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    題名: 教師對聽力教學之信念與實踐研究:以桃園市高中英文教師為例
    Teachers’ beliefs and practices in listening instruction: a study of senior high school English teachers in Taoyuan City
    作者: 程燕鈴
    Cheng, Yen Ling
    貢獻者: 余明忠
    Yu, Ming Chung
    程燕鈴
    Cheng, Yen Ling
    關鍵詞: 教師信念
    教師實踐
    聽力教學
    Teachers’ beliefs
    Teachers’ practices
    Listening instruction
    日期: 2017
    上傳時間: 2017-08-10 10:17:07 (UTC+8)
    摘要: 本研究旨在探討高中英文教師對於聽力教學的信念及實踐。研究也試圖了解教師的信念和實踐是否有不一致的情形以及影響教師信念與實踐的背景因素。研究方法為調查法,採用調查教師聽力教學信念及實踐之問卷。研究對象為台灣桃園市13所公立高中共175位英文教師。問卷的量化分析方法包含描述性統計、成對樣本T檢定、獨立樣本T檢定、單因子變異數分析、雪費事後檢定。
    研究結果顯示儘管總體而言教師對於聽力教學抱持正面的信念,但教師似乎不常實施聽力教學活動,特別是社會情意策略方面的聽力活動。統計結果也發現教師的信念及實踐有顯著之差異。此外,本研究顯示教師英語教學之年資、主修與參加研討會之經驗會影響教師的信念;教師的年齡、學歷、參加研討會之經驗及閱讀相關報告則會影響教師的教學實踐。本研究希冀能有助於進一步了解高中英文教師教授聽力之信念與實施情形。最後,研究者根據研究發現提出能增進台灣英語聽力教學的一些建議及未來研究可以參考的方向。
    The present study attempted to investigate senior high school English teachers’ beliefs and practices in listening instruction. Additionally, efforts were made to determine whether differences between their beliefs and practices existed and what background factors affected those beliefs and practices.
    This research involved a survey, utilizing a questionnaire concerning teachers’ beliefs as well as practices in teaching listening. 175 English teachers from 13 public senior high schools in Taoyuan City, Taiwan participated in the study. The quantitative analysis of the questionnaires was conducted through descriptive statistics, paired- samples t-tests, independent-samples t-tests, and one-way ANOVA along with Scheffe’s post-hoc test whenever necessary.
    Results of this study indicated that the respondents generally held positive attitudes toward listening instruction, while they seemed to infrequently implement listening activities in the classroom, especially listening activities regarding socio-affective listening strategies. Significant differences between teachers’ beliefs and practices were also found to exist. In addition, years of English teaching, academic major chosen, and workshop attendance experience were influential to how teachers’ beliefs were formed; age, highest degree obtained, workshop attendance experience and domain-related paper access were likewise influential to teachers’ practices. It is hoped that this study can provide a further understanding of teachers’ beliefs and practices concerning listening instruction. Finally, based on the findings, the researcher presented some pedagogical implications to improve English listening education in Taiwan and some recommendations for future research.
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    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    102951011
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G1029510111
    資料類型: thesis
    顯示於類別:[英語教學碩士在職專班] 學位論文

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