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題名 大高雄地區高中英文教師使用溝通式教學法教科書教學實務之研究
A study of senior high school english teachers’ classroom practices with CLT-based textbooks in greater Kaohsiung area
作者 余孟樵
貢獻者 葉潔宇
余孟樵
關鍵詞 教學實務
溝通式教學法
teaching practices
communicative language Teaching
日期 2009
上傳時間 4-Sep-2013 14:57:05 (UTC+8)
摘要 本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。
本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。
本研究主要結果摘要如下：
1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。
2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。
3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。
4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。
5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。
根據問卷調查結果，本研究最後提供相關建議以供參考。
The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well.
The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education.
The major findings are summarized as follows:
1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT.
2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production.
3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones.
4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT.
5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not.
Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.
參考文獻 Bachman, L. F. (1990). Fundamental considerations in language teaching. Oxford: Oxford University Press.
Baker, C. (1992). Attitudes and language. Clevedon, [England]; Philadelphia: Multilingual Matters.
Best, J. W. (1970). Research in education. New Jersey: Prentice Hall.
Bodgan, R. & Biklen, S. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
Borg, M. (2001). Key concept: Teachers’ beliefs. ELT Journal, 55(2), 186-188.
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.
Bowers, R. (1986). English in the world: Aims and achievements in English language teaching. TESOL Quarterly, 20(3), 393-410.
Butler, J. (1992). Teacher professional development: An Australian case study. Journal of education for teaching, 8(3), 221-238.
Byrne, D. (1981). Integrated skills. In K. Johnson & K. Morrow (Eds.), Communication in the classroom; Applications and methods for a communicative approach. Hong Kong: Longman
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguists, 1(1), 1-47.
Canale, M. & Swain, M. (1988). Some theories of communicative competence. In W. Rutherford (Ed.), Grammar and second language teaching: A book of reading. (pp. 61-84). New York: Newbury House Publishers.
Calderhead, J. (1996). Teachers: Beliefs and Knowledge. In B. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology, 709-25. 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.
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 (pp. 219-227). Taipei: Crane Publishing Co., Ltd.
Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida: Harcourt Brace Jovanovich, Inc.
Chen, C. H. (2000). Senior high school teachers’ perceptions of the new English teaching materials and their usage in southern Taiwan. Thesis, National Kaohsiung Normal University.
Chen, C. T. (2002). Textbook selection for senior high school students in greater Taipei area. Thesis, National Taiwan Normal University.
Clark, C. M., & Peterson, P. L. (1986). Teacher’s thought processes. In M. C. Wittrock (Ed.) Handbook of research on teaching. (3rd ed., pp. 255-296. New York: Macmillian.
Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.
Durkin, D. (1983). Is there a match between what elementary teachers do and what basal reader manuals recommend? Reading Education Report, No. 44, Champaign, III.: Center for the Study of Reading.
Fang, Z. (1996). A Review of Research on Teacher Beliefs and Practices. Educational Research, 38(1), 47-56.
Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: From theory to practice. New York: Oxford University Press.
Gay, L. R. (1996). Education research: Competencies for analysis and application (5th ed.). New Jersey: Prentice Hall.
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.
Graves, K. (2000). Designing Language Courses. Boston, MA: Heinle & Heinle Publishers.
Haque, S. M. F. (1989). Attitude, motivation, and achievement in English language learning: A case study of high school students in Dhaka City. Bangladesh.
Holliday, A. (1994b). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
Hsu, H. F. (2003). Senior high school English teachers’ perceptions and opinions of the new English teaching materials and their current usage status in northern Taiwan. Thesis, National Kaohsiung Normal University.
Hsu, P. C. (2000). A comparison of language learning activities in two sets of junior high school English textbooks. Thesis, National Taiwan Normal University.
Huang, J. L. (1999). An evaluation of the new version of junior high school EFL teaching materials based on the communicative theory model. Unpublished thesis. National Kaohsiung Normal University.
