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題名 探討高中老師對英文選修課態度信念之個案研究
Senior High School Teachers’ Beliefs and Practices in English Electives: A Case Study
作者 劉家慧
Liu, Chia Hui
貢獻者 余明忠
Yu, Ming Chung
劉家慧
Liu, Chia Hui
關鍵詞 高中英文
選修
課程革新
senior high school English
elective
curriculum revolution
日期 2016
上傳時間 1-Mar-2016 10:55:57 (UTC+8)
摘要 在臺灣的高中實施學生自選跑班式英文選修課向來並非易事。文獻中提到許多環境及個人之不利因素，且也少有老師實際參與這種課程。許多教育專家認為教師觀點有助於深入探索了解任何課程設計的各種面向，但現有文獻卻缺乏相關研究。因此，本研究旨在藉由追蹤一名高中教師首度教授一學期英文選修課的機會來探討教師對於英文選修課的看法與做法。本質性研究採用的研究方法包括三項定期訪談、課後訪談、教師反思紀錄、課堂觀察、以及文件蒐集。主要研究期間從100年9月到101年1月。藉由解碼、交叉比對、描述、以及解讀等資料分析方式，本研究之發現如下：(一)參與的教師認為學生自選的跑班式英文選修課整體而言對教師及學生都有益處，且的確有可行性；(二)在課堂教學以及班級經營應變策略的輔助之下，大部分課室內外各種不利實施英文選修課的因素都可被突破，教師也能夠順利在選修課上嘗試新的英文教學方式；(三)目前存在的困境包括學生本身選修意願不高，
以及行政配合不足、評分不易、課堂互動受限、以及升學考試衝擊等在授課期間遇到的困難。這些研究發現帶出後續與教授英文選修課相關的討論，包括教師對於課程價值的認可以及專業成長的需求如何影響她接受挑戰並發展適應策略、變動的選修課條件會造成何種衝擊、以及教師如何在渴望嘗試突破以及擔憂工作量增加之間取得平衡。其他同樣值得關注的議題還包括教授選修課而非必修課的新鮮感是否能持續發展帶來更深刻長遠的影響、高中階段的英文選修課是否有可能發展內容導向的教學、以及教師如何能夠在升學因素影響下增加多元英文教學與學習的面向。本研究接著便提出兩項建議：教師善加把握這個另類教學的機會來嘗試各種英文教學方式，校方強化並整合各項行政工作讓選修課程能順利運作。未來希望能有更多研究投入在進一步探討升學考試對於英文選修課的衝擊影響，以及從學生觀點了解高中生對於高中英文選修課的學習需求為何。
The actual implementation of switch-classroom, student-chosen English electives had been a challenging task in most of the senior high schools in Taiwan. Although the existing literature has pointed out both contextual and personal barriers to such practices, there has been lack of teachers’ participation and related studies devoted to understanding these practitioners’ views which many educational experts believe can contribute to further and deeper understanding of the various aspects of curriculum design. Therefore, this research aims to explore English teachers’ views and practices in the implementation of English electives by focusing on a senior high school English teacher’s first-time experience of teaching an elective, News English, throughout a semester. The methods employed in this qualitative research include three periodical periodical interviews, post-class interviews, teacher’s reflective journals, class observation, and document collection. The main study spanned from September 2011 to January 2012. By coding, triangulation, description, and interpretation, the research had the following findings: (1) the teacher participant overall viewed English electives as a positive teaching and learning experience as well as a feasible practice in senior high school, (2) with adaptation strategies regarding English teaching and class management in place, most of the contextual and inside-classroom challenges could be smoothly tackled and new teaching possibilities be experimented with, and (3) the existing difficulties included students’ low motivation in choosing electives and other operational problems such as confusion in administrative work, assessment and grading, class interaction, and the impact of entrance examination. These findings generate more discussions on issues regarding teaching English in an elective, including how the teacher participant’s approval of the values of the elective and her need for professional enhanced her adaption to this new teaching scenario while she simultaneously faced dilemmas such as the impacts of changing circumstances in the implementation of electives and the balance between desire for change/growth and fear for increased workload. Other issues also deserving attention include whether the novel experience of teaching English in an elective rather than a required course can have longer and deeper impact, the possibility of an English elective in senior high school heading for content-driven instruction, and how teachers can deal with the ever-present influence of entrance examinations in an elective aimed to widen the scopes of teaching and learning English. The research then brings forward two suggestions: teachers expanding upon the alternative experience to explore more possibilities of teaching English and school administrations strengthening and incorporating all resources to help make the implementation of electives run more smoothly. It is also expected that more research can be devoted to further explore the impact of entrance examinations on implementing English electives in senior high school, and understand the learning needs of elective takers from students’ point of view.
