senior high school students’ English writing. Unpublished master’s thesis, National Changhua University of Education.
描述 碩士
國立政治大學
英國語文學研究所
96551021
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096551021
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi Pingen_US
dc.contributor.author (Authors) 陳閔志zh_TW
dc.creator (作者) 陳閔志zh_TW
dc.date (日期) 2012en_US
dc.date.accessioned 1-Mar-2013 09:23:47 (UTC+8)-
dc.date.available 1-Mar-2013 09:23:47 (UTC+8)-
dc.date.issued (上傳時間) 1-Mar-2013 09:23:47 (UTC+8)-
dc.identifier (Other Identifiers) G0096551021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/57025-
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) 96551021zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 過去研究著重於教師全方位的英語教學信念，關於英語教師個別技巧方面的教學信念研究較為缺乏，因此本研究將重心擺在教師寫作信念的研究。本研究旨在以質化研究方式探討兩位高中英語教師寫作信念及其課堂教學，同時分析學生相關因素如何影響教師寫作信念及其課堂教學。研究對象包含兩位高中英語教師及八名學生。資料蒐集方式包含訪談、課室觀察、以及觀察筆記。研究結果顯示教師信念及其教學並非完全一致。部分不一致的原因主要在於學生行為、學習態度、英語程度、師生的學習背景不同、時間壓力，以及課堂人數多寡等情境因素。此外，相較於之前研究所提及的情境因素，學生特質能為教師的教育帶來不同層面的影響。總之，學生因素以及信念與教學的不一致可以幫助教師們反思教學的本質，並且藉由情境化的調整，發展出更符合情境的教學方式。zh_TW
dc.description.abstract (摘要) In the past, the research focused on English teachers’ general pedagogical beliefs while the research on specific beliefs was lacking. Hence, the current research put emphasis on English teachers’ pedagogical beliefs on writing instruction. The purposes of the current study were to investigate two senior high school English teachers’ beliefs and practices on writing instruction and how students’ characteristics influenced them. The participants were two senior high school teachers and eight students chosen from the teachers’ classes. Data collection methods included semi-structured interviews with teachers and students, classroom observations, and field notes. The results indicated a partial inconsistency between the teachers’ beliefs and their instruction, mainly resulting from students’ behavior, learning attitudes, students’ English proficiency, time pressure, and class sizes. Also, students’ characteristics were found to have different types of influence on teachers’ instruction compared to other contextual factors mentioned in the previous research. In conclusion, students’ characteristics and the discrepancies between teachers’ beliefs and practices would help teachers reflect on the nature of their instruction and develop more contextually responsive teaching.en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract vii
English Abstract viii
Chapter
1. Introduction 1
Background and Rationale of the Study 1
Purposes of the Study 3
Definition of Terms 3
2. Literature Review 5
Definition of Beliefs and Teachers’ Beliefs 5
Approaches to Beliefs about Language Learning 6
Research on English Teachers’ Beliefs and Practices in Classroom 7
Teachers’ Beliefs about General English Teaching 8
Teachers’ Beliefs about Teaching Specific Field of Language 8
Research on Language Teachers’ Beliefs and Practices on Writing
Instruction 10
Various Approaches to Writing Instruction 10
Consistency between Belief and Practice 12
Factors Influencing Teacher’s Beliefs or Practices 12
Contextual Factors Influencing Teachers’ Practices on Writing Instruction 15
Framework of the Relationship between Teacher’s Beliefs and Practices 18
Research Questions 20
3. Methodology 21
Research Design 21
Participants and Contexts 21
Data Collection Method 23
Semi-structured interviews 24
Classroom Observations and Field Notes 26
Data Analysis 26
Validation 27
Role of the Researcher 28
4. Findings and Case Analysis 29
Shelly 29
Course Preparation 29
Writing Instruction in Class 30
Beliefs and Practices on Writing Instruction 31
Jocey 41
Course Preparation 41
Writing Instruction in Class 42
Beliefs and Practices on Writing Instruction 42
Summary 55
Contextual factors influencing teacher’s beliefs and writing instruction 56
Shelly 56
Jocey 64
5. Cross-Case Analysis and Discussion 75
Research Question One 75
Research Question Two 77
Research Question Three 80
6. Conclusion 89
Summary of the Study 89
Pedagogical Implications 90
