政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/60034
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113822/144841 (79%)
造訪人次 : 51779609      線上人數 : 568
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: https://nccur.lib.nccu.edu.tw/handle/140.119/60034


    題名: 大高雄地區高中英文教師使用溝通式教學法教科書教學實務之研究
    A study of senior high school english teachers’ classroom practices with CLT-based textbooks in greater Kaohsiung area
    作者: 余孟樵
    貢獻者: 葉潔宇
    余孟樵
    關鍵詞: 教學實務
    溝通式教學法
    teaching practices
    communicative language Teaching
    日期: 2009
    上傳時間: 2013-09-04 14:57:05 (UTC+8)
    摘要: 本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。
    本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。
    本研究主要結果摘要如下：
    1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。
    2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。
    3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。
    4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。
    5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。
    根據問卷調查結果，本研究最後提供相關建議以供參考。
    The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well.
    The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education.
    The major findings are summarized as follows:
    1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT.
    2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production.
    3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones.
    4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT.
    5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not.
    Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.
    參考文獻: Bachman, L. F. (1990). Fundamental considerations in language teaching. Oxford: Oxford University Press.
    Baker, C. (1992). Attitudes and language. Clevedon, [England]; Philadelphia: Multilingual Matters.
    Best, J. W. (1970). Research in education. New Jersey: Prentice Hall.
    Bodgan, R. & Biklen, S. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
    Borg, M. (2001). Key concept: Teachers’ beliefs. ELT Journal, 55(2), 186-188.
    Borg, S. (2003). Review article: teacher cognition in language teaching: a review of research on what language teachers think, know, believe, do. Language Teaching, 36, 81-109.
    Bowers, R. (1986). English in the world: Aims and achievements in English language teaching. TESOL Quarterly, 20(3), 393-410.
    Butler, J. (1992). Teacher professional development: An Australian case study. Journal of education for teaching, 8(3), 221-238.
    Byrne, D. (1981). Integrated skills. In K. Johnson & K. Morrow (Eds.), Communication in the classroom; Applications and methods for a communicative approach. Hong Kong: Longman
    Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguists, 1(1), 1-47.
    Canale, M. & Swain, M. (1988). Some theories of communicative competence. In W. Rutherford (Ed.), Grammar and second language teaching: A book of reading. (pp. 61-84). New York: Newbury House Publishers.
    Calderhead, J. (1996). Teachers: Beliefs and Knowledge. In B. C. Berliner and R. C. Calfee (Eds.), Handbook of Educational Psychology, 709-25. 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.
    Chang, S., & Huang, Y. K. (2001). Communicative language teaching; Senior high school teachers’ beliefs and practices. Selected Papers from the Tenth International Symposium on English Teaching (pp. 219-227). Taipei: Crane Publishing Co., Ltd.
    Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida: Harcourt Brace Jovanovich, Inc.
    Chen, C. H. (2000). Senior high school teachers’ perceptions of the new English teaching materials and their usage in southern Taiwan. Thesis, National Kaohsiung Normal University.
    Chen, C. T. (2002). Textbook selection for senior high school students in greater Taipei area. Thesis, National Taiwan Normal University.
    Clark, C. M., & Peterson, P. L. (1986). Teacher’s thought processes. In M. C. Wittrock (Ed.) Handbook of research on teaching. (3rd ed., pp. 255-296. New York: Macmillian.
    Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.
    Durkin, D. (1983). Is there a match between what elementary teachers do and what basal reader manuals recommend? Reading Education Report, No. 44, Champaign, III.: Center for the Study of Reading.
    Fang, Z. (1996). A Review of Research on Teacher Beliefs and Practices. Educational Research, 38(1), 47-56.
    Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: From theory to practice. New York: Oxford University Press.
    Gay, L. R. (1996). Education research: Competencies for analysis and application (5th ed.). New Jersey: Prentice Hall.
    Graden, E. C. (1996). How language teachers’ beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29(3), 387-398.
    Graves, K. (2000). Designing Language Courses. Boston, MA: Heinle & Heinle Publishers.
    Haque, S. M. F. (1989). Attitude, motivation, and achievement in English language learning: A case study of high school students in Dhaka City. Bangladesh.
    Holliday, A. (1994b). Appropriate methodology and social context. Cambridge: Cambridge University Press.
    Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
    Hsu, H. F. (2003). Senior high school English teachers’ perceptions and opinions of the new English teaching materials and their current usage status in northern Taiwan. Thesis, National Kaohsiung Normal University.
    Hsu, P. C. (2000). A comparison of language learning activities in two sets of junior high school English textbooks. Thesis, National Taiwan Normal University.