Huang, S. H., & Huang, S. F. (2000) Implementing CLT in junior high school classes: Teaching reflection. Selected Papers from the Ninth International Symposium on English Teaching (pp. 359-366). Taipei: Crane Publishing Co., Ltd.
Hymes, D. H. (1971). On communicative competence. In C. J. Brumfit & K. Johnson (Eds.), CLT to language teaching (pp. 5-26). Oxford: Oxford University Press.
John, P. D. (1991). A qualitative study of British student teachers’ lesson planning perspectives. Journal of education for teaching. 17, 301-320.
Johnson, K. (1979). Communicative approaches and communicative processes. In C. J. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching. (pp. 192-205). New York: Oxford.
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.
Johnson, K. & Morrow K. (Eds.), (1981). Communication in the classroom: Applications and methods for a communicative approach. Hong Kong: Longman.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Ko, T. M. (2004) A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selection. Thesis, National Chengchi University.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching(2nd ed.). New York: Oxford University Press.
Lambert, W. W. & Lambert, W. E. (1973). Social psychology. Englewood Cliffs, NJ: Prentice-Hall.
Lee, J. F. & Vanpatten, B. (1995). Making communicative language teaching happen. New York: McGraw-Hill.
Lin, H. J. (2002). Teachers’ beliefs and practice of communicative language teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University.
Littlewood, W. (1981). Communicative language teaching: An introduction. New York: Cambridge University Press.
Lortie, D. (1975). Schoolteacher: A sociologist study. Chicago: University of Chicago Press.
Mayer, R. H., & Goldsberry, L. (1987). The Development of the beliefs/practice relationship in two student teachers. (ERIC NO: ED285845)
Nunan, D. (1989). The Learner-centered Curriculum. Cambridge: Cambridge University Press.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Education Research, 62(3), 207-332.
Paulston, B. P. (1974). Linguistic and communicative competence. TESOL Quarterly, 8(4), 347-362.
Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Lockhart, C. (2005). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan publishing company.
Ritchie, G. (2003) Presentation-practice-production and task-based learning in the light of second language learning theories. English Teachers: An International Journal, 6(2),112-24.
Rivers, W. (1981). Teaching foreign language skills (2 ed.). Chicago, IL: The University of Chicago Press.
Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. England: Addison-Wesley Publishing Company.
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 261-277.
Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York: McGraw-Hill.
Shavelson, R. J. & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions and behavior. Review of Educational Research, 51, 455-498.
Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly, 17(1), 69-88.
Taylor, P. H. (1970). How teachers plan their courses. England : Eyre and Spottiswoode, Ltd.
Tsui, A.B.M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.
Wang. C. (2001). Communicative language teaching in EFL contexts: Learning attitudes in Taiwan. Proceedings of the Eighteenth Conference on English Teaching & Learning in the Public of China (pp. 345-361). Taipei: Crane Publishing Co., Ltd.
Whitley, M.S. (1993). Communicative language teaching: An incomplete revolution. Foreign Language Annals, 26(2), 137-154.
Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press.
Wrigley, H. S., and G. Guth. (1992). Bringing literacy to life. San Mateo, CA: Aguirre.
Wu, S. H. (2004). Senior high school English teachers’ reflections on English supplementary materials and their usage in central Taiwan. Thesis, National Kaohsiung Normal University.
Yin, R. K. (1994). Case study research: design and methods. Thousand Oaks, Calif.: Sage Publications.
Young, M. J. & Riegeluth, C. M. (1988). Improving the textbook selection process. Indiana: Phi Delta Kappa Educational Foundation Bloomington.
