臺灣博碩士論文加值系統

近年來，遊戲融入語言教學在第二語言課室中被深入及廣泛地討論，其中最廣為研究的議題包括運用遊戲對英語詞彙學習、對文法學習、對口說的影響等。然而，鮮少有研究以教師的教學認知的角度來探討該議題，也甚少有研究以小學為研究之場域。本研究以Borg（2006）所提出的教師教學認知要素之架構（Elements and Processes in Language Teacher Cognition）為基礎，以個案研究方式探討兩位國小英語教師對遊戲融入英語教學之教學認知與實務，以及影響教師教學認知與實務之因素。研究資料包含課堂觀察、教師訪談及教學相關文件。以修改後的Borg理論架構做為資料分析依據，以便釐清教師教學認知、實務和教學情境三者間的關係。
本研究結果發現，兩位英語老師使用遊戲融入語言學習是一個相當複雜的過程，其教學認知受到個人先前在英語補習班的語言學習經驗以及在國小多年的教學經驗影響；當兩位教師在課堂上進行遊戲融入語言學習時，又會受到先前的教學經驗、參加過的研習，以及教學實施和情境（例如：學生學習風格及特色、學校因素）影響。另外，在種種因素影響教師認知和實務下，正規體制內的英語學習經驗以及大學師資培育的影響不大。最後，由於個人先前的教學經驗以及兩位教師所處的學校環境不同，對於其教學認知及實務均產生不同的影響。
本研究結果對於教學及研究提出以下建議：首先，在職教師需要不斷地提升其專業表現與水準，例如：參加研習、線上共同備課等，以加強教師專業發展。第二，遊戲並非萬靈丹，當教師於課堂上使用遊戲融入語言學習時需考慮眾多因素，包括遊戲難度、學生學習程度及時間，才能確保教學及學習效果。第三，Borg（2006）所提出的教師教學認知要素之架構其三個要素分類太大，需要經過研究者根據不同的情境將其要素分類再仔細劃分及定義子分類，才能夠比較詳盡地去解釋教師認知及實務之關係。
本研究受限於以下三個主要研究方法的問題：首先，本研究課堂觀察未擴及兩位英語教師的其他課程教學；第二，資料蒐集時間有限；第三，研究對象未擴及與兩位英語教師相關之其他成員。因此，未來研究建議可針對這些問題加以改善，以便更深入及多方面了解教師認知及其教學實施之間的關係。

Research related to game-based language learning in second language classroom has been widely examined in the past decades, including the effects of using games on students’ language proficiency level from a holistic perspective (Griva & Semoglou, 2012; Wang, Shang, & Briody, 2011), the effects of using language games on vocabulary learning (Taheri, 2014; Vahdat & Behbahani, 2013), grammar learning (Luong, 2009; Tuan & Doan, 2010), and speaking (Griva, Semoglou & Geladari, 2010). However, limited research has been conducted to investigate game-based language learning from teachers’ cognition perspectives.
A case study approach was adopted to explore two elementary school English teachers’ cognition and practice in game-based language learning based on Borg’s (2006) framework, and factors influencing their cognition and practice in language classroom. Qualitative data were gathered from classroom observations, interviews with the teacher (formal, and after-class informal), and teaching documents (such as handouts, worksheets, and power point slides). The collected data were analyzed by Borg’s theoretical framework in order to identify the relations among teachers’ cognition, practice, and the contextual factors.
The findings illustrated that the two English teachers’ pedagogical decision making of game-based language learning was a complicated process. The two teachers’ cognition were shaped by their personal learning experiences at private English institute and accumulated elementary teaching experiences. Their teaching practice related to game-based language learning was influenced by their teaching experiences accumulated throughout their teaching career, professional coursework they took, and the context of their teaching (such as the students’ learning styles and characteristics, and school context). For both teachers, learning experiences at school and teacher education received in college were found to have slight impact on their cognition and practice. Finally, their different teaching experiences and different school context affected their cognition and teaching.
In conclusion, this study revealed the interactive relations among teachers’ cognition, teaching practice, and factors affecting teachers’ cognition and practice. Based on the findings of the study, three pedagogical and research implications are proposed. First, it is essential for in-service teachers to attend professional activities (such as teachers’ meetings, seminars and workshops) to expand their knowledge and skills, and to foster continued professional growth. Second, games cannot be regarded as panaceas; teachers should consider various factors such as the level of the game, students’ proficiency level, and timing to make sure the successful integrations of games in class. Third, three components including schooling, professional coursework and contextual factors in Borg’s framework were insufficient. The researcher needed to based on the different context in the study to further define and add some subcategories to illustrate the complex relationship among cognition, factors and practice.
The limitations of the present study consist of limited number of classroom observation, limited data collection time, and only investigation of a limited number of the related participants. It is suggested that future research should improve the above limitations in order to elicit more in-depth information to understand a more holistic picture of teachers’ cognition-practice relations.

