政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/38746

政大典藏 > College of Foreign Languages and Literature > Department of English > Theses > Item 140.119/38746

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/38746

Title:	國中英語教師閱讀教學信念與實踐：兩位教師之個案研究 Junior high school EFL teachers’ pedagogical beliefs and practices on reading instruction: a case study
Authors:	陳瑋芳
Contributors:	招靜琪陳瑋芳
Keywords:	教師信念閱讀教學英語教學 teacher`s belief reading instruction English teaching
Date:	2009
Issue Date:	2010-04-09 15:41:37 (UTC+8)
Abstract:	本研究旨在探討兩位國中英語教師閱讀教學信念及其課堂教學，同時分析師生課堂互動如何影響教師的課堂閱讀教學。過去研究顯示出學生對於教師的信念及教學有很大的影響，但課堂上的師生互動如何影響教師教學卻需要進一步的研究。本研究採取質性個案研究，研究過程採取訪談教師及學生和課堂觀察兩位教師的教學為主要資料蒐集來源。結果顯示教師所聲稱的閱讀教學信念與其實際課堂教學確有差異之處，而學生因素包括: (1) 學生課堂參與 (2) 學生對教授內容的理解 (3) 學生英語程度差異 (4) 學生考試壓力均影響教師調整課堂教學的內容。然而教師信念與實際教學差異卻反映了教師信念因應個別教學情境而改變的本質，同時透過教師信念研究亦凸顯了教師於課堂中真正扮演的角色。文末進一步提出相關建議，以期能作為在職教師及未來研究參考。 The purposes of the present study are to investigate two junior high school English teachers’ beliefs and practices on reading instruction and how the teacher-student interaction in class impacts teachers’ reading instruction behaviors. Previous studies have shown the impacts of student issues on the teachers’ beliefs, but how exactly these issues interact with teachers’ in-class practices demands further investigation. The case study research, that is semi-structured interviews with participating teachers and students and classroom observations, was adopted in the present study. The results reveal that there are indeed discrepancies between the teachers’ claimed pedagogical beliefs and their in-class actions, and students’ in-class participation, their comprehension of teachers’ instruction, their diverse English proficiency levels and their examination pressure all present challenges to shape teachers’ actions in class. Nevertheless, these discrepancies between teachers’ beliefs and practice in turn reveal the situated nature of teachers’ beliefs, which help teachers develop more contextualized adjustments to meet their individual teaching contexts. Moreover, the investigation of teachers’ pedagogical beliefs make the instruction roles they play explicit. Finally, it is expected that the findings of the present study offer a new perspective to understand teachers’ beliefs and practices and provide pedagogical implications for in-service teaching profession.
Reference:	Aebersold, J. & Field, M. L. (1997). From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge: Cambridge University Press. Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, E.S.L Li, W.F. Or, & H. D. Pierson (Eds.), Taking Control: Autonomy in Language learning (pp.27-34). Hong Kong: Hong Kong University Press. Bereiter, C. & Scardamalia, M. (1993). Surpassing Ourselves— An Inquiry into the Nature and Implication of Expertise. Illinois: Open Court. Borg, S. (1998). Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative Study. TESOL Quarterly, 32(1), 9-38. 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. Borko, H., & Shavelson, R. J. (1990). Teacher decision making. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 311-346). Hillsdale, NJ: Lawrence Erlbaum Associates. Brousseau, B. A., Book, C. & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39. Calderhead, J. (1996). Teachers: beliefs and knowledge. In B. C Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-725). New York: Macmillan. Chang, B. L. (2000). Study of junior high school English teachers’ beliefs towards the communicative approach. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C. Chang, L. Y. (2001). Communicative language teaching: Senior high school English teachers’ beliefs and practices. Unpublished master’s thesis, Tamkang University, Taipei, R.O.C. Chen, S. L. (陳秀玲) (2002). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction. Unpublished master’s thesis, National Chang-hua University of Education, Chang-hua, R.O.C. Clark, C. M. & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp.255-296). New York: Macmillan. Colton, A. B. & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44(1), p.45-54. Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. Crookes, G. & Arakaki, L. (1999). Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8 (1), 15-19. Davis, M. M., Konopak, B. C. & Readence, J. E. (1993). An investigation of two chapter I teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33(2), 105-118. Duff. P. A. (2007). Case Study Research in Applied Linguistics. New York, N. Y.: Lawrence Erlbaum Associates. Farrell, T. S. C. & Lim, P. C. (2005). Conceptions of grammar teaching: A case study of teachers’ beliefs and classroom practices. TESL-EJ, 9 (2). Retrieved July 1, 2008 from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej34/a9.pdf Freeman, D. (2000). Imported theories/local understandings. TESOL Matters, 10 (4). Retrieved October 5, 2008 from http://www.tesol.org/s_tesol/sec_document. asp?CID=195&DID=857 Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29 (3), 387-395. Hargreaves, A. & Fullan, M. G. (1992). Understanding Teacher Development. New York, N.Y.: Teachers College Press. Harste, J. & Burke, C. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading are theoretically based. In P. D. Pearson (Ed.) Reading: Theory, research and practice (pp.32-40). Clemson, SC: The National Reading Conference. Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), p.235-243. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press. Hsieh, C. M. (謝菁梅). (2002). A study of junior high school English teachers` beliefs and practices in grammar instruction. Unpublished master’s thesis, National Chang-hua University of Education, Chang-hua, R.O.C. Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26 (3), 507-535. Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice ESL teachers. Teaching and Teacher Education, 10 (4), 439-452. Johnson, K. E. (1999). Understanding Language Teaching: Reasoning in Action. Boston, MA.: Heinle & Heinle. Ku, H. Y. (古秀雲). (2008). A case study on senior high school English teachers’ beliefs and practices on reading instruction. Unpublished master’s thesis, National Cheng-chi University, Taipei, R.O.C. Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York, N.Y.: Oxford University Press. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. (2nd Ed.) New York, N.Y.: Oxford University Press. Lave, J. (1988). Cognition in Practice. Cambridge: Cambridge University Press. Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teacher’s Professional Learning (pp.146-168). New York: Falmer Press. Lieblich, A. (1998). Narrative Research: Reading, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publication. Lin, H. J. (林芯汝). (2002). Teacher’s beliefs and practices of communicative language teaching: A case study of junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C. Littlewood, W. (1999). Defining and developing autonomy in East-Asian contexts. Applied Linguistics, 20(1), 71-94. Long. M. H. & Porter. P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-227. Mackey, A. & Gass, S. M. (2005). Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum. Mantero, M. (2005). Language, education, and success: A view of emerging beliefs and strategies in the southeastern United States. TESL-EJ, 9 (1), 1-15. Meijer, P. C., Verlopp, N. & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 15, 59-84. Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90 (1), 48-66. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19 (4), 317-328. 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, R.O.C. Nisbett, R. E. & Ross, L. (1980). Human Inference: Strategies and Shortcomings of Social Judgment. Englewood Cliff, NJ: Prentice-Hall. Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332. Pultorak, E. G. (1993). Facilitating reflective thoughts in novice teachers. Journal of Teacher Education, 44(1), p.288-295. Richardson, V., Anders, P., Tidwell, D. & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Education Research, 28 (3), 559-586. Scollen, R. & Scollen, S. (1994). The past Confucian confusion. Research Report. No. 37. Department of English, City Polytechnic of Hong Kong. Spada, N. & Massey, M. (1992). The role of prior pedagogical knowledge in determining the practice of novice ESL teachers. In J. Flowerdew, M. Brock & S. Hsia (Eds.), Perspectives on Second Language Teacher Education (pp. 23-37). Hong Kong: City Polytechnic. Strzepek, J. E. (1973). Analyzing the content of English instruction: A point of view. In C. W. Beegle & R. M. Brandt (Eds.), Observational Methods in the Classroom (pp. 70-74). Washington: Association for Supervision and Curriculum Development. Tsui, A. B. M. (2003). Understanding Expertise in Teaching: Case Studies of ESL Teachers. Cambridge: Cambridge University Press. Voller, P. (1997) Does the teacher have a role in autonomous language learning? In P. Benson & P. Voller (Eds.) Autonomy and Independence in Language Learning. London: Longman. Watzke, J. L. (2007). Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. The Modern Language Journal, 91 (1), 63-82. Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, decision-making, and classroom practice. Cambridge: Cambridge University Press. Wright, T. (1987). Roles of Teachers and Learners. Oxford: Oxford University Press Wu, C. F. (吳瓊鳳) (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s thesis, National Taiwan Normal University, Taipei, R.O.C. Wu, M. M. (吳美滿) (2006). Taiwan`s high school English teachers` beliefs and practices in writing instruction. Unpublished master’s thesis, National Cheng-chi University, Taipei, R.O.C. Wu, S. R. (吳庶任) (2002). A study of technological-institute English teachers` beliefs and knowledge about reading instruction. Unpublished master’s thesis, National Chang-hua University of Education, Chang-hua, R.O.C. Young. (楊捷宇) (2007). An analysis of the English reading comprehension tests in the Basic Competence Test and the instruction of the reading skills and strategies in class. Unpublished master’s thesis, National Cheng-chi University, Taipei, R.O.C.
Description:	碩士國立政治大學英國語文學研究所 94551023 98
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0094551023
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

Files in This Item:

File	Size	Format
102305.pdf	103Kb	Adobe PDF2	978	View/Open
102312.pdf	238Kb	Adobe PDF2	1053	View/Open
102311.pdf	137Kb	Adobe PDF2	1450	View/Open
102310.pdf	103Kb	Adobe PDF2	951	View/Open
102309.pdf	159Kb	Adobe PDF2	923	View/Open
102308.pdf	403Kb	Adobe PDF2	1448	View/Open
102307.pdf	127Kb	Adobe PDF2	999	View/Open
102306.pdf	118Kb	Adobe PDF2	1260	View/Open
102304.pdf	92Kb	Adobe PDF2	797	View/Open
102303.pdf	166Kb	Adobe PDF2	860	View/Open
102302.pdf	89Kb	Adobe PDF2	819	View/Open
102301.pdf	116Kb	Adobe PDF2	813	View/Open

社群 sharing

Loading...