參考文獻 Adams, J. E. Jr. (2000). Taking charge of curriculum: teacher networks and curriculum implementation. New York: Teachers College Press.
Andrew Goodwyn (2011). The expert teacher of English. Milton Park, Abingdon, Oxon ; New York, NY : Routledge.
Ary, D., Jacobs, L. C., and Sorensen, C. (2010). Introduction to research in education (8th ed.) Belmont, CA : Wadsworth Cengage Learning.
Bogdan, R. & Biklen, S. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
Brown, H. Douglas. (1994). Principles of Language Learning and Teaching (3rd). New Jersey: Prentice Hall, Inc.
Cheng, M.C., Chang, J.C., Chen, Y.C., & Liao, Y.S. (2010). “Do they want the same thing?” Learner perspectives on two content-based course designs in the context of English as a foreign language. Asian EFL Journal 12(4), 2010.
Creswell, J. W. (2007) Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
Davis, H.C. (2009) Curriculum improvement: The teacher perspective on change in the classroom. Unpublished doctoral dissertation, the University of Montana Missoula, Montana.
Denzin, N. K. & Lincoln, Y. S. (2008). Collecting and interpreting qualitative materials (3rd ed.). Thousand Oaks, CA: Sage Publications.
Flick, U. (2009) An introduction to qualitative research (4th ed.). Los Angeles; London: Sage Publications.
Gibson, W. J. & Brown, A. (2009). Working with qualitative data. London; Thousand Oaks, CA: Sage Publications.
Ghaith, G. (2004). Correlates of the implementation of the SATD cooperative learning method in the English as a foreign language classroom. Bilingual Education and Bilingualism, 7(4), 279-294.
Gillham, B. (2000). Case study research methods. London; New York: Continuum.
Goodwyn, A (2011). The expert teacher of English. New York, NY : Routledge.
Graves, Kathleen. (Eds.) (1996). Teachers as course developers. Cambridge: Cambridge University Press.
Hogan, J., Dolan, P., & Donnelly, P. (2009). Approaches to qualitative research: theory & its practical application: a guide for dissertation students. Cork: Oak Tree Press.
Huang, Y. K. (2003). Easing into E-news: an EAP course for advanced readers. Selected Papers from the Twelfth International Symposium on English Teaching, English Teachers’ Association, R.O.C. Taipei, November 7-9, 2003
Kelly, A.V. (2009) The curriculum: theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications.
Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.
Ku, H.Y. (2008) (古秀雲). A case study on senior high school English teachers’ beliefs and practices in reading instruction. Unpublished master thesis. The National Chengchi University.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park.
Lu, A.Y. (呂艾穎) (2002). Teachers` Beliefs and Classroom Assessments: A Case Study of Two University Instructors of English. Unpublished Master’s thesis, National Taiwan Normal University, Taipei, Taiwan, ROC.
McLaughlin, M. W., & Mei-ling Yee, S. (1988). Whose culture is it anyway? In A. Lieberman (Ed.), Building a professional culture in schools. New York: Teachers College Press.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Nien, Y.H. (粘玉秀) (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished Master’s thesis, National Taiwan Normal University, Taipei, Taiwan, ROC.
Pan, H. L., & Yu, C. (1999). Educational reforms and their impacts on school effectiveness and improvement in Taiwan, R.O.C. School Effectiveness and Improvement, 10(1), 72-85.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Savage, M. M. (2008). What teachers see: ongoing judgments and adaptations in the classroom today. Unpublished doctoral dissertation, the Gonzaga University.
Seidman, I. E. (2006). Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York : Teachers College Press.
Silverman, D. (2010). Doing qualitative research: a practical handbook. London: SAGE Publications.
Stake, R. E. (2010). Qualitative research: studying how things work. New York: Guilford Press.
Wang, C. C. (2000). A Sociolinguistic Profile of English in Taiwan: Social Contexts and Learner Needs. Unpublished doctoral dissertation, the Pennsylvania State University, Philadelphia.
