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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 3-八月-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.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: 10.1177/0033688213488463Feryok, A. (2008). An Armenian English language teacher’s practical theory of communicative language teaching. System, 36(2), 227-240. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27(2), 193-216. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine de Gruyter.Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447-464. Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second‐language teachers` development. Teachers and Teaching, 10(3), 307-327. Green, T. F. (1971). The activities of teaching. New York: McGraw-Hill.Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.Hood, M. (2009). Case Study. In J. Heigham, & Croker, R. A. (Ed.), Qualitative research in applied linguistics. NY: Palgrave.Hsu, S. C. (2006). High School English Teachers` Beliefs in Grammar Teaching and Their Classroom Practices: A Case Study. Unpublished master’s thesis, National Chungcheng University, Chiayi, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22095CCU05462015%22.&searchmode=basic Huang, C. W. (2010). A Study of Preservice EFL Teachers’ Cognition and Practices toward Grammar Instruction in Junior High Schools. Unpublished master’s thesis, Tunghai University, Taichung, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22099THU00094001%22.&searchmode=basic Inceçay, G. (2011). Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching. Procedia-Social and Behavioral Sciences, 15, 128-133. Johnson, K. (1992b). The Relationship between Teachers` Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English. Journal of Literacy Research, 24(1), 83-108. Johnson, K. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and Teacher Education, 10(4), 439-452. Johnson, K. (1996). The vision versus the reality: The tensions of the TESOL practicum. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 30-49). Cambridge: Cambridge University Press.Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon: Oxford.Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Lai, S. J. (2004). High School English Teachers` Beliefs on Grammar Instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22092NTNU0238021%22.&searchmode=basic Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York. Lee, K. M. (2008). The role of grammar in the teaching of English in Hong Kong secondary schools. Unpublished master’s thesis, University of Hong Kong, Hong Kong. Lee, I. (2009). Ten mismatches between teachers` beliefs and written feedback practice. ELT Journal, 63(1), 13-22. Lin, C. Y. (2010). English Teachers’ Beliefs and Practices of Pronunciation Teaching:A Qualitative Study on Elementary School Teachers. Unpublished master’s thesis, National Yunlin University of Science and Technology Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22098YUNT5615026%22.&searchmode=basic Lin, K. L. (2011). A Study of Taipei Vocational High School English Teacher Beliefs and Behavior in Grammar Instructions. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan. Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22099NTPTC694031%22.&searchmode=basic Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In R. G. K. DeBot, & C. Kramsch (Ed.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: Benjamins.Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education: Jossey-Bass Publishers.Mitchell, J. T., & Redmond, M. L. (1993). Rethinking grammar and communication. 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Are teachers` beliefs incongruent with their observed classroom behavior? The Urban Review, 17(2), 128-146. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. doi: http://dx.doi.org/10.1016/j.system.2009.03.002Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of counseling psychology, 52(2), 137-145. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: Cambridge University Press.Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave: Macmillan.Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.Samuda, V., & Bygate, M. (2008). Tasks in second language learning: Palgrave Macmillan.Scollon, S. (1999). Not to waste words or students. In E. Hinkel (Ed.), Culture in second language teaching and learning. Cambridge: Cambridge University Press.Seliger, H. W., & Shohamy, E. (2003). Second language research methods. Oxford: Oxford University Press.Sheen, R. (2002). `Focus on form` and `focus on forms`. ELT Journal, 56(3), 303-305. Shih, S. H. (2011). A Case Study of Two English Teachers’ Cognition and Practices in a Remedial Program. Unpublished master’s thesis, National Chiao Tung University, Hsin Chu City, Taiwan. Stake, R. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage Publications.Willis, J. (1996). A framework for task-based learning. Harlow, Essex: Longman.Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice. Cambridge: Cambridge University Press.Wu, K. Y. (2006). Teacher beliefs and grammar teaching practices: case studies of four ESL teachers. Unpublished doctor dissertation, University of Hong Kong, Hong Kong. Yip, V. (1994). Grammatical consciousness-raising and learnability. Perspectives on pedagogical grammar, 123-139. 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 Chung en_US dc.contributor.author (作者) 林珊琪 zh_TW dc.contributor.author (作者) Lin, Shan Chi en_US dc.creator (作者) 林珊琪 zh_TW dc.creator (作者) Lin, Shan Chi en_US dc.date (日期) 2015 en_US dc.date.accessioned 3-八月-2015 13:11:02 (UTC+8) - dc.date.available 3-八月-2015 13:11:02 (UTC+8) - dc.date.issued (上傳時間) 3-八月-2015 13:11:02 (UTC+8) - dc.identifier (其他 識別碼) G0985510162 en_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) 98551016 zh_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 iiiAcknowledgments ivTable of contents vChinese abstract viiiEnglish Abstract ixCHAPTER ONE: INTRODUCTION 11.1 Teachers’ belief systems 11.2 Tensions between grammar teaching beliefs and practices 11.3 Motivation and significance of this study 3CHAPTER TWO: LITERATURE REVIEW 52.1 Teachers’ beliefs in education 52.1.1 Nature and characteristics of teachers’ beliefs 52.1.2 Factors that influence teachers’ beliefs and practices 82.1.3 The relationship between teachers’ beliefs and practices 112.1.3.1 Convergence between beliefs and practices 112.1.3.2 Tensions between beliefs and practices 122.2 Review of grammar teaching research 142.2.1 The role of grammar in second language acquisition 142.2.2 Approaches to grammar teaching 152.2.3 The use of grammatical terminology in language teaching 172.2.4 Grammar teaching in Taiwan 172.3 Empirical evidence on tensions in grammar teaching 192.4 Rationale of the present study and research questions 21CHAPTER THREE: METHODOLOGY 233.1 Design of this study 233.2 Participant 233.2.1 Selection of the setting and participant 243.2.2 Background of the participant 253.3 Data collection 263.3.1 Interviews 273.3.2 Observation 303.3.3 Documents 313.4 Procedures 323.5 Data analysis 32CHAPTER FOUR: RESULTS 374.1 Core and peripheral beliefs in grammar teaching 374.1.1 Jane’s core beliefs in teaching 384.1.1.1 Teaching in general 384.1.1.2 Teacher’s role in teaching 394.1.1.3 Students’ role in learning 424.1.2 Jane’s peripheral beliefs 444.1.2.1 Jane’s perceived significance of English 444.1.2.2 The role of grammar in junior high school 474.2 Grammar teaching practice 494.2.1 Proportion of grammar instruction 494.2.1.1 Teaching sequence within one unit 494.2.1.2 Procedure of grammar teaching 504.2.1.3 Frequency of grammar work 514.2.2 The use of grammatical terminology 554.3 Tensions between grammar teaching beliefs and practices 584.3.1 Extracurricular teaching resources 584.3.2 The proportion of grammar instruction 594.3.3 The use of grammatical terminology 60CHAPTER FIVE: DISCUSSION 635.1 Core beliefs 635.2 Peripheral beliefs 675.3 Classroom practices 685.4 Tensions between beliefs and practices 70CHAPTER SIX: CONCLUSION 776.1 Summary 776.2 Pedagogical Implications 786.3 Limitations 796.4 Suggestions for future studies 79References 81Appendix 1: Interview and observation consent form 89Appendix 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/#G0985510162 en_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) beliefs en_US dc.subject (關鍵詞) practices en_US dc.subject (關鍵詞) grammar teaching en_US dc.subject (關鍵詞) tensions en_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 Practices en_US dc.type (資料類型) thesis en 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). 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