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研究生:謝菁梅
研究生(外文):Ching-mei Hsieh
論文名稱:國中英語教師文法教學信念與實務之研究
論文名稱(外文):A Study of Junior High School English Teachers' Beliefs and Practices in Grammar Instruction
指導教授:曾守得曾守得引用關係
指導教授(外文):David S. D. Tseng
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:英文
論文頁數:140
中文關鍵詞:教師信念教學實務文法教學
外文關鍵詞:teachers’ beliefsclassroom practicesgrammar instruction
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本研究的目的在於探討國中英文教師對於英語文法教學的信念,以及他們的信念與教學實務之間的關聯性。研究方法以教師的深度訪談和教室觀察為主。研究者先對四位台灣中部的國中英語教師做兩次的課前訪談:第一次的訪問是為了要熟悉教師的背景,以及訓練教師可以對於第二次的正式訪問更加熟悉訪問流程及技巧;第二次的訪問則是詢問四位教師有關文法教學的信念。然後研究者觀察四位國中英語教師各一個班的一個單元之教學流程。所有訪談及教室觀察皆加以錄音和錄影,並且轉譯成文字稿以玆分析使用。
本研究主要發現如下:
第一,教師對於文法教學的信念具有三個主要的內涵:文法教學的教材、文法教學的策略、以及文法的問題與解答。在文法教學教材方面,教師的信念含有以下三項:文法教學教材的來源、文法教學教材的內容、以及文法教學輔助教材的選擇。在文法教學策略方面,教師的信念含有以下七項:演繹性的教學、歸納性的教學、結合活動的教學、給學生機會使用文法觀念的教學、使用文法術語的教學、比較英文和中文文法的教學、以及合作的教學。在文法的問題與解答方面,教師的信念含有以下三項:教師詢問學生文法問題的方式、教師對學生文法問題答案的回應、以及教師對於學生詢問文法問題的鼓勵。
第二,文法教學實務是由訪談結果和課室觀察結果來觀察。訪談結果顯示,在四位受訪者中,全部的教師都認為必須要使用演繹性的、結合活動的、以及給學生機會的方式來教文法;有三位教師認為必須要使用文法術語來教文法;有兩位教師則認為必須要使用歸納性的、比較英文和中文文法的、以及合作的方式來教文法。課室觀察結果顯示,在演繹性的文法教學中,老師的教學行為又可進一步的分出五種教文法的方式:單字詞性的教學、文法術語定義的教學、文法規則的教學、文法規則的舉例、以及句子的翻譯。在給學生機會使用文法的教學中,老師的教學行為則可分為四種方式:要求學生把中文句子翻成英文、要求學生把英文句子翻成中文、訂正文法的錯誤、以及回答有關文法規則的問題。在這些文法教學中四位教師最常使用的三項文法教學策略是句子的翻譯、文法術語的使用、以及文法規則的教導。
最後,比較每位教師的文法教學信念和課室教學實務的相關性時,結果顯示A老師文法教學信念和課室教學實務的相關性達到85.71%, B老師是76.92%, C老師是91.67%, D老師則是90%。儘管四位教師的文法教學信念和教學實務並非完全一致,但是整體而言,四位教師的文法教學信念仍然深深地影響他們的教學實務。
根據以上的研究結果,本研究建議:(一)國中英語教師在課堂上應該多使用他們以前在學校、書籍、以及同事間所學得的教學方法來教授文法,以增加學生的學習動機;(二)國中英語教師應該組成教學研究小組,定期地聚會與討論,以增進自己對文法教學的知識和技巧;(三)國中英語教師應該時常反省本身的文法教學理念與實務,才能自我發覺出教學的問題所在。
This study aimed to investigate junior high school English teachers’ beliefs in grammar instruction, and to what extent junior high school English teachers’ beliefs correlate with their teaching practices in grammar instruction. The data were collected through in-depth interviews and classroom observations. First, the researcher conducted the pre-observation interviews twice with the four junior high school English teacher in central Taiwan. The purposes of the first interview were to elicit the educational background of these participants and to help them familiarize with the techniques to answer the questions in the second interview more easily and fluently. The second interview was designed to elicit the four teachers’ beliefs in grammar instruction. Then, each of the four teachers was observed, audio-taped, and video-taped for one lesson unit respectively. Finally, the data from the interviews and the observations were transcribed and analyzed. Major findings were summarized as follows:
First, three major components of teachers’ beliefs in grammar instruction were identified: (1) grammar teaching materials, (2) grammar teaching strategies, and (3) grammar teaching questions and answers. The main components of grammar teaching materials were composed of three sub-components: (1) the sources of grammar teaching materials, (2) the contents of grammar teaching materials, and (3) the choices of supplementary grammar teaching materials. The main components of grammar teaching strategies were composed of seven subtypes: (1) deductive teaching, (2) inductive teaching, (3) combining teaching activities, (4) mentioning grammatical terms, (5) comparing English and Chinese grammar, (6) giving students opportunities to use grammar, and (7) cooperative learning. The main components of grammar teaching questions and answers were composed of three sub-components: (1) ways of questioning which teachers would do, (2) teachers’ responses to students’ answers to the grammar questions, and (3) teachers’ encouragement of the students to ask grammar questions.
Secondly, classroom practices of grammar instruction were investigated through the interviews and classroom observations. According to the results of the interviews, all of the four teachers reported that grammar should be taught by deductive teaching, combining teaching activities, and giving students opportunities to use grammar. According to the results of the classroom observations, teachers’ deductive teaching in the classroom was composed of five subtypes: (1) teaching parts of speech, (2) defining grammatical terms, (3) teaching grammatical rules, (4) exemplifying, and (5) translating. As for giving students opportunities to use grammar, it included (1) asking students to translate into English, (2) asking students to translate into Chinese, (3) correcting grammatical mistakes, and (4) answering about grammatical rules. Among these practices of grammar instruction in the classroom, the first three frequently used teaching methods were translating, mentioning grammatical terms, and teaching grammatical rules.
Finally, each participant’s reported beliefs and practices in grammar teaching strategies were compared in order to identify their correlation. The results showed that the correlation between Teacher A’s reported beliefs and his classroom practices is 85.71%, Teacher B, 76.92%, Teacher C, 91.67%, and Teacher D, 90%. Despite that the four teachers’ beliefs in grammar teaching strategies did not correlate with their practices completely, the four teachers’ beliefs influenced their classroom practices profoundly.
Basing on the above findings, the researcher suggests that (1) junior high school English teachers should try to implement the teaching methods which they have learned from schools, books, and colleagues in order to trigger students’ learning motivation; (2) junior high school English teachers should form teacher support groups and share their own grammar teaching methods with one another regularly; (3) junior high school English teachers should frequently introspect their beliefs and classroom practices in grammar instruction, so that they could find out the potential problems lied in their own teaching.
