English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 74911/106084 (71%)
造訪人次 : 19409630      線上人數 : 347
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/54739


    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
    楊祐華
    Yang,Yu hua
    關鍵詞: 英文學習信念
    有效英語教學
    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:
    1.國小學生及其英語教師對於各項教學法抱持正向的態度。
    2.在性別、課外學習經驗、學習英文時間早晚等因素影響下,會影響小學學生對於有效英語教學習的信念。
    3.在文法教學上,學生及其教師均持正向態度,教師尤其偏愛歸納式教學。
    4.在錯誤糾正上,學生認為教師須立即處理錯誤,但教師們允許適當的忽略。
    5.在溝通式教學法上,學生及其教師均持正向態度,但學生對於小組互動的上課方式持較保留的態度。
    6.在多元評量方面,學生及其教師均持正向態度,但學生們對於傳統紙筆測驗的看法高於教師們。
    根據問卷調查結果,本研究最後提供教學上相關建議以供參考。
    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.
    參考文獻: Anderson, R. S. (1998). Why talk about different ways to grade? The shift from
    traditional assessment to alternative assessment. New Directions for Teaching
    and Learing, 74, 5-16.
    Anton, M., & Dicamilla, F. J. (1999). Socio-cognitive functions of L1 collaborative
    interaction in the L2 classroom. Modern Language Journal, 83, 233-247.
    Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the
    theory of planned behavior. Journal of Applied Social Psychology, 32, 1-20.
    Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
    Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
    Bacon, S. M., & Finnemann, M. D. (1992). Sex differences in self-reported beliefs about foreign-language learning and authentic oral and written input. Language Learning, 42(4), 471–495.
    Bell, T. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38, 259–270.
    Brett, P. (1997). A comparative study of the effects of the use of multimedia on
    listening comprehension. System, 25(1), 39-53.
    Borg, S. (2003). Teacher cognition in language teaching: A review of research on what
    language teachers think, know, believe and do. Language Teaching, 36, 81-109.
    Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd). White Plains, NY: Longman.
    Brown, V. A.,(2009). Students’ and teachers’ Perceptions of Effective Foreign Language Teaching. The Modern Language Journal, 93, 47-60.
    Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29, 125–138.
    Burgess, J. & Etherington, S. (2002). Focus on grammatical form: explicit or
    implicit? System 30, 433-458.
    Calderhead, J. (1995). Teachers: beliefs and knowledge. In Berliner, D.C. and Calfee, R. C.(Eds.) Handbook of Educational Psychology. New York: Simon & Schuster, Macmillan.
    Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386
    Chapelle, C. A. (2004). Interactionist SLA theory in CALL research. In G, Petrie.
    (Ed.), Research perspectives on CALL. Mahwah, NJ: Laurence Erlbaum
    Associates.
    Chaudron, C. (1988). Second language classrooms. Cambridge: Cambridge University Press.
    Connors, N. A. (1991). Homework: a new direction. Columbus, OH: National Middle School Association.
    Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402-423.
    Cooper, H. (1994). The battle over homework: an administration’s guide to setting sound and effective policies. (ERIC Document Reproduction Service No. ED376573)
    Crawford & Lange (1984). Doing the unthinkable in the second-language
    classroom. In. T. Higgs (Ed.), Teaching for proficiency, The organizing principle
    (pp. 139-177). Lincolnwood, IL: National Textbook Company.
    Duff, P.A. & Polio, C.G. (1990). How much foreign language is there in the foreign
    language classroom? Modern Language Journal, 74, 154-166.
    Ellis, R. (2001). Investigating Form-Focused Instruction. Language Learning, 511-46. Retrieved from EBSCOhost.
    Ellis, R., Basturkmen, H. & Lowewen, S. (2002). Doing focus-on-form. System 30,419-432.
    Ferguson, C. (1971). Absence of copula and the notion of simplicity: A study of normal speech, baby talk, foreigner talk and pidgins. In D. Hymes (Ed.), Pidginization and creolization of languages (pp. 141-150). Cambridge, UK: Cambridge University Press.
    Gabillon, Z. (2007) L2 Learners’ and L2 Teachers’ Stated L2 Beliefs. Doctor Thesis.
    Université Nancy2, France.
    Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books.
    Gass, S. M. (1991). Grammar instruction, selective attention, and learning. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research (pp. 124-141). Clevedon, UK: Multilingual Matters
    Gredler, M. E. (1999). Classroom assessment and learning. New York: Longman.
    Lowe, P. Jr., & Liskin-Gasparro, J. E. (1982). Testing speaking proficiency: The oral interview. Q & A. (ERIC Document Reproduction Service No. 232483)
    Hadley, A.O. (1993). Teaching Language in Context. Boston: Heinle and Heinle.
    Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change.
    Teacher and Teacher Education, 2, 403-414.
    Horwitz, E. K. (1988). The beliefs about language learning of beginning university
    foreign language students. Modern Language Journal, 72, 283-294.
    Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27(4), 557-576.
    Huang, K. M. (1993). DCESD: A post-mortem distributed cooperative expert system debugger. California Polytechnic State University.
    Kern, R. G. (1995). Restructuring classroom interaction with networked computers:
    Effects on quantity and characteristics of language production. The Modern
    Language Journal, 79, 457-476
    Kleinmann, H. H. (1987). The effect of computer-assisted instruction on ESL reading
    achievement. Modern Language Journal, 71(3), 267-276.
    Krashen, D. S. (1982). Principles and practices in second language acquisition.
    Oxford: Pergamon
    Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.).
    Oxford: Oxford University Press.
    Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study.
    Modern Language Journal, 87, 343–364.
    Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’
    perceived difficulties in introducing CLT in South Korea. TESOL Quarterly,
    32(4), 677-703.
    Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in Communicative Language Teaching: Effects on second language acquisition. Studies in Second Language Acquisition, 12, 429-448.
    Lo, B. J. (2006). A study of language learning strategies used by comprehensive high school students. Unpublished master’s thesis. Tainan: Nantai Technology University
    Long, M. H. (1980). Inside the "black box": Methodological issues in classroom
    research on language learning. Language Learning, 30, 1-42.
    Long, M.H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In
    C.Doughty & J. Williams (Eds.), Focus on form in classroom second language
    acquisition (pp. 15-41). Cambridge: Cambridge University Press.
    Lyster, R. & Ranta, E. (1997). Corrective feedback and learner uptake: Negotiation of
    form in communicative classrooms. Studies in Second Language Acquisition, 19,
    37-61.
    Nakanishi, T. (2007). Comparative Studies of Communicative Language Teaching
    between Japan and Taiwan. Selected paper from Proceedings of the 24th
    Internatilnal Conference on English Teaching and Learning in the Republic of
    China (pp. 121-131). Taipei: ELT Publishing Co., LTD.
    Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL
    Quarterly, 25(2), 279-295.
    Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.
    Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.
    Payne, D. A. (2003). Applied educational assessment (7th ed.). Belmont, CA: Wadsworth Pub. Co.
    Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy
    construct. Review of Educational Research, 62(3), 307-333.
    Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9 (2), 247-265.
    Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula,T.J. Buttery, and E. Guyton (Eds.), Handbook of Research on Teacher Education. New York: Macmillan Library Reference
    Richards, J. C. (2005). Communicative Language Teaching Today. Singapore:
    SEAMEO Regional Language Centre.
    Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching (2nd
    ed.). Cambridge: Cambridge University Press.
    Sato, K., & Kleinsasser. (1999). Communicative language teaching (CLT): Practical
    understandings. Modern Language Journal, 83(4). 494-517.
    Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29, 343–364.
    Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–
    Colombia. Modern Language Journal, 85, 244–258
    Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 128-158.
    Shamin F. (1996). Learner resistance to innovation in classroom methodology. In H.
    Coleman (Ed.), Society and the Language Classroom. Cambridge: Cambridge
    University Press.
    Shen, M. C. (2006). The relationship between beliefs about language learning and learning strategy use of junior high school students in remote districts. Unpublished master’s thesis. Tainan: Leader University
    Shin, D. (1995). A comparison of audiotaped and videotaped listening comprehension
    placement tests for ESL learners. M. A. thesis, Department of English, Iowa
    State University, Ames, IA.
    Short, D. J. (1993). Assessing integrated language and content instruction. TESOL Quarterly, 27(4), 627-656.
    Shohamy, E. (1998). Critical language testing and beyond. Studies in Educational
    Evaluation, 24, 331–45.
    Shrum, J. L., & Glisan, E. W. (2000). Teacher’s handbook: Contextualized language instruction, 2nd ed. Boston, MA: Heinle & Heinle.
    Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
    Swain, M. & Lapkin, S. (2000). Task-based second language learning: the uses of the first language. Language Teaching Research, 4(3), 251-274.
    Wallinger, L. M. (2000). The role of homework in foreign language learning. Foreign Language Annals, 33(5), 483-497.
    Tsai, Y. J. Claire. (2002). Culture and English Teaching: How Do Secondary English Teachers Conceptualize and Instruct Culture? Master thesis. National Taiwan Normal University.
    Tsai, R. M. & Huang, S. H. (2003). A comparison between high and low English proficiency learners’ beliefs. The Proceedings of the Twelfth International Symposium on English Teaching, 552-558. Taipei, ROC: Crane.
    Vavrus, L. (1990). Putting portfolios to the test. Instructor, 100(1), 48-63.
    Wang, C. (2002). Innovative teaching in foreign language contexts: the case of Taiwan. In Savignon, S. J. (Ed.), Interpreting Communicative Language Teaching:contexts and concerns in teacher education. New Haven & London: Yale University Press.
    Wang, M. C. (2003). A case study on multimedia in TEFL. M. A. Thesis, Department
    of English National Kaohsiung Normal University.
