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題名 英語教師對課室互動及提問策略的信念與教學實踐之個案研究
An english teacher’s beliefs and practices about classroom interaction and questioning: a case study
作者 張依珊
Chang, I Shan
貢獻者 余明忠
Yu, Ming Chung
張依珊
Chang, I Shan
關鍵詞 教師信念
課室互動
提問策略
Teachers` Beliefs
Classroom Interaction
Questioning
日期 2009
上傳時間 4-Sep-2013 14:55:03 (UTC+8)
摘要 本研究旨在探討一位國中英語教師對於課室互動及提問策略的信念與教學實務。資料搜集與分析採質性之資料收集及分析法，以期對於該英語教師之信念及教學能有整體的瞭解。參與本研究教師及學生為台中市一所中型公立國中的一位英文教師及一個七年級班級，期間自九十八年八月至十二月初。資料蒐集方式以訪談、課室觀察及回憶式訪談的逐字稿為主。
以課室互動的七個面向來探討及呈現此位國中英語教師對於課室互動及提問策略的信念與教學實務。研究結果指出該受訪英語教師的教學信念與實務在課室互動的重要性、語言的使用、提問的目的、提問的類型與提問策略等五個面向呈紫現一致性，唯活動類型、溝通式語言的使用面向不一致。研究結果發現該受訪英語教師教學實務深受其教學信念影響，而造成老師信念及實際上課些微差異的因素包括教科書、時間緊迫、大班級的呈現方式、學生的語言能力不足及班級裡頭學生語言能力個別差異大。研究者根據這些發現，提出了對英語教學的看法及未來研究方向的建議，以期對於課室互動及提問策略有整體的瞭解。
The study attempts to better understand what beliefs a junior high school English teacher had with regard to classroom interaction and questioning, and how these beliefs were reflected in her actual practices. To achieve the purpose, qualitative methods were adopted to capture a holistic understanding of the teacher’s beliefs and practices. The participants included one junior high school English teacher and one seventh grade class in a medium-sized school in Taichung city. Data were collected from August of 2008 to December of 2008. Data from semi-structured interviews, classroom observations, stimulated recall interview, and field notes were analyzed to see the teacher’s beliefs and teaching practices about classroom interaction and questioning.
Seven elements derived from classroom interaction and questioning were used to display the teacher’s beliefs and practices. The results of this study revealed the consistency of the participating teacher’s beliefs and practices in five areas: the significance of classroom interaction, choice of language, the purpose of questioning, teachers’ questioning types and teachers’ questioning strategies. The inconsistency between the teacher’s beliefs and practices was found on the elements of activity types and communicative language use. The results of the consistency between the teacher’s beliefs and practices showed that the teacher’s beliefs greatly influenced the way how she carried out instructional classroom practices. The results of inconsistency, on the other hand, suggesting a mismatch between the teacher’s beliefs and practices, were associated with the following factors, i.e., textbooks, time constraints, large class, students’ limited and diverse proficiency in English. Based on the findings, pedagogical implications and suggestions for future research were recommended. It is hoped to provide insights into the dynamics of classroom interaction and questioning.
參考文獻 Atkinson, D. (1987).The mother tongue in the classroom: a neglected resource? English Language Teaching Journal,41,241-247.
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.
Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse.
TESOL quarterly, 20(1), 47-59.
Brown. H. D (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-hall.
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.
Calderhead, J., & Shorrock, S. B. (1997). Understanding teacher education. London: Falmer Press.
Chaudron, C. (1988). Second language classrooms. New York: Cambridge University Press.
Clark, C. M., & Peterson, P. L. (1986). Teacher’s thought processes. In M.C. Whitrock
(Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillian.
Daly, J. A, Kreiser, P.O., and Roghaar, L.(1994). Question-asking comfort: Explorations of the demography of communication in the eighth grade classroom. Communication Education, 43, 27-41.
Duffy, G., & Anderson, L. (1984). Teachers’ theoretical orientations and the real classroom. Reading Psychology, 5, 97-104.
Fang, Z. (1996). A review of research on teacher beliefs and practice. Educational Research, 38, 47-65.
Graden, E.C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-398.
Gall, M. (1984). Synthesis of research on teachers’ questioning. Educational Leadership, 42, 707-721.
Hawks, P.(2001).Making distinctions: a discussion of the use of the mother tongue in the foreign language classroom. Hwa Kang Journal of TEFL,7, 47-55.
Hsu, S-C. (許順中) (2007). 中學教師對文法教學的信念及實踐之個案研究　[High School English Teachers’ Beliefs in Grammar Teaching and Their Classroom Practices: A Case Study]. Unpublished master’s thesis, National Chung Cheng University, Taipei, Taiwan, ROC.