TABLE of COTENTS

Abstract (English)…………………………………………………………………………………….i
Abstract (Chinese)……………………………………………………….…………………………..ii
Table of Content…………………………………………………………………………………….v
List of Tables………………………………………………………………………………………vii
CHAPTER I Introduction……..…………………………….………………..……………………1
Background of the Study………………..…………..……………………………………….1
Rationale and Motivation of the Study………..………………………………………..…...3
Purpose and Research Questions of the Study………..…..…………………………..……..4
Definition of Terms…………………..…………………..………………..………………...4
Significance of the Study…………...…………………..…………..……………………….5
CHAPTER II Literature Review………...…….…………………………………...…………..….6
The Effect of Grammar Instruction on Second Language Acquisition..………………....….6
The Non-Interface Position……………………………………………………..…..7
The Interface Position……………………………………...………….……………8
New Taxonomies of Grammar Instruction………..………………………….…………….10
Instruction with Focus on FormS…….……..…………...……………………...…11
Instruction with Focus on Meaning….……...…...………………...…………...…11
Instruction with Focus on Form…..….….……………………...……………..…..12
Results from Empirical Studies……….……………………….……………………..……13
Studies about the Timing of Grammar Instruction..……………….…….…….…..14
Studies about the Choices of Linguistic Features..….………….…………………15
Studies about the Role of Focus on Form in the Curriculum……….……….…….16
Teachers’ Beliefs……..……………………………………………………………..……...18
Experiences which Influence Teachers’ Beliefs..…….…...................….….……..18
Teachers’ Beliefs and Their Influence on Teachers’ Practices….…………..…….20
Teachers’ Beliefs in Grammar Instruction…..………………….....……………...22
Teachers’ Beliefs and Practices in Grammar Instruction………...……..………...24
Studies in other countries…..…..………….…….…….…………………...24
Studies in Taiwan…………………….……………….……...…………….25
The Pilot Study………..………………………….………………………………………28
CHAPTER III Methodology……..……..…………….………………...…………………...........31
The Selection of the Participants…………….………………………………………….31
Methods………………………………….…...……………………………………………34
Procedures of Data Collection….….………….……………………………………...……35
Data Analysis……….………………………………….…………………………………..36
Coding Category System ….……………..……………..…………………………………38
Coding of Teachers’ Beliefs in Grammar Instruction….……..……..…………….38
Coding of Teachers’ Classroom Practices in Grammar Instruction……...………..44
CHAPTER IV Results………………...………...………………...………….………………….50
Teachers’ Beliefs in Grammar Instruction……………….…..………………………….50
Teachers’ Beliefs in Grammar Teaching Materials..…………...………………….51
The sources of grammar teaching materials….….....……….…………….51
The contents of grammar teaching materials…….....….…..……………..53
The choices of supplementary grammar teaching materials….…………..55
Teachers’ Beliefs in Grammar Teaching Strategies……………..….….………….58
Teachers’ Beliefs in Grammar Teaching Questions and Answers.…...…..…..65
Ways of questioning which teachers would do……….………………66
Teachers’ responses to students’ answers to the grammar questions..........67
Teachers’ encouragement of the students to ask grammar questions……..68
Teachers’ Grammar Instruction in the Classroom…….…………....………….…………...70
Examples of Grammar Instruction in the Classroom……...…….…...……………73
Deductive teaching.....………………..………………………………….73
Combining teaching activities..…..…...…......………..………………….77
Giving students opportunities to use grammar…..........………………77
Mentioning grammatical terms…...….…………...…………...…………81
Comparing English and Chinese grammar……...…..……………………82
Cooperative learning……………...……..………..…….……….……….83
The Relationship between the Four Teachers’ Beliefs and Practices..……………...……...84
Beliefs vs. Teaching Practices: Teacher A……………………………..………….84
Beliefs vs. Teaching Practices: Teacher B……………..……………….…………89
Beliefs vs. Teaching Practices: Teacher C……………..…………...……………..94
Beliefs vs. Teaching Practices: Teacher D……………..……………………...…..99
CHAPTER V Conclusion and Pedagogical Implications……..….…………………..…….105
Summary of the Major Findings…………..….………………………………..…………105
Pedagogical Implications……………..…………….…………………….........................109
Limitations of the Present Study…………..…….……………………………………..…110
Suggestions for Future Studies…………..………………………………………….……111
References…………………...…………………………….............................………..…….……113
Appendices…………………...…………………………………………...…………………...….120
Appendix A…….........…….………….……………….………………………….………121
Appendix B ……….……..………….…..…………….…………………….……………122
Appendix C…………..….……………….………………..……………………………..124
Appendix D…………..….…………….………………………..………………………..125
Appendix E………….…………..…………………………………………....………….134
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