(44.192.112.123) 您好!臺灣時間:2021/03/07 17:59
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:黃如伶
研究生(外文):Juling Huang
論文名稱:以溝通式教學法評量分析國中英語新教材
論文名稱(外文):AN EVALUATION OF THE NEW VERSION OF JUNIOR HIGH SCHOOL EFL TEACHING MATERIALS BASED ON THE COMMUNICATIVE THEORY MODEL
指導教授:陳進成陳進成引用關係
指導教授(外文):Chin-cheng Chen
學位類別:碩士
校院名稱:國立高雄師範大學
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:1999
畢業學年度:87
語文別:英文
論文頁數:92
中文關鍵詞:溝通式教學法評量分析ESL教材
外文關鍵詞:communicative language teachingESL teaching materialsevaluation
相關次數:
  • 被引用被引用:12
  • 點閱點閱:224
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
摘要
本研究旨在於評量分析國中英語新教材第一、二冊以及探討其對國中英語教學、老師和學生所產生的影響。一方面以溝通式教學法的觀點分析新編教材;一方面進行問卷調查,其對象為來自十所國中的116位英語教師。本研究的發現如下:
一、新編教材的內容的確提供了培養溝通能力的四個要素,但卻不是平均分配。
二、大部分的教師採用新教材後都多少改變原來的教學方法。
三、教室活動已經不只限於重複、模仿、記憶。
四、紙筆測驗仍是大部分的教師採用考試方式。
五、大部分的教師認為目前的上課時數不夠。
六、大部分的教師覺得使用新教材的學生對教材蠻感興趣且願意參予課堂活動。此外,一般來說,他們的聽、說及寫的能力還算不錯。
七、和使用舊教材的學生比起來,大部分的教師覺得使用新教材的學生對教材較感興趣且較願意參予課堂活動。此外,一般來說,使用新教材的學生聽、說的能力比較好。
八、值得注意的是較多的教師認為使用新教材的學生寫作的能力比使用舊教材的學生差。
九、大部分的教師覺得新教材難易適中、內容有趣、實用且偏重溝通能訓練。
十、比起舊教材,大部分的教師覺得新教材難易較適中、內容較有趣、較實用且較偏重溝通能訓練。
十一、大部分的教師對新教材還算滿意。
十二、在十所國中,只有位於台北縣市的三所有按規定開選修課。
ABSTRACT
This study is aimed at analyzing and evaluating the first two volumes of the new version of English textbooks for junior high school in Taiwan and exploring their influence on students, teachers, and English teaching.
The materials analyzed in this study are the first two volumes of the new set of textbooks for the required courses, Volume I and Volume II. The subjects involved in this study were 116 English teachers from ten junior high schools in different areas around Taiwan, e.g., Taipei City, Taipei County, Miao-li County, Taichuang County, Chang-hua County, Tainan County, Kaohsiung County and Kaohsiung City. One questionnaire was used to investigate the English teachers in junior high school in this study.
The main findings are summarized as follows:
1. The analysis of the first two volumes of the new version of the English textbooks shows that four components of communicative competence are provided but the emphasis of them declines in the order of grammatical, sociolinguistic, discourse, and strategic competence.
2. Most of the subjects have modified their teaching methods to some extent from linguistic-oriented methodology toward communication-oriented one owing to the adoption of the new materials.
3. The processes of classroom activities the subjects do most frequently in class are no longer limited to imitation, repetition, and memorization.
4. Written tests are still the teachers'' favorite way of evaluation though the focus of language teaching has been shifted from linguistic skills to communicative abilities.
5. Many of the subjects have indicated that the current hour of teaching (three hours a week) are not enough.
6. The majority of the subjects agree that students who use the new English teaching materials (S1) are interested in the contents of the textbooks and willing to participate in classroom activities. Besides, in general their performance is good in terms of listening, speaking and writing abilities.
7. The largest percentage of the subjects think that S1 seem more interested in the contents of the textbooks and more pleased to participate in classroom activities, compared with those who use the old teaching materials (S2). Besides, their performance is better S2''s in terms of listening and speaking.
8. Though the majority think writing ability of S1 and S2 are the same, it is noticeable that more subjects think S1''s writing ability is worse than S2''s.
9. Most of the subjects agree that the level of the new materials is appropriate and the contents are interesting and practical.
10. Most of the subjects also agree that the level of the new English teaching materials is easier and the contents are more interesting and practical than the old ones.
11. The majority of the subjects are satisfied with most of the contents of the new English teaching materials.
12. Among the ten elected schools, only three schools located in Taipei City and County offer optional English courses regularly.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION
Background and Motivation..............................................................................1
Statement of the Problem..................................................................................4
Purpose of the Study.........................................................................................4
Research Questions...........................................................................................5
Significance of the Study...................................................................................6
Limitations of the Study....................................................................................6
Definition of Terms...........................................................................................7
.CHAPTER TWO REVIEW OF LITERALTURE
Introduction.......................................................................................................9
The Importance of Textbooks...........................................................................9
Communicative Language Teaching................................................................11
What Is communicative Language Teaching...................................................12
Characteristics of Communicative Language Teachin......................................12
Materials for Communicative Language Teaching...........................................15
Summary.........................................................................................................17
Communicative Competence...........................................................................17
Grammatical Competence................................................................................19
Sociolinguistic Competence.............................................................................20
Discourse Competence....................................................................................22
Strategic Competence......................................................................................24
Conclusion......................................................................................................26.
CHAPTER THREE METHODOLOGY
Introduction.....................................................................................................27
Materials..........................................................................................................27
Subjects...........................................................................................................27
Instruments.....................................................................................................28
Procedure.........................................................................................................30
Data Analysis...................................................................................................31
CHAPTER FOUR FINDINGS AND DISCUSSION
Introduction.....................................................................................................33
A General Overview of the New Version of
the Centralized Junior High English Teaching Materials.................................33.
An Analysis of the New Version of
the Centralized Junior High English Teaching Materials.................................37.
Introduction......................................................................................................37
Grammatical Competence................................................................................37
Sociolinguistic Competence..............................................................................44
Discourse Competence.....................................................................................46
Strategic Competence.......................................................................................50
Results and Discussion of the Questionnaires..................................................52
Part I.................................................................................................................53
Part I.................................................................................................................59
Part III..............................................................................................................67
Part IV..............................................................................................................75
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions......................................................................................................78
Implications......................................................................................................81
Suggestions for Further Research....................................................................82
.REFERENCES...............................................................................................83
APPENDIX A: Questionnaire.........................................................................88
References

