臺灣博碩士論文加值系統

以英語為母語的外籍教師在英語教學上的表現是否優於非以英語為母語的本土教師，一直是個熱門的爭論議題。一項針對這二種教師自我認知的教學行為調查研究顯示，他們的教學行為差異可能源於英語能力的不同。然而，該後續研究也指出教師的認知教學行為與真實教學行為可能不完全一致。此外，其他相關的外籍教師與本土教師的教學比較研究一直未有確切定論。因此，本論文主要探討外籍教師及中籍教師在英語教學時課室言談的異同，分別就中英語使用比例、英語豐富度（以語句平均長度、多音節字及難字為代表指標）、英語變化度（以自我複述為代表指標）及言談策略加以分析。本研究採質化方式進行，課室觀察、錄音收集、逐字騰寫並分析比較四位大學英語教師（二位外籍教師和二位中籍教師）的課室言談資料。研究結果顯示：1. 中籍教師使用中文授課的比例（73.4%及5.0%）均高於外籍教師（1.7%及0%）。2. 中籍教師授課時的語句平均長度較短、多音節字較少，但難字量和外籍教師大致相當。3. 中籍教師較外籍教師常使用自我複述方式授課，且精確複述比例也明顯高於外籍教師（中籍教師為34.47%；外籍教師分別為14.12%及22.32%）。4. 中籍教師及外籍教師皆運用各種的言談策略來提升學生的英語理解力。本研究針對上述結果，對英語教學教師及後續學術研究提出若干具體建議，以供參考。

The debate over whether native speaking teachers (NSTs) teach English better than non-native speaking teachers (NNSTs) has been discussed heatedly in the field of EFL. Research has indicated that many different teaching behaviors between NSTs and NNSTs may result from their different English proficiency. Moreover, research has also shown that teacher''s perceptions might not be consistent with their actual teaching behaviors. In addition, related studies have not arrived at conclusive findings. Accordingly, this study aimed to examine the differences between NSTs and NNSTs in the language classrooms in terms of language use (the ratio of L1/L2 use), linguistic complexity (mean length of utterance, polysyllabic words, and difficult words), linguistic variety (self-repetition) and input strategies. Four college teachers of English (two NSTs and two NNSTs) were observed. Data were collected via classroom observation. The recorded data from audiotapes were transcribed and analyzed by a qualitative research method. The findings of this study revealed that: first, NNSTs used more L1 in the classroom than their counterparts; second, NNSTs spoke shorter utterances and less polysyllabic words yet approximately the same number of difficult words when compared to NSTs; third, although NNSTs used more self-repetition than NSTs, the number of exact-repetition was significantly much more than NSTs; last, both NSTs and NNSts employed different linguistic strategies to enhance learners'' comprehension. The results, therefore, have implications for language teaching.

ACKNOWLEDGEMENTS…………………………………………………………I
CHINESE ABSTRACT……………………………………………………………….II
ENGLISH ABSTRACT……………………………………………………………...III
TABLE OF CONTENTS…..………………………………………………………...IV
LIST OF TABLES……………..………………………………………………......…VI
CHAPTER I: INTRODUCTION
Background………….………………………………………………..………….1
Rationale………….………………………………………………………….…...2
NSTs vs. NNSTs…………………………………………………………………3
Teacher Talk…….…..………………………………………………………..…..4
Purpose of the Study……………………………………………………………..6
Significance of the Study………………………………………………………...6
CHAPTER II: LITERATURE REVIEW
Defining the Native and Non-native Speakers………………….………………. 7
The Differences between NSTs and NNSTs……..……………………….……...9
Input and ELT learning………………………………………….………………13
Krashen’s Input Hypothesis…………………………………………………….14
Teacher Talk………..……………………………………………………….…..16
Related Studies on Teacher’s Linguistic Input in the Language Classroom……17
Research Questions……………………………………………………………..22
CHAPTER III: METHOD
The Instructional Setting..………………………………………………………23
Participants…………………………………………………………………..…24
Data Collection……………………………………………………………….…27
Data Analysis…………………………………………………………………...28
CHAPTER IV: RESTULTS
Language Use (L1/L2 ratio)………………………………………………….…36
Language Complexity…………………………………………………………..40
Language Variety (self-repetition)……………………………………………...46
Strategies on Linguistic Input……………………………………………….….50
CHAPTER V: DISCUSSION
Language Use (L1/L2 ratio)……………………………………………….……55
Language Complexity…………………………………………………….…….58
Language Variety (self-repetition)……………………………………….……..59
Strategies on Linguistic Input…………………………………………….…….61
Language Proficiency vs. Comprehensible Input………………………………63
Implications for Language Teaching……………………………………………64
Limitations of this Study and Suggestions for Future Research………………..66
REFERENCES………………………………………..…………..……………….67

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