Wang, W.F. (2006). Exploring teacher beliefs and practice in the implementation of a new English language curriculum in China: Case studies. Paper presented at APERA Conference, November 28-30, 2006.
Waugh, R. F. (2000). Towards a model of teacher receptivity to planned system-wide educational change in a centrally controlled system, Journal of Educational Administration, 38(4), 350-367.
Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
You, Y. L. (2009). The study of investigating the effect of English educational policy on post-secondary English education, A survey of ELT policies in Taiwan: From elementary to college. Taipei: Crane.


CHINESE REFERENCES
Pan, H. L., (潘慧玲) (2005) 我國普通高中課程綱要發展之基礎研究—普通高中課程必選修之研究, 國立台灣師範大學教育學系.
Cheng, M. H. & Cheng, Y. S., (鄭銘和、鄭永森) (2005) 普通高級中學課程暫行綱要實務工作手冊, 教育部.
M.O.E., (教育部) (2004, 2010) Senior High Curriculum Guidelines (普通高級中學課程綱要總綱).
M.O.E., (教育部) (2004) Senior High Curriculum Guideline for required course English (普通高級中學必修科目「英文」課程綱要)
M.O.E., (教育部) (2004) Senior High Curriculum Guideline for elective English listening, English reading and writing, English writing, and English grammar (普通高級中學選修科目「英語聽講」、「英文閱讀與寫作」、「英文作文」、「英文文法」課程綱要).
描述 碩士
國立政治大學
英語教學碩士在職專班
97951014
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951014
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 劉家慧zh_TW
dc.contributor.author (Authors) Liu, Chia Huien_US
dc.creator (作者) 劉家慧zh_TW
dc.creator (作者) Liu, Chia Huien_US
dc.date (日期) 2016en_US
dc.date.accessioned 1-Mar-2016 10:55:57 (UTC+8)-
dc.date.available 1-Mar-2016 10:55:57 (UTC+8)-
dc.date.issued (上傳時間) 1-Mar-2016 10:55:57 (UTC+8)-
dc.identifier (Other Identifiers) G0097951014en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81602-
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) 97951014zh_TW
dc.description.abstract (摘要) 在臺灣的高中實施學生自選跑班式英文選修課向來並非易事。文獻中提到許多環境及個人之不利因素，且也少有老師實際參與這種課程。許多教育專家認為教師觀點有助於深入探索了解任何課程設計的各種面向，但現有文獻卻缺乏相關研究。因此，本研究旨在藉由追蹤一名高中教師首度教授一學期英文選修課的機會來探討教師對於英文選修課的看法與做法。本質性研究採用的研究方法包括三項定期訪談、課後訪談、教師反思紀錄、課堂觀察、以及文件蒐集。主要研究期間從100年9月到101年1月。藉由解碼、交叉比對、描述、以及解讀等資料分析方式，本研究之發現如下：(一)參與的教師認為學生自選的跑班式英文選修課整體而言對教師及學生都有益處，且的確有可行性；(二)在課堂教學以及班級經營應變策略的輔助之下，大部分課室內外各種不利實施英文選修課的因素都可被突破，教師也能夠順利在選修課上嘗試新的英文教學方式；(三)目前存在的困境包括學生本身選修意願不高，
以及行政配合不足、評分不易、課堂互動受限、以及升學考試衝擊等在授課期間遇到的困難。這些研究發現帶出後續與教授英文選修課相關的討論，包括教師對於課程價值的認可以及專業成長的需求如何影響她接受挑戰並發展適應策略、變動的選修課條件會造成何種衝擊、以及教師如何在渴望嘗試突破以及擔憂工作量增加之間取得平衡。其他同樣值得關注的議題還包括教授選修課而非必修課的新鮮感是否能持續發展帶來更深刻長遠的影響、高中階段的英文選修課是否有可能發展內容導向的教學、以及教師如何能夠在升學因素影響下增加多元英文教學與學習的面向。本研究接著便提出兩項建議：教師善加把握這個另類教學的機會來嘗試各種英文教學方式，校方強化並整合各項行政工作讓選修課程能順利運作。未來希望能有更多研究投入在進一步探討升學考試對於英文選修課的衝擊影響，以及從學生觀點了解高中生對於高中英文選修課的學習需求為何。		zh_TW
dc.description.abstract (摘要) The actual implementation of switch-classroom, student-chosen English electives had been a challenging task in most of the senior high schools in Taiwan. Although the existing literature has pointed out both contextual and personal barriers to such practices, there has been lack of teachers’ participation and related studies devoted to understanding these practitioners’ views which many educational experts believe can contribute to further and deeper understanding of the various aspects of curriculum design. Therefore, this research aims to explore English teachers’ views and practices in the implementation of English electives by focusing on a senior high school English teacher’s first-time experience of teaching an elective, News English, throughout a semester. The methods employed in this qualitative research include three periodical periodical interviews, post-class interviews, teacher’s reflective journals, class observation, and document collection. The main study spanned from September 2011 to January 2012. By coding, triangulation, description, and interpretation, the research had the following findings: (1) the teacher participant overall viewed English electives as a positive teaching and learning experience as well as a feasible practice in senior high school, (2) with adaptation strategies regarding English teaching and class management in place, most of the contextual and inside-classroom challenges could be smoothly tackled and new teaching possibilities