Hsu, W. H. (2001). How Classroom Questioning Influences Second Language Acquisition. Ph. D. Dissertation. University of Illinois at Urbana-Champaign.
Hussin. H. (2006). Dimensions of questioning: A qualitative study of current classroom practice in Malaysia. TESL-EJ, 10(2), 1-18.
Johnson, K. (1992).The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
Kuo, C-K. (郭庠青) (2008). 英語教師信念與課室教學實務之探討：英語為外語教學情境之個案研究　[Exploring an English Teacher’s Beliefs and Classroom Practices: A Case study in an EFL context ]. Unpublished master’s thesis, National Chung Cheng University, Taipei, Taiwan, ROC.
LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). California: Academic Press, Inc.
Long, M. and C. Sato. (1983). “Classroom foreigner talk discourse: forms and functions of teachers’ questions” in H. Seliger and M. Long (eds.) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass.: Newbury House.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Mora, R. (1995). Silence, interruptions, and discourse Domains: the opportunities to Speak. Applied Language Learning, 6(2), 27-39.
Munby, H. (1983). A qualitative approach to the study of beliefs. Journal of Research in Science Teaching, 21, 27-38.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Nunan, D. (1987). Communicative language teaching: making it work. ELT Journal, 41(2), 136-145.
Nunan, D. (1990). The questions teachers ask. JALT Journal, 12, 187-201.
Nunan, D. (2001). Research Methods in Language Learning, 10th printing. Cambridge University Press, 2001.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research on teacher education (pp. 102-119). New York: Macmillan.
Rust, F. O. (1994). The first year of teaching: It’s not what they expected. Teaching and Teacher Education, 10(2), 205-217.
Sahin, C., Bullock, K., & Stables, A. (2002). Teachers’ beliefs and practices in relation to their beliefs about questioning at key stage 2. Educational Studies, 28(4), 371-384.
Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum,40, 36-43.
Wilen, W. & Clegg, A. (1986). Effective questions and questioning: A research review. Theory and Research in Social Education. 14(2), 153-161
White, J., & Lightbown, P. M. (1984). Asking and answering in ESL classes. The Canadian Modern Language Review, 40 (2), 228-244.
Wu, K. Y. (1993). Classroom interaction and teacher questions revisited. RELC Journal, 24 (2), 49-67.
描述 碩士
國立政治大學
英語教學碩士在職專班
96951018
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951018
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 張依珊zh_TW
dc.contributor.author (Authors) Chang, I Shanen_US
dc.creator (作者) 張依珊zh_TW
dc.creator (作者) Chang, I Shanen_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:55:03 (UTC+8)-
dc.date.available 4-Sep-2013 14:55:03 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:55:03 (UTC+8)-
dc.identifier (Other Identifiers) G0096951018en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60023-
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) 96951018zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究旨在探討一位國中英語教師對於課室互動及提問策略的信念與教學實務。資料搜集與分析採質性之資料收集及分析法，以期對於該英語教師之信念及教學能有整體的瞭解。參與本研究教師及學生為台中市一所中型公立國中的一位英文教師及一個七年級班級，期間自九十八年八月至十二月初。資料蒐集方式以訪談、課室觀察及回憶式訪談的逐字稿為主。
以課室互動的七個面向來探討及呈現此位國中英語教師對於課室互動及提問策略的信念與教學實務。研究結果指出該受訪英語教師的教學信念與實務在課室互動的重要性、語言的使用、提問的目的、提問的類型與提問策略等五個面向呈紫現一致性，唯活動類型、溝通式語言的使用面向不一致。研究結果發現該受訪英語教師教學實務深受其教學信念影響，而造成老師信念及實際上課些微差異的因素包括教科書、時間緊迫、大班級的呈現方式、學生的語言能力不足及班級裡頭學生語言能力個別差異大。研究者根據這些發現，提出了對英語教學的看法及未來研究方向的建議，以期對於課室互動及提問策略有整體的瞭解。		zh_TW
dc.description.abstract (摘要) The study attempts to better understand what beliefs a junior high school English teacher had with regard to classroom interaction and questioning, and how these beliefs were reflected in her actual practices. To achieve the purpose, qualitative methods were adopted to capture a holistic understanding of the teacher’s beliefs and practices. The participants included one junior high school English teacher and one seventh grade class in a medium-sized school in Taichung city. Data were collected from August of 2008 to December of 2008. Data from semi-structured interviews, classroom observations, stimulated recall interview, and field notes were analyzed to see the teacher’s beliefs and teaching practices about classroom interaction and questioning.