    Wang, P. L. (2000). Exploring southern Taiwanese technical college students’ attitudes towards the effectiveness of English grammar instruction. Journal of National Kaohsiung University of Applied Science, 30, 483-510
    Williams, M., & Burden, R. (1997). Psychology for language teachers. A social constructivist approach. Cambridge: Cambridge University Press.
    Yang, N. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27 (4), 515-535.
    Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in
    mathematical, scientific, and technological careers. American Educational Research
    Journal, 37, 215-246.
    莊靜軒(2009)。台灣高職英語教師及學生對於文法教與學之信念研究。未出版碩士,國立彰化師範大學英語學系,彰化縣
    吳明隆 (2007) SPSS操作與應用:問卷統計分析實務 。五南圖書出版股份有限公司
    黃敏貞(2003)。CALL在國小英語初學者字母教學上之應用。未出版碩士,國
    立台北師範學院兒童英語教育研究所,台北市
    李宜芳(2010)。國中學生英語學習多元評量之探究-以宜蘭縣羅東國中為例。未出版碩士,佛光大學未來學系,宜蘭縣
    許馨方(2007)。台北市國中英語教師對多元評量信念之研究。未出版碩士,國立政治大學英語教學碩士在職專班,台北市
    陳凱貞(2004)。實施國小英語電子化檔案評量研究-以一國小三年級班級為例。未出版碩士,國立台北師範學院兒童英語教育研究
    張麗娟(2010)。五、六年級學童對英語教學評量之觀感。未出版碩士,國立屏東商業技術學院應用英語系(所),屏東縣
    謝永芳(2000)。檔案式評量在國小六年級英語教室之實施。未出版碩士,國立臺灣師範大學英語研究所,台北市
    鄭心郁(2007)。應用多元智能活動讓國中英語教學[熱]起來。未出版碩士,高雄師範大學英語學系,高雄市
    黃昭嬿(2003)。台灣國中生透過兩種教學法學習英語文法成效之比較: 溝通結合形式注重模式與傳統式文法教學。未出版碩士,銘傳大學應用英語學系碩士班,台北市
    曲秀英(2005)。在溝通式教室教國中高低英語成就學生英文文法之效益研究。未出版碩士,國立高雄師範大學英語學系,高雄市
    蔡幸穎(2007)。任務型教學法對國小學童英語字彙學習成效影響之研究。未出版碩士,臺北市立教育大學課程與教學研究所,台北市
    郭怡君(2006)。任務式教學法對高中生口說能力訓練之成效。未出版碩士,國立清華大學外國語文學系,新竹市
    范姜怡君(2006)。任務型導向教學對台灣國小英語學習成效之探討。未出版碩士,元智大學應用外語學系,桃園縣
    游琬娟(2007)。台北市國小英語教師對英美文化教學的認知與教學現況之調查
    研究。未出版碩士,國立臺北教育大學兒童英語教育學系碩士班,台北市
    高思雅(2009)。文化教學在大學英語會話課中的實踐調查。未出版碩士,元智
    大學應用外語學系,桃園縣 鄭茜文(2006)。台北市國小英語科不同年級之節慶文化教學現況研究台北市國
    小英語科不同年級之節慶文化教學現況研究。未出版碩士,國立臺北教育大
    學兒童英語教育學系碩士班,台北市 賴振宏(2006)。國小英語教師對美國文化教學的意見調查研究:以桃園地區為
    例。未出版碩士,國立臺北教育大學兒童英語教育學系碩士班,台北市
    楊嘉琪(2004)。嘉南地區國小英語老師對文化教學之意見調查研究。未出版碩
    士,南台科技大學應用英語系,台南縣
    錢怡君(2002)。高中生於多人線上環境中學習英文之研究(碩士論文)。 取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22090NTHU0094011%22.&searchmode=basic
    郭家華 (2006)。從不同社會空間家長談學童的補習現象-以雲林海邊偏遠某國小、某班為例。未出版之碩士論文。嘉義:南華大學。
    于吉蘭 (2004)。國小學童英語補習對英語學習之影響-以台北市萬華區為例。未出版之碩士論文。新竹:國立新竹教育大學。
    陳宜徽(2008)。高雄縣市國小六年級學生英語學習策略與英語學習態度之研究(碩士論文)。 取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22097NTNT5212021%22.&searchmode=basic
    翁婉玲(2008)。台中縣六年級國小學生英語學習信念之研究(碩士論文)。 取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22097NKNU5238083%22.&searchmode=basic
    莊靜軒(2009)。台灣高職英語教師及學生對於文法教與學之信念研究(碩士論文)。 http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22098NCUE5240012%22.&searchmode=basic
    賴淑菁(2004)。臺灣地區中學英語教師對於文法教學的信念(碩士論文)。 取自http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22092NTNU0238021%22.&searchmode=basic
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    98951018
    100
    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

    文件中的檔案:

    檔案 大小格式瀏覽次數
    101801.pdf1639KbAdobe PDF145檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