be experimented with, and (3) the existing difficulties included students’ low motivation in choosing electives and other operational problems such as confusion in administrative work, assessment and grading, class interaction, and the impact of entrance examination. These findings generate more discussions on issues regarding teaching English in an elective, including how the teacher participant’s approval of the values of the elective and her need for professional enhanced her adaption to this new teaching scenario while she simultaneously faced dilemmas such as the impacts of changing circumstances in the implementation of electives and the balance between desire for change/growth and fear for increased workload. Other issues also deserving attention include whether the novel experience of teaching English in an elective rather than a required course can have longer and deeper impact, the possibility of an English elective in senior high school heading for content-driven instruction, and how teachers can deal with the ever-present influence of entrance examinations in an elective aimed to widen the scopes of teaching and learning English. The research then brings forward two suggestions: teachers expanding upon the alternative experience to explore more possibilities of teaching English and school administrations strengthening and incorporating all resources to help make the implementation of electives run more smoothly. It is also expected that more research can be devoted to further explore the impact of entrance examinations on implementing English electives in senior high school, and understand the learning needs of elective takers from students’ point of view.en_US
dc.description.tableofcontents TABLE OF CONTENTS

ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
CHINESE ABSTRACT vi
ENGLISH ABSTRACT vii

CHAPTER ONE: INTRODUCTION 1
Background and motivation 1
Purpose of the study 4
Significance of the study 5
CHAPTER TWO: LITERATURE REVIEW 7
Curriculum Reform 7
More flexibility in senior high school curriculum 7
The implementation of electives 8
Implementation of English electives in senior high schools: a challenging task 9
Contextual factors 9
Teaching English in an elective 9
Backdrop: From EGP to ESP 10
Electives in senior high: Content-driven or Language-driven? 11

The need to explore teachers` views and practices: at the classroom level 12
The complexity of teachers’ receptivity to curriculum change 12
What held back teachers in Taiwan? 14
Lack of qualitative data at classroom level 15
Research Questions 17
CHAPTER THREE: MATHODOLOGY 19
Setting of the case 19
Participant 20
Data collection method 22
Interviews 22
Classroom Observation 24
Teacher’s reflective journals 26
Document Collection 27
Data collection procedure 28
Pilot study 28
Main study 29
Data analysis 31
Coding 31
Triangulation 32
Description 33
The researcher’s role 34

CHAPTER FOUR: RESULTS 35
Findings 35
Brenda’ views on the implementation of English electives 35
Curriculum design 35
Goals of English electives 39
Impacts on teachers 40
Impacts on students 45
Brenda’s practice of teaching an English elective 47
Promoting students’ learning motivation 47
Class management 50
Dealing with an unfamiliar classroom and its facility 53
Planning working time and schedule 55
Designing and preparing for the elective 57
Constraints and difficulties Brenda faced in teaching an English elective 63
Students’ low motivation in choosing English electives 63
Confusion caused by administrative work 65
Assessment and grading 67
The teacher’s role in participating in English electives 70
Teacher-student and peer student interaction 70
The impact of entrance examination 72

Answers to the three research questions 73
Research Question 1 73
Research Question 2 75
Research Question 3 77
CHAPTER FIVE: DISCUSSION 79
Teachers’ participation in the implementation of English electives 79
Adaptation to curriculum change 79
Favorable factors 81
Approval of the core value 82
Need for professional growth 83
Dilemma 84
A hard-won battle or a lucky victory? 85
Fear of increased workload v s Desire for change and growth 86