Seven elements derived from classroom interaction and questioning were used to display the teacher’s beliefs and practices. The results of this study revealed the consistency of the participating teacher’s beliefs and practices in five areas: the significance of classroom interaction, choice of language, the purpose of questioning, teachers’ questioning types and teachers’ questioning strategies. The inconsistency between the teacher’s beliefs and practices was found on the elements of activity types and communicative language use. The results of the consistency between the teacher’s beliefs and practices showed that the teacher’s beliefs greatly influenced the way how she carried out instructional classroom practices. The results of inconsistency, on the other hand, suggesting a mismatch between the teacher’s beliefs and practices, were associated with the following factors, i.e., textbooks, time constraints, large class, students’ limited and diverse proficiency in English. Based on the findings, pedagogical implications and suggestions for future research were recommended. It is hoped to provide insights into the dynamics of classroom interaction and questioning.		en_US
dc.description.tableofcontents Acknowledgments……………………………………………………iii
Chinese Abstract……………………………………………………iv
English Abstract……………………………………………………v
List of Tables………………………………………………………vi
List of Figures………………………………………vii
Chapter One: Introduction……………………………………………………………1
Purpose of the Study……………………………………………4
Significance of the Study…………………………………… 4
Chapter Two: Literature Review………………………………… 5
Classroom Interaction………………………………………… 5
The Significance of Classroom Interaction……………5
Choice of Language………………………………………… 6
Activity Type…………………………………………………7
Communicative Language Use……………………………… 8
The Purpose of Teachers’ Questioning……………… 9
Teachers’ Questioning Types…………………………… 9
Teachers’ Questioning Strategies…………………… 10
Teachers’ Beliefs…………………………………………… 11
The Source of Teachers’ Beliefs………………………14
The Relationships between Teachers’ Beliefs and
Classroom Practices………………………………………15
Factors that Influence Beliefs and Teaching
Practices……………………………………………………18
Teachers’ Beliefs on Classroom Interaction and
Questioning ……………………………………………… 20
Research Questions.………………………………………… 21
Chapter Three: …………………………………………………… 23
Participants ……………………………………………………23
Instruments………………………………………………………25
Semi-structured Interview ………………………………25
Stimulated Recall Interview ……………………………27
Classroom Observation…………………………………… 28
Field Notes………………………………………………… 28
Procedure……………………………………………………… 28
Data Analysis………………………………………………… 30
Validity and Reliability…………………………………… 33
Chapter Four: Results…………………………………………… 33
Teachers’ Beliefs…………………………………………… 33
The Significance of Classroom Interaction……… 34
Choice of Language…………………………………………36
Activity Type……………………………………………… 37
Communicative Language Use………………………………39
The Purpose of Teachers’ Questioning……………… 40
Teachers’ Questioning Type…………………………… 41
Teachers’ Questioning Strategies…………………… 42
Teachers’ Classroom Practices…………………………… 46
The Significance of Classroom Interaction………… 46
Choice of Language…………………………………………48
Activity Type …………………………………………… 50
Communicative Language Use………………………………51
The Purpose of Teachers’ Questioning……………… 52
Teachers’ Questioning Type…………………………… 55
Teachers’ Questioning Strategies…………………… 57
Consistency and Inconsistency between the Teachers’
Beliefs and Practices………………………………………60
Consistency………………………………………………… 60
Inconsistency……………………………………………… 62
Chapter Five: Discussion………………………………………… 66
Teachers’ Beliefs and Practices………………………………………………………………66
Consistency and Inconsistency…………………………… 72
Factors Leading to the Inconsistency…………………… 75
Chapter Six: Conclusions and Implications………………… 79
Summary of the Study………………………………………… 79
Implications…………………………………………………… 81
Limitations……………………………………………………………82
Suggestions for Future Research……………………………………………………………… 83
References.……………………………………………………………84
Appendixes
Appendix 1: Questionnaire on Participant’s Background (Chinese Version)……... 88
Appendix 2: Questionnaire on Participant’s Background (English Version)………. 89
Appendix 3: Semi-structured Interviewing Questions (Chinese Version)…………. 90
Appendix 4: Semi-structured Interviewing Questions (English Version)…………… 91
Appendix 5: Stimulated Recall Interviewing Questions (Chinese Version)…..……. 92
Appendix 6: Stimulated Recall Interviewing Questions (English Version)….………. 93
Appendix 7: Sample of Classroom Observations……………………………………LIST of TABLES

Table 1: Definitions of Teachers’ Beliefs………………………………………………………………… 13
Table 2: Demographic Data of the Participating Teacher………………………………………………………………… 24
Table 3: Examples of Semi-structured Interview Questions……………………………………………………………… 26
Table 4: Examples of Stimulated Recall Interview Questions………………………………………………………………27
Table 5: Summary of the …………Beliefs…………………………………………………… 45
Table 6: Summary of the Practices…………………………………………………………… 58
Table 7: Consistency or Inconsistency between the Beliefs and Practices…………………………………………………………62		zh_TW
dc.format.extent 540744 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951018en_US
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 課室互動zh_TW
dc.subject (關鍵詞) 提問策略zh_TW
dc.subject (關鍵詞) Teachers` Beliefsen_US
dc.subject (關鍵詞) Classroom Interactionen_US
dc.subject (關鍵詞) Questioningen_US
dc.title (題名) 英語教師對課室互動及提問策略的信念與教學實踐之個案研究zh_TW
dc.title (題名) An english teacher’s beliefs and practices about classroom interaction and questioning: a case studyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Atkinson, D. (1987).The mother tongue in the classroom: a neglected resource? English Language Teaching Journal,41,241-247.
