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題名 台灣英文教師對文法教學信念與實踐之差異研究
A Taiwanese Teacher`s Tensions between Grammar Teaching Beliefs and Practices
作者 林珊琪
Lin, Shan Chi
貢獻者 余明忠
Yu, Ming Chung
林珊琪
Lin, Shan Chi
關鍵詞 信念
實踐
文法教學
beliefs
practices
grammar teaching
tensions
日期 2015
上傳時間 3-Aug-2015 13:11:02 (UTC+8)
摘要 本個案研究旨在深入研究一位國中英文教師在文法教學信念與實際教學之間的差異之處。本研究以Green (1971) 所提出的core belief和peripheral belief為基本架構，採用質性之資料收集及分析方式，以期對教師的教學信念、教學行為及兩者之間的不一致做出較詳盡的描繪及討論。參與本研究的教師為一位新北市公立國中的資深英文教師，對文法教學及英語教育有自己的一套理解及看法，備受同校老師的尊重。資料收集方式以課堂錄音觀察、半結構式訪談為主，教師的教學資料、自編的段考考卷、校內英文老師的領域會議紀錄為輔。
研究結果顯示，此教師的文法教學信念和行為的確有些許落差，主要反映在課外英語學習資源的使用、文法教學所佔的比重、以及文法術語的使用頻率上。造成此落差的原因主要是教師的core beliefs和peripheral beliefs內容的不一致，導致在教學現場上大部分的時間都用來完成core beliefs，因此peripheral beliefs的實施時間便受到壓縮了。此外研究者還發現，這位老師的core beliefs主要以較傳統、較常見的知識傳輸模式為主，而peripheral beliefs則是和英語教學理念較有直接相關，這部分呼應了Phipps and Borg (2009)所提出的假設，且此一現象是在教師信念的文獻中較少被提到的。根據這些發現，本研究提出對教師文法教學信念及實踐之差異的看法及未來研究的建議，以期對台灣的英語文法教學能有更多建設性的研究貢獻。
The purpose of this qualitative study was to investigate the tensions between an English teacher’s grammar teaching beliefs and practices. The participant was an experienced junior high school English teacher who had her own principles in grammar teaching and English education. Green’s (1971) distinction of core beliefs and peripheral beliefs was adopted as the framework to analyze the participant’s grammar teaching beliefs. Data were collected from multiple sources such as semi-structured interviews, classroom observations, stimulated recall interviews, and documents such as the teacher’s teaching notes and test paper. By using initial coding and second level coding, these data were carefully examined to obtain the most salient themes of the participant’s grammar teaching tensions.
The findings revealed three most significant tensions between the participant’s grammar teaching beliefs and practices: tension on the use of extracurricular teaching resources, on the proportion of grammar instruction, and on the use of grammatical terminology. The participant’s tensions were mainly due to the inharmonious relationship between core beliefs and peripheral beliefs. The former were more related to teaching philosophy in general, and the latter were more related to English teaching itself. In other words, the tensions between participant’s beliefs and practices were actually the gaps between knowledge transmission perspective and ideal English teaching principles. Based on the findings of this study, some suggestions and pedagogical implications were raised for future research as well as English education field in Taiwan.
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Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers` stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, S. (1998b). Talking about grammar in the foreign language classroom. Language Awareness, 7(4), 159-175.
Borg, S. (1999b). Teachers’ theories in grammar teaching. ELT journal, 53(3), 157-167.
Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers` principles and classroom practices. Applied Linguistics, 22(4), 470-501.
Brown, H. D. (2001). Teaching by principles. NY: Pearson.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers` pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.
Calhoun, E. F. (2008). Action research for school improvement. Practical Action Research: A Collection of Articles, 99.
Campbell, A., McNamara, O., & Gilroy, P. (2004). Practitioner research and professional development in education: SAGE Publications Limited.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004-2009). Language Teaching, 45(2), 180-201.
Chung, Y. P. (2008). From belief to practice:Taipei senior high school EFL teachers` beliefs and practices in grammar instructions. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22096NCCU5238004%22.&searchmode=basic
Cook, G. (2003). Applied linguistics. Oxford: Oxford University Press.
Corder, S. P. (1967). The significance of learners` errors. IRAL, 5, 149-159.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Transaction publishers.
Ellis, R. (2002a). Does form-focused instruction affect the acquisition of implicit knowledge? Studies in second language acquisition, 24(2), 223-236.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Ezzi, N. A. A. (2012). Yemeni Teachers’ Beliefs of Grammar Teaching and Classroom Practices. English Language Teaching, 5(8), p170.
Farahian, M. (2011). Investigating High School Teachers’ Belief Regarding Teaching Grammar. Journal of Language and Linguistic Studies, 7(1), 36-56.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study. RELC Journal, 44(2), 163-176. doi: 10.1177/0033688213488463
Feryok, A. (2008). An Armenian English language teacher’s practical theory of communicative language teaching. System, 36(2), 227-240.
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描述 碩士
國立政治大學
英國語文學研究所
98551016
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0985510162
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 林珊琪zh_TW
dc.contributor.author (Authors) Lin, Shan Chien_US
dc.creator (作者) 林珊琪zh_TW
dc.creator (作者) Lin, Shan Chien_US
dc.date (日期) 2015en_US
dc.date.accessioned 3-Aug-2015 13:11:02 (UTC+8)-
dc.date.available 3-Aug-2015 13:11:02 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2015 13:11:02 (UTC+8)-
dc.identifier (Other Identifiers) G0985510162en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/77113-
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) 98551016zh_TW
dc.description.abstract (摘要) 本個案研究旨在深入研究一位國中英文教師在文法教學信念與實際教學之間的差異之處。本研究以Green (1971) 所提出的core belief和peripheral belief為基本架構，採用質性之資料收集及分析方式，以期對教師的教學信念、教學行為及兩者之間的不一致做出較詳盡的描繪及討論。參與本研究的教師為一位新北市公立國中的資深英文教師，對文法教學及英語教育有自己的一套理解及看法，備受同校老師的尊重。資料收集方式以課堂錄音觀察、半結構式訪談為主，教師的教學資料、自編的段考考卷、校內英文老師的領域會議紀錄為輔。
研究結果顯示，此教師的文法教學信念和行為的確有些許落差，主要反映在課外英語學習資源的使用、文法教學所佔的比重、以及文法術語的使用頻率上。造成此落差的原因主要是教師的core beliefs和peripheral beliefs內容的不一致，導致在教學現場上大部分的時間都用來完成core beliefs，因此peripheral beliefs的實施時間便受到壓縮了。此外研究者還發現，這位老師的core beliefs主要以較傳統、較常見的知識傳輸模式為主，而peripheral beliefs則是和英語教學理念較有直接相關，這部分呼應了Phipps and Borg (2009)所提出的假設，且此一現象是在教師信念的文獻中較少被提到的。根據這些發現，本研究提出對教師文法教學信念及實踐之差異的看法及未來研究的建議，以期對台灣的英語文法教學能有更多建設性的研究貢獻。		zh_TW
dc.description.abstract (摘要) The purpose of this qualitative study was to investigate the tensions between an English teacher’s grammar teaching beliefs and practices. The participant was an experienced junior high school English teacher who had her own principles in grammar teaching and English education. Green’s (1971) distinction of core beliefs and peripheral beliefs was adopted as the framework to analyze the participant’s grammar teaching beliefs. Data were collected from multiple sources such as semi-structured interviews, classroom observations, stimulated recall interviews, and documents such as the teacher’s teaching notes and test paper. By using initial coding and second level coding, these data were carefully examined to obtain the most salient themes of the participant’s grammar teaching tensions.
The findings revealed three most significant tensions between the participant’s grammar teaching beliefs and practices: tension on the use of extracurricular teaching resources, on the proportion of grammar instruction, and on the use of grammatical terminology. The participant’s tensions were mainly due to the inharmonious relationship between core beliefs and peripheral beliefs. The former were more related to teaching philosophy in general, and the latter were more related to English teaching itself. In other words, the tensions between participant’s beliefs and practices were actually the gaps between knowledge transmission perspective and ideal English teaching principles. Based on the findings of this study, some suggestions and pedagogical implications were raised for future research as well as English education field in Taiwan.		en_US
dc.description.tableofcontents Dedication iii
Acknowledgments iv
Table of contents v
Chinese abstract viii
English Abstract ix