Allwright, R. (1979). Language learning through communication practice. In C. J. Brumfit & K. Johnson, The communicative approach to language teaching. Oxford: Oxford University Press.

Allen, J.P. and Widdowson, H.G. (1974). Teaching the communicative Use of English, in IRAL (1).

Berns, S. M. (1984). Functional approaches to language and language teaching: another look. In S. J. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching
(pp. 3-21). Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.

Brumfit, C. (1984) Communicative methodology in language teaching. New York: Cambridge University Press.

Canale, M. (1983). Communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp.2-27). New York: Longman.

Chang, Y. L. (1996). Discussion on children''s English and learning principles. Caves English teaching, 10, 9-15.

Chang, W. C. (1997) An introduction to the new version of the centralized English textbooks. In National Compilation and Translation Institute Journal 9 (2), 72-89.

Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida: Harcourt Brace Jovanovich, Inc.

Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.

Graham, J. L. (1990). An exploratory study of the process of marketing negotiations using a cross-culture perspective. In R. C. Scarcella, E. S. Andersen, & S. D. Karashen (Eds.), Developing communicative competence in a second language. Boston: Heinle & Heinle Publisher.

Gumperz, J. J. (1990). Communicative competence in workplace. In R. C. Scarcella, E. S. Andersen, & S. D. Karashen (Eds.), Developing communicative competence in a second language. Boston: Heinle & Heinle Publisher.

Gunter Gerngos & Herbert Puchta. (1984). Beyond notions and functions: Language teaching or the art of letting go. In S. J. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching (pp.3-21) Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.

Guthrie, L. M. E. (1984). Intake, communication, and second-language teaching. In S. J. Savignon & M. S. Berns (eds.), Initiatives in communicative language teaching (pp.3-21) Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.

Halliwell, S. (1992). Teaching English in primary classroom. New York: Longman Group UK Limited.

Holmes, J. (1992). An introduction to sociolinguistics. New York: Longman Group UK Limited.

Howkes,N. (1983). Some aspects of communicative course design. In K. Johnson & D. Porter, Perspectives in communicative language teaching. London: Academic Press.

Huang, T.S. (1980). Discussion of children English in Taiwan. English Teaching and learning 3, 4-7.

Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics. Harmondsworth, Middx: Penguin.

James, C. (1983). A two-stage approach to language teaching. In K. Johnson & D. Porter, Perspectives in communicative language teaching. London: Academic Press.

Johnson, K. & Morrow, K. (Eds.), (1981). Communication in the classroom. London: Longman.

Johnson, K., and Porter, D. (1983). Perspectives in communicative language teaching. London: Academic Press.

Koh, L. (1992). From base to action: Bridging the gap between language and communication textbooks and the professional world. ERIC Document Reproduction Service No. Ed 349 805.

Kirkpantrick, T. A. (1985). The role of communicative language teaching in secondary school: With special reference to teaching in Singapore. In Bikram K. Das (Ed.), Communicative language teaching. Anthology Series 14. Singapore: Singapore Univ. Press for SEAMEO Regional Language Centre.