Limitations of the Study 91
Suggestions for Future Research 91
Conclusion 92
References 95
Appendices 101
A. Teachers’ Interview Questions 101
B. Students’ Interview Questions 106
C. Transcript Conventions 109		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096551021en_US
dc.subject (關鍵詞) 英語教師zh_TW
dc.subject (關鍵詞) 寫作教學zh_TW
dc.subject (關鍵詞) 教學信念zh_TW
dc.subject (關鍵詞) 情境因素zh_TW
dc.subject (關鍵詞) English Teacheren_US
dc.subject (關鍵詞) Writing Instructionen_US
dc.subject (關鍵詞) Teaching Beliefen_US
dc.subject (關鍵詞) Contextual Factoren_US
dc.title (題名) 高中英語教師寫作教學信念與實踐:質性個案研究zh_TW
dc.title (題名) Senior high school EFL teachers’ pedagogical beliefs and practices on writing instruction: a qualitative case studyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Allen, L. (1996). The evaluation of a learner’s beliefs about language learning. Carleton Papers in Applied Language Studies, 13, 67-80.
Andrews, S. (2003). Just like instant noodles: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375.
Barcelos, A. M. F. (2000). Understanding teachers’ and students’ language learning beliefs in experience: a Deweyan approach. Doctoral dissertation, the University of Alabama, Tuscaloosa.
Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja and A. M. F. Barcelos (Eds.), Beliefs about SLA: New Research Approaches (pp. 7-33). Dordrecht: Kluwer Academic Publishers.
Borg, S.(1999). Teachers’ theories in grammar teaching. ELTJ, 53(3), 157-167.
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.
Borg, S,& Phipps, S. (2009). Exploring tensions between teachers` grammar teaching beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 380-390.
Breen, M. P. (1991). Understanding the language teacher. In R. Phillipson, E. Kellernan, L. Selinker, M. Sharwood Smith & M. Swain (eds.), Foreign/ Second Language Pedagogy Research, (pp. 213-33). Clevedon, UK; Multilingual Matters.
Carspecken, P. F. (1996) Critical ethnography in educational research:A theoretical and practical guide. New York, NY: Routledge.
Chang, B. L. (2000). Study of junior high school English teachers’ beliefs toward the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C.
Chang, H. R. (2005). A study of junior high school EFL teachers’ beliefs and practices on listening instruction in Taiwan. Unpublished master’s thesis, National Changhua University of Education.
Chang, S. C. (2007). Exploring the English writing instruction in high schools and junior college in Taiwan. Unpublished master’s thesis, National Kaohsiung First University of Science and technology.
Chang, Y. C. (2003). A study of senior high school EFL teachers’ beliefs in methodological decision-making. Unpublished master’s thesis, National Changhua University of Education.
Chen, S. L. (2005). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction. Unpublished master’s thesis, National Changhua University of Education.
Chen, W. F. (2009). Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: A case study. Unpublished master’s Thesis, National Chen-chi University.
Chuang, C. H. (2010). English Teachers’ and Students’ Beliefs in Grammar Teaching and Learning in Taiwan Vocational High Schools. Unpublished masters’ thesis, National Changhua University of Education.
Chung, M. C. (2003). A study of senior high school EFL teachers’ beliefs in materials compilation, selection, and use. Unpublished master’s thesis, National Changhua University of Education.
Duff. P. A. (2007). Case Study Research in Applied Linguistics. New York, N. Y.: Lawrence Erlbaum Associates.
Farrell, T.S.C., &Kun, S., 2008. Language policy, teachers’ beliefs and classroom practices. Applied Linguistics, 29(3), 381-403.
Flowerdew, J. (1993). An educational or process approach to the teaching of professional genres. ELT Journal, 47(4), 305-316.
Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child × environment model. Developmental Psychology 42(6): 1179-1192.
Glesne, C. (1999). Becoming qualitative researchers. New York: Longman.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340.