CHAPTER ONE: INTRODUCTION 1
1.1 Teachers’ belief systems 1
1.2 Tensions between grammar teaching beliefs and practices 1
1.3 Motivation and significance of this study 3

CHAPTER TWO: LITERATURE REVIEW 5
2.1 Teachers’ beliefs in education 5
2.1.1 Nature and characteristics of teachers’ beliefs 5
2.1.2 Factors that influence teachers’ beliefs and practices 8
2.1.3 The relationship between teachers’ beliefs and practices 11
2.1.3.1 Convergence between beliefs and practices 11
2.1.3.2 Tensions between beliefs and practices 12
2.2 Review of grammar teaching research 14
2.2.1 The role of grammar in second language acquisition 14
2.2.2 Approaches to grammar teaching 15
2.2.3 The use of grammatical terminology in language teaching 17
2.2.4 Grammar teaching in Taiwan 17
2.3 Empirical evidence on tensions in grammar teaching 19
2.4 Rationale of the present study and research questions 21
CHAPTER THREE: METHODOLOGY 23
3.1 Design of this study 23
3.2 Participant 23
3.2.1 Selection of the setting and participant 24
3.2.2 Background of the participant 25
3.3 Data collection 26
3.3.1 Interviews 27
3.3.2 Observation 30
3.3.3 Documents 31
3.4 Procedures 32
3.5 Data analysis 32

