臺灣博碩士論文加值系統

本研究探討台灣一國民小學外籍英語教師，與本籍英語教師之教學行為差異。本研究採用Medgyes (2000) 英語母語教師，和非英語母語教師之教學行為差異之分類，為此個案研究的方向，因此使用比教分析法(comparative analysis)。
四位英語母語教師，與六位本國籍英師參與此研究。資料由深度訪談 (qualitative interviewing)、非參與式的課堂觀察 (non-participant observation)，及相關文件之蒐集產生。為使本研究更為詳實，該校之英語教學課程規劃、歷年外師任用之情形、以及中外師合作模式亦詳加探討。
外籍英語教師有語言上的優勢，而本籍英語教師在教學技巧、學生的母語及背景文化上有深層的認知。然而，這三個向度的組合，對學生的英語學習才是最有利的。本研究的外籍英語教師均會說學生的母語，而本籍英語教師之英文掌握度亦在水準之上，因此研究結果指出兩組教師之教學行為相似。
然而因為學校政策之故，仍形成部份之教學行為差異：學校明訂中師需負責拼字及文法教學，而如此一來，相較於外師，中師有較高頻率的考試次數、作業量、以及學生母語之使用。

This is a case study of a public elementary school, which has involved both native and non-native speaking teachers in its EFL teaching program for 7 years. The study aims at finding out the differences in their teaching behavior in the actual teaching context so “comparative analysis” has been adopted (Taylor, 2006). The study applied Medgyes’ classification on the perceived differences in teaching behavior between the native English speaking teachers (NESTs) and the non-native English speaking teachers (N-NESTs). Teaching behavior refers to (1) use of language, (2) general attitude, (3) attitude to teaching language, and (4) attitude to teaching culture (Medgyes, 2000).
Four NESTs and six N-NESTs were recruited in this study. Data were generated from qualitative interviews, non-participant classroom observations, document analysis, and informal conversations. To create a more detailed investigation, the background of the school, including its English curriculum design, recruitment of teachers, and team-teaching patterns, have also been explored.
The NESTs have their strengths in English proficiency; while the N-NESTs have their strengths in teaching techniques, and the understanding of learners’ L1 and cultural background. However, the combination of the three is considered more satisfactory for the learners. In this research, the N-NESTs were confident English speakers, and the NESTs could speak the students’ mother tongue. The findings indicate that the NESTs and the N-NESTs taught similarly to each other.
However, there were some differences due to the school education policy. The school specified that the N-NESTs were responsible for spelling and grammar teaching, and that lead to obvious differences in more frequent tests, corrections, homework assignment, and the use of students’ first language.

ABSTRACT……………………………………………………………………………………… V
ACKNOWLEDGMENTS……………………………………………………………………………… VII
LIST OF TABLES……………………………………………………………………………… X
CHAPTER ONE: INTRODUCTION……………………………………………………………………1
1.1 Background and Motivation……………………………………………………………1
1.1.1 Importance of English Education in Taiwan……………………………… 1
1.1.2 MOE Foreign English Teachers Project in Taiwan…………………………2
1.2 Purposes of the Study…………………………………………………………………6
1.3 Research Questions…………………………………………………………………… 7
1.4 Term Definition…………………………………………………………………………8
1.5 Significance of the Study……………………………………………………………9
CHAPTER TWO: LITERATURE REVIEW……………………………………………………………11
2.1 Global English…………………………………………………………………………11
2.1.1 English in Europe………………………………………………………………12
2.1.2 English in Asia…………………………………………………………………12
2.2 NESTs vs. N-NESTs…………………………………………………………………… 14
2.2.1 Definition of Native and Non-native Speakers………………………… 14
2.2.2 The Differences Between NESTs and N-NESTs………………………………15
2.2.3 Advantages and Disadvantages of NESTs and N-NESTs……………………19
2.3 Teacher Talk……………………………………………………………………………22
2.4 Requirements for Qualified English Language Teacher……………………… 24
2.5 Use of Mother Tongue…………………………………………………………………28
CHAPTER THREE: METHODOLOGY…………………………………………………………………33
3.1 Research Design……………………………………………………………………… 33
3.1.1 Qualitative Interviewing…………………………………………………… 33
3.1.2 Non-participant Classroom Observation……………………………………35
3.1.3 Research Procedure…………………………………………………………… 36
3.2 Research Site …………………………………………………………………………36
3.2.1 English Education in Taipei City………………………………………… 37
3.2.2 Introduction of Emerald Elementary School………………………………37
3.2.3 English Education of Emerald Elementary School……………………… 39
3.2.4 History of Recruitment of the Native English Speaking Teachers… 42
3.3 Participants……………………………………………………………………………45
3.4 Pilot Study…………………………………………………………………………… 47
3.5 Data Collection……………………………………………………………………… 48
3.6 Data Analysis………………………………………………………………………… 50
CHAPTER FOUR: FINDINGS………………………………………………………………………52
4.1 Own Use of English……………………………………………………………………52
4.2 General Attitude………………………………………………………………………54
4.3 Attitude to Teaching the Language……………………………………………… 63
4.4 Attitude to Teaching Culture………………………………………………………80
CHAPTER FIVE: DISSCUSSION AND CONCLUSION………………………………………………82
5.1 Teaching Behavior Differences…………………………………………………… 82
5.1.1 Own Use of English…………………………………………………………… 82
5.1.2 General Attitude……………………………………………………………… 83
5.1.3 Attitude to Teaching the Language…………………………………………86
5.1.4 Attitude to Teaching Culture……………………………………………… 90
5.2 Native-speaker-like N-NESTs vs. Taiwanese-like NESTs………………………91
5.3 Implications for Practice………………………………………………………… 93
5.4 Limitations of the Study……………………………………………………………94
5.5 Implications for Further Research……………………………………………… 95
REFERENCES………………………………………………………………………………………96
APPENDIXES…………………………………………………………………………………… 104
Appendix A: Interview Questions for Non-native English Speaking Teachers.104
Appendix B: Interview Questions for Native /English Speaking Teacher…… 108
Appendix C: A Survey on Foreign Teacher’s Performance……………………… 112
Appendix D: Consent Form……………………………………………………………… 114

LIST OF TABLES………………………………………………………………………………viii
Table 1.1 An Overview of MOE Foreign English Teachers Project…………………4
Table 3.1 Perceived differences in teaching behaviour between NESTs and
non-NESTs………………………………………………………………………………………34
Table 3.2 English Teaching Design in Emerald………………………………………40

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