施玉惠 (Shih, Y. H.) (1998)。高中英文科新課程標準的特色。英語教學，22卷，3期，頁43-47。
描述 碩士
國立政治大學
英語教學碩士在職專班
95951004
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0959510041
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.author (Authors) 余孟樵zh_TW
dc.creator (作者) 余孟樵zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:57:05 (UTC+8)-
dc.date.available 4-Sep-2013 14:57:05 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:57:05 (UTC+8)-
dc.identifier (Other Identifiers) G0959510041en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60034-
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) 95951004zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。
本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。
本研究主要結果摘要如下：
1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。
2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。
3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。
4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。
5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。
根據問卷調查結果，本研究最後提供相關建議以供參考。		zh_TW
dc.description.abstract (摘要) The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well.
The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education.
The major findings are summarized as follows:
1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT.
2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production.
3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones.
4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT.
5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not.
Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.		en_US
dc.description.tableofcontents CHAPTER ONE INTRODUCTION………………….……………………………1
1.1 Background of the Research……………………...……………………………..1
1.2 Motivation of the Study…………………………………………………………5 Motivation of the Study………………………….……………………………….5
1.3 Purposes and Research Questions………………………………………………6
1.4 Significance of the Study………………………………………………………..7
1.5 Overview of the Study…………………………………………………………...8
CHAPTER TWO LITERATURE REVIEW………………...……………………10
2.1 Revision of Senior High School English Curriculum Standards in Taiwan……10
2.2 Language Teaching Materials…………………………………………………..12
2.2.1 Physical property of language teaching materials………………...……………13
2.2.2 Content of language teaching materials……………………..…………………15
2.3 Communicative Language Teaching……………………...……………………17
2.3.1 Communicative competence…………………………...………………………18
2.3.2 Characteristics of Communicative Language Teaching………………..………21
2.3.3 Communicative activities………………………………………………………25
2.3.4 PPP Approach to CLT…………………………………………………………..26
2.4 Teachers’ Beliefs and Teaching Practices………………………………………29
CHAPTER THREE METHODOLOGY…………………...……………………..39
3.1 Subjects………………………………...…..…...….……………….…………39
3.2 Instrument…………………………………………….…………….………….41
3.2.1 Pilot Study…………………………...……..…………………….………….41
3.2.2 Questionnaire…………………………...……………………………………42
3.3 Procedures…………………………….………………………………………..45
3.4 Data Analysis…………………………………………………………………..46
CHAPTER FOUR RESULTS……………………….…………………….……….47
4.1 Basic Information of Questionnaire Subjects………………………….………47
4.2 Results of Research Questions…………………………………………………48
4.2.1 Results of Research Question 1……………………………………….………..49
4.2.2 Results of Research Question 2……………………………………….………..50
4.2.3 Results of Research Question 3……………………………………….………..51
4.2.4 Results of Research Question 4……………………………………….………..52
4.2.5 Results of Research Question 5…………………………………….…………..64
4.2.6 Results of Research Question 6……………………………….………………..66
CHAPTER FIVE DISCUSSION AND CONCLUSION………………………….68
5.1 Summary……………………………...………………...………….…………….68
5.2 Findings and Discussion…………………………………………………………70
5.3 Pedagogical Implications and Suggestions………………………………………78
5.4 Limitations of the Study and Recommendations for Future Studies…………….81
5.5 Conclusion……………………………………………………………………….82
References………………………………………………...…………………………85
Appendix A: Questionnaire (Chinese)…………………………………………….94
Appendix B: Questionnaire (English)……………………………………………..98		zh_TW
dc.format.extent 430543 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/#G0959510041en_US
dc.subject (關鍵詞) 教學實務zh_TW
dc.subject (關鍵詞) 溝通式教學法zh_TW
dc.subject (關鍵詞) teaching practicesen_US
dc.subject (關鍵詞) communicative language Teachingen_US
dc.title (題名) 大高雄地區高中英文教師使用溝通式教學法教科書教學實務之研究zh_TW
dc.title (題名) A study of senior high school english teachers’ classroom practices with CLT-based textbooks in greater Kaohsiung areaen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bachman, L. F. (1990). Fundamental considerations in language teaching. Oxford: Oxford University Press.
Baker, C. (1992). Attitudes and language. Clevedon, [England]; Philadelphia: Multilingual Matters.