CHAPTER FOUR: RESULTS 37
4.1 Core and peripheral beliefs in grammar teaching 37
4.1.1 Jane’s core beliefs in teaching 38
4.1.1.1 Teaching in general 38
4.1.1.2 Teacher’s role in teaching 39
4.1.1.3 Students’ role in learning 42
4.1.2 Jane’s peripheral beliefs 44
4.1.2.1 Jane’s perceived significance of English 44
4.1.2.2 The role of grammar in junior high school 47
4.2 Grammar teaching practice 49
4.2.1 Proportion of grammar instruction 49
4.2.1.1 Teaching sequence within one unit 49
4.2.1.2 Procedure of grammar teaching 50
4.2.1.3 Frequency of grammar work 51
4.2.2 The use of grammatical terminology 55
4.3 Tensions between grammar teaching beliefs and practices 58
4.3.1 Extracurricular teaching resources 58
4.3.2 The proportion of grammar instruction 59
4.3.3 The use of grammatical terminology 60

CHAPTER FIVE: DISCUSSION 63
5.1 Core beliefs 63
5.2 Peripheral beliefs 67
5.3 Classroom practices 68
5.4 Tensions between beliefs and practices 70

CHAPTER SIX: CONCLUSION 77
6.1 Summary 77
6.2 Pedagogical Implications 78
6.3 Limitations 79
6.4 Suggestions for future studies 79
References 81
Appendix 1: Interview and observation consent form 89
Appendix 2: Semi-structured interview protocol 90		zh_TW
dc.format.extent 601359 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0985510162en_US
dc.subject (關鍵詞) 信念zh_TW
dc.subject (關鍵詞) 實踐zh_TW
dc.subject (關鍵詞) 文法教學zh_TW
dc.subject (關鍵詞) beliefsen_US
dc.subject (關鍵詞) practicesen_US
dc.subject (關鍵詞) grammar teachingen_US
dc.subject (關鍵詞) tensionsen_US
dc.title (題名) 台灣英文教師對文法教學信念與實踐之差異研究zh_TW
dc.title (題名) A Taiwanese Teacher`s Tensions between Grammar Teaching Beliefs and Practicesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Aronson Berman, R. (1979). Rule of grammar or rule of thumb? International Review of Applied Linguistics in Language Teaching, 17(4), 279-302.
Basturkmen, H. (2012). Review of research into the correspondence between language teachers` stated beliefs and practices. System, 40, 282-295.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers` stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, S. (1998b). Talking about grammar in the foreign language classroom. Language Awareness, 7(4), 159-175.
Borg, S. (1999b). Teachers’ theories in grammar teaching. ELT journal, 53(3), 157-167.
Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers` principles and classroom practices. Applied Linguistics, 22(4), 470-501.
Brown, H. D. (2001). Teaching by principles. NY: Pearson.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers` pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.
Calhoun, E. F. (2008). Action research for school improvement. Practical Action Research: A Collection of Articles, 99.
Campbell, A., McNamara, O., & Gilroy, P. (2004). Practitioner research and professional development in education: SAGE Publications Limited.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004-2009). Language Teaching, 45(2), 180-201.
Chung, Y. P. (2008). From belief to practice:Taipei senior high school EFL teachers` beliefs and practices in grammar instructions. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22096NCCU5238004%22.&searchmode=basic
Cook, G. (2003). Applied linguistics. Oxford: Oxford University Press.
Corder, S. P. (1967). The significance of learners` errors. IRAL, 5, 149-159.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Denzin, N. K. (1970). The research act: A theoretical introduction to sociological methods. Transaction publishers.
Ellis, R. (2002a). Does form-focused instruction affect the acquisition of implicit knowledge? Studies in second language acquisition, 24(2), 223-236.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Ezzi, N. A. A. (2012). Yemeni Teachers’ Beliefs of Grammar Teaching and Classroom Practices. English Language Teaching, 5(8), p170.
Farahian, M. (2011). Investigating High School Teachers’ Belief Regarding Teaching Grammar. Journal of Language and Linguistic Studies, 7(1), 36-56.
Farrell, T. S. C., & Bennis, K. (2013). Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study. RELC Journal, 44(2), 163-176. doi: 10.1177/0033688213488463
Feryok, A. (2008). An Armenian English language teacher’s practical theory of communicative language teaching. System, 36(2), 227-240.
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