Hosenfeld, C. (2003). Evidence of emergent beliefs of a second language learner: A diary study. In P. Kalaja and A.M.F Barcelos (Eds.), Beliefs about SLA: New Research Approaches, (pp. 37-55). Dordrecht: Kluwer Acamedic Publishers.
Hsieh, C. M. (2005). A study of junior high school English teachers’ beliefs and practices in grammar instruction. Unpublished master’s thesis. National Changhua University of Education.
Hsu, J. Y. (2005). A study of senior high school English teachers’ practices and beliefs about writing instruction. Unpublished master’s thesis, National Sun Yat-sen University.
Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26(3), 507-535.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452.
Kao, S. F. (2002). The pedagogical context and the theoretical bases of EFL writing instruction in a public school in Taiwan. Abstract from: UMI ProQuest Dissertation: Publication Number: AAT 3054484.
Kuo, J. H. (2004). A survey of the academic preparedness of Taiwanese high school English teachers for the teaching of writing. Unpublished masters’ thesis, National Tsing Hua University.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Lai, Y. J. (2004). A study of college English writing teachers’ beliefs and practices. Unpublished master’s theses, National Changhua University of Education.
Li, C. C. (1992). A review of the problems of English composition has encountered by senior high school students: From the perspectives of the Joint College Entrance Examination. English Teaching and Learning, 7(1) 7-14.
Liao, W. W. (2003). Senior high school English teachers’ beliefs towards Communicative Language Teaching and their classroom practice. Unpublished master’s thesis, National Taiwan Normal University.
Lieblich, A. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage Publication.
Lin, G. Y. (2009). The study of teachers’ beliefs in teaching writing in senior high schools in Taiwan. Unpublished master’s thesis, Tamkang University.
Lin, H. J. (2001). Teachers’ beliefs and practices of communicative language teaching: A case study of junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University.
Lin, Y. C. (2004). Phonics instruction: A survey of elementary school English teachers’ beliefs and practices. Unpublished master’s thesis, National Taipei Teachers’ College.
Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic inquiry. London: Sage Publications.
Liu, J. J. (2004). A study of EFL teachers’ beliefs and strategies used in coping with students’ expectations in four-year technological colleges. Unpublished master’s thesis, National Changhua University of Education.
Lu, A. Y. (2003). Teachers’ beliefs and classroom assessments: A case study of two university instructors of English. Unpublished masters’ thesis, National Taiwan Normal University.
Nien, Y. H. (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished masters’ thesis, National Taiwan Normal University.
Pajares, M. F. (1992) Teachers` beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-32.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning; a longitudinal study. System, 29(2), 177-95.
Phipps, S. & Borg, S. (2009) Exploring tensions between teachers` grammar teaching beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 380-390.
Pincas, A. (1982). Writing in English 1. London: Macmillan.
Richards, J., Gallo, P., Renandya, W.(2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41-58.
Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.
Sigel, I. E. (1985). A conceptual analysis of beliefs. In I. E. Sigel (Ed.), Parental belief system: The psychological consequences for children, (pp.345-371). Hillsdale, NJ: Erlbaum.
Tsui, A. B. M. (2003). Understanding Expertise in Teaching: Case Studies of ESL Teachers. Cambridge: Cambridge University Press.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making, and classroom practice, (pp. 3-15). Cambridge University Press.
Wendon, A. (1987). How to be a successful language learner: Insights and perceptions from L2 learners. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. (pp.103-117). London: Prentice Hall.
Wu, C. F. (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s Thesis, National Taiwan Normal University.
Wu, M. M. (2006). Taiwan`s high school English teachers` beliefs and practices in writing instruction. Unpublished master’s Thesis, National Chen-chi University.
Wu, S. R. (2002). A study of technological-institute English teachers’ beliefs and knowledge about reading instruction. Unpublished master’s thesis, National Chang-hua University of Education, Chang-hua, R.O.C.
Yang, C. C. (2003). A study of the effects of guided reading and writing directions on Taiwanese senior high school students’ English writing. Unpublished master’s thesis, National Changhua University of Education.		zh_TW