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    題名: 台中地區小學學生及其英文教師對於有效英語教學信念之比較
    A study on elementary school students’ and teachers’ perceptions of effective English teaching
    作者: 楊祐華
    Yang,Yu hua
    貢獻者: 余明忠
    Yu, Ming Chung
    Yang,Yu hua
    關鍵詞: 英文學習信念
    English learning beliefs
    effective English teaching
    日期: 2011
    上傳時間: 2012-10-30 11:34:53 (UTC+8)
    摘要: 本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中,學生其及老師對於教學的看法有許多相同與相異之處,這些信念會直接或間接影響到教學的有效性。
    本研究以問卷調查法進行,對象為台中市34名公立小學英語教師及其811位高年級學生,問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析,獲得結果簡述如下:
    The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness.
    A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data.
    The major findings are summarized as follows:
    1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies.
    2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs.
    3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching.
    4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times.
    5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class.
    6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do.
    Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.
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    描述: 碩士
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0098951018
    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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