Best, J. W. (1970). Research in education. New Jersey: Prentice Hall.
Bodgan, R. & Biklen, S. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
Borg, M. (2001). Key concept: Teachers’ beliefs. ELT Journal, 55(2), 186-188.
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.
Bowers, R. (1986). English in the world: Aims and achievements in English language teaching. TESOL Quarterly, 20(3), 393-410.
Butler, J. (1992). Teacher professional development: An Australian case study. Journal of education for teaching, 8(3), 221-238.
Byrne, D. (1981). Integrated skills. In K. Johnson & K. Morrow (Eds.), Communication in the classroom; Applications and methods for a communicative approach. Hong Kong: Longman
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguists, 1(1), 1-47.
Canale, M. & Swain, M. (1988). Some theories of communicative competence. In W. Rutherford (Ed.), Grammar and second language teaching: A book of reading. (pp. 61-84). New York: Newbury House Publishers.
Calderhead, J. (1996). Teachers: Beliefs and Knowledge. In B. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology, 709-25. 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.
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 (pp. 219-227). Taipei: Crane Publishing Co., Ltd.
Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida: Harcourt Brace Jovanovich, Inc.
Chen, C. H. (2000). Senior high school teachers’ perceptions of the new English teaching materials and their usage in southern Taiwan. Thesis, National Kaohsiung Normal University.
Chen, C. T. (2002). Textbook selection for senior high school students in greater Taipei area. Thesis, National Taiwan Normal University.
Clark, C. M., & Peterson, P. L. (1986). Teacher’s thought processes. In M. C. Wittrock (Ed.) Handbook of research on teaching. (3rd ed., pp. 255-296. New York: Macmillian.
Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.
Durkin, D. (1983). Is there a match between what elementary teachers do and what basal reader manuals recommend? Reading Education Report, No. 44, Champaign, III.: Center for the Study of Reading.
Fang, Z. (1996). A Review of Research on Teacher Beliefs and Practices. Educational Research, 38(1), 47-56.
Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: From theory to practice. New York: Oxford University Press.
Gay, L. R. (1996). Education research: Competencies for analysis and application (5th ed.). New Jersey: Prentice Hall.
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.
Graves, K. (2000). Designing Language Courses. Boston, MA: Heinle & Heinle Publishers.
Haque, S. M. F. (1989). Attitude, motivation, and achievement in English language learning: A case study of high school students in Dhaka City. Bangladesh.
Holliday, A. (1994b). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
Hsu, H. F. (2003). Senior high school English teachers’ perceptions and opinions of the new English teaching materials and their current usage status in northern Taiwan. Thesis, National Kaohsiung Normal University.
Hsu, P. C. (2000). A comparison of language learning activities in two sets of junior high school English textbooks. Thesis, National Taiwan Normal University.
Huang, J. L. (1999). An evaluation of the new version of junior high school EFL teaching materials based on the communicative theory model. Unpublished thesis. National Kaohsiung Normal University.
Huang, S. H., & Huang, S. F. (2000) Implementing CLT in junior high school classes: Teaching reflection. Selected Papers from the Ninth International Symposium on English Teaching (pp. 359-366). Taipei: Crane Publishing Co., Ltd.
Hymes, D. H. (1971). On communicative competence. In C. J. Brumfit & K. Johnson (Eds.), CLT to language teaching (pp. 5-26). Oxford: Oxford University Press.
John, P. D. (1991). A qualitative study of British student teachers’ lesson planning perspectives. Journal of education for teaching. 17, 301-320.
Johnson, K. (1979). Communicative approaches and communicative processes. In C. J. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching. (pp. 192-205). New York: Oxford.
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.
Johnson, K. & Morrow K. (Eds.), (1981). Communication in the classroom: Applications and methods for a communicative approach. Hong Kong: Longman.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Ko, T. M. (2004) A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selection. Thesis, National Chengchi University.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press.
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