中文摘要 i
ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
Background of the Study 1
Purpose of the Study 2
Research Questions 3
Significance of the Study 3
Organization of the Thesis 3
CHAPTER TWO LITERATURE REVIEW 4
Teacher Cognition and Practice 4
Definition of Teachers’ Cognition 4
Borg’s framework for Language Teacher Cognition 6
Teacher Cognition and Schooling 7
Teacher Cognition and Professional Coursework 8
Teacher Cognition and Contextual Factors 8
Studies on Teachers’ Cognition and Practice in Second/ Foreign Language 9
Game-based Language Learning 11
Definition of Language Games 11
Advantages of Language Games 12
Game-based Language Learning in Second/ Foreign Classroom 14
CHAPTER THREE METHODOLOGY 17
Setting and Participants 17
Recruitment of the Participants 17
Demographic Information of the Participants 18
Anna 18
Bella 19
Data Collection 20
Classroom Observations 20
Interviews 21
Informal talk 22
Documents 22
Data Collection Procedure 22
Data Analysis 24
Trustworthiness 26
CHAPTER FOUR RESULTS 28
Case One: Anna 28
Anna’s Teaching Cognition 30
Cognition 1: Language Teaching should be Fun and Engaging 30
Cognition 2: Language Teaching should Connect Classrooms to the Real World 31
Cognition 3: Language Teaching should Develop Students’ Culture Awareness 32
Anna’s Teaching Practice 34
Curriculum Plan 34
Classroom Practice 35
Factors Influencing Anna’s Cognition and Practice 45
Schooling 46
Professional Coursework 48
Contextual Factors 49
Case Two: Bella 53
Bella’s Teaching Cognition 54
Cognition 1: Language Learning should Focus on Communication; Game is as Simulation for Communication Practice 54
Cognition 2: Language Learning should be Fun and Interesting; Games Motivate Students 56
Cognition 3: Language Learning should Focus on “No Child Left Behind”; Game is a Way to Shorten Students’ Learning Gap 57
Bella’s Teaching Practice 57
Curriculum Plan 57
Classroom Practice 58
Factors Influencing Bella’s Cognition and Practice 67
Schooling 68
Professional Coursework 70
Contextual Factors 71
CHAPTER FIVE DISCUSSION AND CONCLUSION 75
Discussion 75
Research Question 1: How do elementary English teachers’ cognition lead to their practice in game-based language learning? 75
Research Question 2: What factors influence elementary English teachers’ cognition and practice in game-based language learning? 77
Teachers’ Cognition, Schooling and their Practice 77
Teachers’ Cognition, Professional Coursework and their Practice 79
Teachers’ Cognition, Contextual Factors and their Practice 79
Conclusion 83
Summary of the Study 83
Pedagogical Implications 84
Theoretical Implications 85
Limitations of the Study 85
Suggestions for Future Research 86
REFERENCES 88
APPENDICES 94
Appendix A Consent Form 94
Appendix B First Interview Questions with the Participant Teachers 96
Appendix C Second Interview Questions with Anna 98
Appendix D Second Interview Questions with Bella 100
Appendix E Third Interview Questions with Anna 102
Appendix F Third Interview Questions with Bella 103

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