Littlewood, W. T. (1985). Integrating the new and the old in a communicative approach. In Bikram K. Das (Ed.), Communicative language teaching. Anthology Series 14. Singapore: Singapore Univ. Press for SEAMEO Regional Language Centre.

MacCarthy, M. & Carter, R. (1994). Language as discourse: Perspectives for language teaching. New York: Longman Publishing.

McCarthy, M. (1991). Discourse analysis for language teachers. New York: Cambridge University Press.

Pan, Chia-hsing (1997). Teaching and learning English in primary school in Kaohsiung. Unpublished thesis, National Kaohsiung Normal University.

Paulston, C. B. (1990). Linguistic and communicative competence. In R.C. Scarcella, E.S. Andersen, & S.D. Karashen (Eds.), Developing communicative competence in a second language (pp. 287-301). Boston: Heinle & Heinle Publisher.

Paulston, C. B. & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Massachusetts: Winthrop Publishers.

Richards, J. C., & Rodgers, T.S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.

Richards, J. C. & Rodgers, T. S. (1987). Method: approach, design, and procedure. In M. H. Long and J. C. Richards, Methodology in TESOL: A book of readings. New York: NewBury House Publishers.

Rivers, W. (1981). Teaching foreign language skills (2 ed.). Chicago, IL: The University of Chicago Press.

Savigmon, S. J. (1983). Communicative competence: Theory and classroom practice. Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.


Savignon, S.J. (1991). Communicative language teaching: State of the art. In TESOL Quarterly 25 (2), 261-277.

Scarcell, R.C. (1990). Communication difficulties in second language production, development, and instruction. In R.C. Scarcella, E.S. Andersen, & S. D. Karashen (Eds.), Developing communicative competence in a second language. (pp. 287-301). Boston: Heinle & Heinle Publisher.

Scarcella, R. C., Andersen, E. S. & Karashen, S. D. (Eds.), (1990) Developing communicative competence in a second language. Boston: Heinle & Heinle Publisher.

Shaw, P.A. & Bailey, K. M. (1990). Cultural differences in academic settings. In R. C. Scarcella, E. S. Andersen, and S. D. Karashen (Eds.), Developing communicative competence in a second language. (pp. 317-328). Boston: Heinle & Heinle Publisher.

Skierso, A. (1991). Textbook selection and evaluation. In Mariance Celce-Marcia (Ed.), Teaching English as a second or foreign language. Boston: Heinle & Heinle Publishers.

Stubbs, M. (1983). Discourse analysis: The sociolinguistic analysis of natural language. Oxford: Blackwell Publishers Ltd.

Swaim, M. (1984). Large scale communicative language testing: a case of study. In S. J. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching (pp.3-21) Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.

Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly 17(1), 69-88.

Taylor, B. P. (1987). Teaching ESL: Incorporating a communicative, student- centered component. In M. H. Long & J.C. Richards Methodology in TESOL: A book of readings. New York: NewBury House Publishers.

Tarone, E. (1981). Some thoughts on the notion of communication strategy. In TESOL Quarterly 15 (3).

Tarone, E. (1984). Teaching strategic competence in foreign language classroom. In S. J. Savignon & M. S. Berns (Eds.). Initiatives in communicative language teaching (pp.3-21) Reading, Massachusetts: Addison-Wesley Publishing Company, Inc.

Varadi, T. (1973). Strategies of target language learner communication: Message adjustment. In C. Faerch and G. Kasper (Eds.), Studies in interlanguage communication. (pp. 79-99) London: Longman.

West, M. P. (1962). Teaching English in difficult circumstances. London: Longman Inc.

Westbury, I. (1990) Textbooks, textbook publishers, and the quality of the school. In D. L. Elliott & A. Woodward (Eds.), Textbooks and schooling in the United States. Chicago, IL: The University of Chicago Press.

Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.

Wilkins, D. (1983). Some issues in communicative language teaching and their relevance to the teaching of languages in secondary schools. In K. Johnson & D. Porter, Perspectives in communicative language teaching. London: Academic Press.

Williams, E. (1983). Communicative reading. In K. Johnson & D. Porter, Perspectives in communicative language teaching. London: Academic Press.

Yang, L. Z. (1988). Development and application of a communicative theory based model for evaluation junior high EFL teaching materials in the Republic of China. Unpublished dissertation, Indiana University.

Yule, G. and Tarone, E. (1990). Eliciting the performance of strategic competence. In R.C. Scarcella, E.S. Andersen, & S.D. Karashen (Eds.), Developing communicative competence in a second language. (pp. 287-301). Boston: Heinle & Heinle Publisher.

Zoltan Dornyei. (1995). On the teachability of communication strategies. In TESOL Quarterly 29 (1).
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊
 
系統版面圖檔 系統版面圖檔