Teaching an English elective: critical issues 88
Teaching an elective rather than a required course 89
A novel experience or long-term practice? 89
Difficulty in evaluation: what and how 90
Elective as a course or a not-a-required-course? 91
Teaching English in an elective 91
Towards content-driven instruction? 91
The impact of entrance examinations 94

CHAPTER SIX: CONCLUSION 97
Summary of the major findings 97
Implications 99
Limitations 100
Suggestions for future research 100
References 102
Appendixes 107		zh_TW
dc.format.extent 11725457 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097951014en_US
dc.subject (關鍵詞) 高中英文zh_TW
dc.subject (關鍵詞) 選修zh_TW
dc.subject (關鍵詞) 課程革新zh_TW
dc.subject (關鍵詞) senior high school Englishen_US
dc.subject (關鍵詞) electiveen_US
dc.subject (關鍵詞) curriculum revolutionen_US
dc.title (題名) 探討高中老師對英文選修課態度信念之個案研究zh_TW
dc.title (題名) Senior High School Teachers’ Beliefs and Practices in English Electives: A Case Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adams, J. E. Jr. (2000). Taking charge of curriculum: teacher networks and curriculum implementation. New York: Teachers College Press.
Andrew Goodwyn (2011). The expert teacher of English. Milton Park, Abingdon, Oxon ; New York, NY : Routledge.
Ary, D., Jacobs, L. C., and Sorensen, C. (2010). Introduction to research in education (8th ed.) Belmont, CA : Wadsworth Cengage Learning.
Bogdan, R. & Biklen, S. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
Brown, H. Douglas. (1994). Principles of Language Learning and Teaching (3rd). New Jersey: Prentice Hall, Inc.
Cheng, M.C., Chang, J.C., Chen, Y.C., & Liao, Y.S. (2010). “Do they want the same thing?” Learner perspectives on two content-based course designs in the context of English as a foreign language. Asian EFL Journal 12(4), 2010.
Creswell, J. W. (2007) Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
Davis, H.C. (2009) Curriculum improvement: The teacher perspective on change in the classroom. Unpublished doctoral dissertation, the University of Montana Missoula, Montana.
Denzin, N. K. & Lincoln, Y. S. (2008). Collecting and interpreting qualitative materials (3rd ed.). Thousand Oaks, CA: Sage Publications.
Flick, U. (2009) An introduction to qualitative research (4th ed.). Los Angeles; London: Sage Publications.
Gibson, W. J. & Brown, A. (2009). Working with qualitative data. London; Thousand Oaks, CA: Sage Publications.
Ghaith, G. (2004). Correlates of the implementation of the SATD cooperative learning method in the English as a foreign language classroom. Bilingual Education and Bilingualism, 7(4), 279-294.
Gillham, B. (2000). Case study research methods. London; New York: Continuum.
Goodwyn, A (2011). The expert teacher of English. New York, NY : Routledge.
Graves, Kathleen. (Eds.) (1996). Teachers as course developers. Cambridge: Cambridge University Press.
Hogan, J., Dolan, P., & Donnelly, P. (2009). Approaches to qualitative research: theory & its practical application: a guide for dissertation students. Cork: Oak Tree Press.
Huang, Y. K. (2003). Easing into E-news: an EAP course for advanced readers. Selected Papers from the Twelfth International Symposium on English Teaching, English Teachers’ Association, R.O.C. Taipei, November 7-9, 2003
Kelly, A.V. (2009) The curriculum: theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications.
Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.
Ku, H.Y. (2008) (古秀雲). A case study on senior high school English teachers’ beliefs and practices in reading instruction. Unpublished master thesis. The National Chengchi University.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park.
Lu, A.Y. (呂艾穎) (2002). Teachers` Beliefs and Classroom Assessments: A Case Study of Two University Instructors of English. Unpublished Master’s thesis, National Taiwan Normal University, Taipei, Taiwan, ROC.
McLaughlin, M. W., & Mei-ling Yee, S. (1988). Whose culture is it anyway? In A. Lieberman (Ed.), Building a professional culture in schools. New York: Teachers College Press.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
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