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.
Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse.
TESOL quarterly, 20(1), 47-59.
Brown. H. D (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice-hall.
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.
Calderhead, J., & Shorrock, S. B. (1997). Understanding teacher education. London: Falmer Press.
Chaudron, C. (1988). Second language classrooms. New York: Cambridge University Press.
Clark, C. M., & Peterson, P. L. (1986). Teacher’s thought processes. In M.C. Whitrock
(Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillian.
Daly, J. A, Kreiser, P.O., and Roghaar, L.(1994). Question-asking comfort: Explorations of the demography of communication in the eighth grade classroom. Communication Education, 43, 27-41.
Duffy, G., & Anderson, L. (1984). Teachers’ theoretical orientations and the real classroom. Reading Psychology, 5, 97-104.
Fang, Z. (1996). A review of research on teacher beliefs and practice. Educational Research, 38, 47-65.
Graden, E.C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-398.
Gall, M. (1984). Synthesis of research on teachers’ questioning. Educational Leadership, 42, 707-721.
Hawks, P.(2001).Making distinctions: a discussion of the use of the mother tongue in the foreign language classroom. Hwa Kang Journal of TEFL,7, 47-55.
Hsu, S-C. (許順中) (2007). 中學教師對文法教學的信念及實踐之個案研究　[High School English Teachers’ Beliefs in Grammar Teaching and Their Classroom Practices: A Case Study]. Unpublished master’s thesis, National Chung Cheng University, Taipei, Taiwan, ROC.
Hsu, W. H. (2001). How Classroom Questioning Influences Second Language Acquisition. Ph. D. Dissertation. University of Illinois at Urbana-Champaign.
Hussin. H. (2006). Dimensions of questioning: A qualitative study of current classroom practice in Malaysia. TESL-EJ, 10(2), 1-18.
Johnson, K. (1992).The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
Kuo, C-K. (郭庠青) (2008). 英語教師信念與課室教學實務之探討：英語為外語教學情境之個案研究　[Exploring an English Teacher’s Beliefs and Classroom Practices: A Case study in an EFL context ]. Unpublished master’s thesis, National Chung Cheng University, Taipei, Taiwan, ROC.
LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). California: Academic Press, Inc.
Long, M. and C. Sato. (1983). “Classroom foreigner talk discourse: forms and functions of teachers’ questions” in H. Seliger and M. Long (eds.) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass.: Newbury House.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Mora, R. (1995). Silence, interruptions, and discourse Domains: the opportunities to Speak. Applied Language Learning, 6(2), 27-39.
Munby, H. (1983). A qualitative approach to the study of beliefs. Journal of Research in Science Teaching, 21, 27-38.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Nunan, D. (1987). Communicative language teaching: making it work. ELT Journal, 41(2), 136-145.
Nunan, D. (1990). The questions teachers ask. JALT Journal, 12, 187-201.
Nunan, D. (2001). Research Methods in Language Learning, 10th printing. Cambridge University Press, 2001.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research on teacher education (pp. 102-119). New York: Macmillan.
Rust, F. O. (1994). The first year of teaching: It’s not what they expected. Teaching and Teacher Education, 10(2), 205-217.
Sahin, C., Bullock, K., & Stables, A. (2002). Teachers’ beliefs and practices in relation to their beliefs about questioning at key stage 2. Educational Studies, 28(4), 371-384.
Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum,40, 36-43.
Wilen, W. & Clegg, A. (1986). Effective questions and questioning: A research review. Theory and Research in Social Education. 14(2), 153-161
White, J., & Lightbown, P. M. (1984). Asking and answering in ESL classes. The Canadian Modern Language Review, 40 (2), 228-244.
Wu, K. Y. (1993). Classroom interaction and teacher questions revisited. RELC Journal, 24 (2), 49-67.		zh_TW