    Huang, J. L. (1999). An evaluation of the new version of junior high school EFL teaching materials based on the communicative theory model. Unpublished thesis. National Kaohsiung Normal University.
    Huang, S. H., & Huang, S. F. (2000) Implementing CLT in junior high school classes: Teaching reflection. Selected Papers from the Ninth International Symposium on English Teaching (pp. 359-366). Taipei: Crane Publishing Co., Ltd.
    Hymes, D. H. (1971). On communicative competence. In C. J. Brumfit & K. Johnson (Eds.), CLT to language teaching (pp. 5-26). Oxford: Oxford University Press.
    John, P. D. (1991). A qualitative study of British student teachers’ lesson planning perspectives. Journal of education for teaching. 17, 301-320.
    Johnson, K. (1979). Communicative approaches and communicative processes. In C. J. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching. (pp. 192-205). New York: Oxford.
    Johnson, K. (1992). The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
    Johnson, K. & Morrow K. (Eds.), (1981). Communication in the classroom: Applications and methods for a communicative approach. Hong Kong: Longman.
    Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
    Ko, T. M. (2004) A Study of Factors for Senior High English Teachers in the Greater Taipei Area in Textbook Selection. Thesis, National Chengchi University.
    Larsen-Freeman, D. (1986). Techniques and principles in language teaching. New York: Oxford University Press.
    Larsen-Freeman, D. (2000). Techniques and principles in language teaching(2nd ed.). New York: Oxford University Press.
    Lambert, W. W. & Lambert, W. E. (1973). Social psychology. Englewood Cliffs, NJ: Prentice-Hall.
    Lee, J. F. & Vanpatten, B. (1995). Making communicative language teaching happen. New York: McGraw-Hill.
    Lin, H. J. (2002). Teachers’ beliefs and practice of communicative language teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University.
    Littlewood, W. (1981). Communicative language teaching: An introduction. New York: Cambridge University Press.
    Lortie, D. (1975). Schoolteacher: A sociologist study. Chicago: University of Chicago Press.
    Mayer, R. H., & Goldsberry, L. (1987). The Development of the beliefs/practice relationship in two student teachers. (ERIC NO: ED285845)
    Nunan, D. (1989). The Learner-centered Curriculum. Cambridge: Cambridge University Press.
    Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Education Research, 62(3), 207-332.
    Paulston, B. P. (1974). Linguistic and communicative competence. TESOL Quarterly, 8(4), 347-362.
    Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
    Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
    Richards, J. C., & Lockhart, C. (2005). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
    Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan publishing company.
    Ritchie, G. (2003) Presentation-practice-production and task-based learning in the light of second language learning theories. English Teachers: An International Journal, 6(2),112-24.
    Rivers, W. (1981). Teaching foreign language skills (2 ed.). Chicago, IL: The University of Chicago Press.
    Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. England: Addison-Wesley Publishing Company.
    Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 261-277.
    Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). New York: McGraw-Hill.
    Shavelson, R. J. & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions and behavior. Review of Educational Research, 51, 455-498.
    Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly, 17(1), 69-88.
    Taylor, P. H. (1970). How teachers plan their courses. England : Eyre and Spottiswoode, Ltd.
    Tsui, A.B.M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.
    Wang. C. (2001). Communicative language teaching in EFL contexts: Learning attitudes in Taiwan. Proceedings of the Eighteenth Conference on English Teaching & Learning in the Public of China (pp. 345-361). Taipei: Crane Publishing Co., Ltd.
    Whitley, M.S. (1993). Communicative language teaching: An incomplete revolution. Foreign Language Annals, 26(2), 137-154.
    Woods, D. (1996). Teacher Cognition in Language Teaching. Cambridge: Cambridge University Press.
    Wrigley, H. S., and G. Guth. (1992). Bringing literacy to life. San Mateo, CA: Aguirre.
    Wu, S. H. (2004). Senior high school English teachers’ reflections on English supplementary materials and their usage in central Taiwan. Thesis, National Kaohsiung Normal University.
    Yin, R. K. (1994). Case study research: design and methods. Thousand Oaks, Calif.: Sage Publications.
    Young, M. J. & Riegeluth, C. M. (1988). Improving the textbook selection process. Indiana: Phi Delta Kappa Educational Foundation Bloomington.
    施玉惠 (Shih, Y. H.) (1998)。高中英文科新課程標準的特色。英語教學，22卷，3期，頁43-47。
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    95951004
    98
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0959510041
    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
    004101.pdf420KbAdobe PDF2584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 Copyright Announcement
    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。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    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。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