臺灣博碩士論文加值系統

本研究旨在探討(1)美語補習班英語老師在課堂中實施溝通式教學法的教學信念；(2) 影響教師教學信念與教學行為之相關程度的因素；(3) 教學信念與教學行為之間的差異性。研究對象為連鎖的美語補習班中六位英語教師，為求資料的有效性與客觀性，以訪談、觀察、文件分析等方式進行蒐集資料。所得主要的結果摘要如下：(一)補習班英語老師普遍採用溝通式教學法進行授課，然而會針對不同程度的學生適時地加入不同的教學模式。(二)補習班英語老師應該營造以學生為中心的學習環境，讓學生有更多的機會可以使用英語。(三)補習班英語老師一致認為師訓課程可以幫助他們得到新的教學方法，然而並非所有的課程內容都可以實施在課堂上。(四)補習班老師認為要多培養學生的自主性，才能使溝通式教學法更容易在課堂上實施。(五) 為了要鼓勵學生在課堂上使用英語，補習班英語老師應該要著重於學生的流暢性而非準確性，當學生在溝通的時候，不要立即糾正學生的錯誤。(六) 補習班英語老師的信念會因為學生的學習態度、動機以及需求而影響其教學。本研究依據研究過程與結果，除了提供若干建議提供給美語補習班英語老師提升有效能之教學成效上，也給予未來想從事於補習班教學的老師作為參考，並給予後續研究者或研習培訓機構提出研究建議。

The main purpose of this study was to explore (1) English cram school teachers’ perceptions and practices towards Communicative Language Teaching (CLT), (2) the factors that influence the extent of congruence between their perceptions and teaching practices, (3) and the differences between the English cram school teachers’ perceptions and practices towards CLT. In order to ensure the objectivity and validity of the data, various instruments including interviews, classroom observations and archival records were utilized to collect multiple sources of evidence.
The following points summarize the major findings of the study: (1) English cram school teachers use CLT in teaching, but use it in tandem with different teaching methods for different levels of students. (2) These teachers create a student-centered learning environment and provide more opportunities for students to use English in class. (3) They think teaching training courses can expose them to new teaching approaches; however, not all of the curricula can be implemented in the classroom. (4) In order to encourage students to speak English in class, teachers have to focus on fluency more than accuracy. (5) English cram school teachers’ perceptions can affect their teaching practices depending on students’ motivation to learn, attitude and needs.The findings from this study offer some pedagogical implications and the author provides suggestions for English cram school teachers, training institutes and directors of English cram schools.

Acknowledgements………………………………………………………….....i
Abstract (Chinese)…………………………………………………………..ii
Abstract…………………………………………………………………………………….iii
Table of Contents………………………………………………………...…iv
Figures…………………………………………………………………………….....vii
Tables…..…………………………………………………………………………………viii
CHAPTER 1……………………………………………………………………….………...1
Introduction………………………………………………………………………1
Background of the study...….……………….1
Purpose of the Study……………………………………………………………..5
Research Questions……...……………………………………………………….6
Significance of the Study...……………………………………………………….7
Definitions of Terms….………………………………..………………………...8
CHAPTER 2………………………………………………………………………………9
Literature Review…………………………………………………….………………..9
Communicative Language Teaching...….……………………….……………….9
Definitions of Communicative Competence.....………………………….9
Characteristics of CLT……….…………………………………………13
Communicative Activities Related to CLT….……………………………17
Teachers’ Perceptions and Practices…….………………………………………19
Definitions of Teachers’ Perceptions….…………………………………19
The Relationship between Teachers’ Perceptions and Practices…….…22
Studies of English Teachers’ Perceptions and Practices towards CLT in
Taiwan.................................................................................................…...23
CHAPTER 3……………………………………………………………………………...26
Methodology…………………………………………………………………………26
Participants…………………………………………………………………….26
Procedures………………………………………………………………………32
Data Collection…………..……………………………………………………35
Data Analysis……………………………………………………………...…….40
CHAPTER 4……………………………………………………………………………….47
Results and Discussion………………………………………………………………47
What are English cram school teachers’ perceptions?.........................................48
What are English cram school teachers’ perceptions and teaching practices regarding
CLT?........................................................................................57
What are the factors that influence the extent of the congruence or incongruence between English cram school
teachers’ perceptions and teaching practices regarding CLT?.................................62
To what extent do English cram school teachers’ teaching practices correspond with their teaching perceptions
regarding CLT?..............................................................................68
CHAPTER 5………………………………………………………………………………71
Conclusions…………………………………………………………………………71
Summary……………………………………………………………………....79
Pedagogical Implications………………..……………………………………80
Limitation of the Study…………………..……………………………………82
Suggestions for Further Research……………………………………………….82
References…………………………………………………………………………………84
Appendix A: Interview Consent (English)………………….………………………..……91
Appendix B: Questions for Teachers’ Interviews (Chinese)………………………………92
Appendix C: Observation Record Table…………………………………………………...95
Appendix D: Sample of English Cram Schools: Giraffe English………………………....96
Appendix F: The statistics of English Cram Schools……………………………………..97

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