臺灣博碩士論文加值系統

中文摘要
本研究的目的在於探討高中英文教師對於教材選擇、編輯、使用的信念及影響其信念之因素。研究方法以訪談為主，教室觀察及問卷調查法為輔。作者先對四位台灣南部的高中英文教師作觀察前之訪談，後觀察他們各一班的一課單元之教學過程，並於觀察後用觀察時所獲得的資料作為觀察後訪談的問題。所有訪談及觀察過程皆加以錄音並轉譯成文字稿以茲分析使用。分析重點在於比較各教師的信念與影響因素之異同及原因。最後，學生問卷的結果加以用來探詢學生對其教師教材選擇的意見及教室裡教師實際使用教材情形。主要發現如下：
教師對教材選編用的信念包含兩大類別：內容及過程。教師在內容上的信念較為一致。在選編用的內容方面，教師的信念皆含以下七項：符合性、責任性、多元性、技巧、循環複習、文化介紹、及真實性。除此之外，教師亦在編輯時考量教材的組織及安全性。
至於選編用的過程方面，教師的信念比較不一致。在編輯過程方面，教師的信念包含成員選擇、進度設定、試用、及監督。教師選擇教材過程的信念包含英語教學委員會、設計、易獲得性、課程時間、花費、及使用經驗。對於使用教材過程方面，教師的信念則包含物質資源、課程時間、考試、及彈性運用。
另外，影響教師選編用信念的因素有十二項：教師的學習經驗、在職教育、教學經驗、同事建議、教學情境、對英語的知識、對所閱讀書籍的了解、編輯經驗、社會經驗、個性、以及其他專家建議和學生需求與表現。
根據以上研究結果，本研究建議（一）高中英文教師多向有經驗的編輯者請益學習，並嘗試編輯補充教材；（二）出版商應收集老師的意見，教師則應提供出版商教師們在教材方面的意見並於選教材時先探詢學生的意見；（三）學校需擴充校內資源及鼓勵教師參加相關訓練課程並提供更彈性的課表及時間以便教師能更彈性地運用教材；（四）教師應多參加在職教育，並多請教相關專家及資深的教師以增進自己對教材選編用的知能。
關鍵詞：教材編輯、教材選擇、教材使用、教師信念

Abstract
This study aims to explore senior high school EFL teachers’ beliefs in materials compilation, selection, and use, together with their influential factors. Four senior high school English teachers from southern Taiwan participated; interviews with each, as well as classroom observations and student questionnaires were used to collect data. The data from interviews and observations were recorded and transcribed. Data subject to analysis included transcripts of the interviews as well as students’ opinions expressed on questionnaires. Major findings were summarized as follows:
First, two themes were identified that characterized teacher-participants’ beliefs: the content and the process. Regarding the former, teachers’ beliefs in materials compilation, selection, and use were more consistent, with seven subcategories appearing therein: (a) responsiveness, (b) responsibility, (c) pluralism, (d) skills, (e) cyclical progression, (f) cultural introduction, and (g) authenticity. In addition, organization and security valued concerning participants’ beliefs in materials compilation.
On the contrary, in regard to the process, teachers’ beliefs in materials compilation, selection and use were less consistent. The process of materials compilation was subdivided into: (a) member selection, (b) schedule setting, (c) design, (d) piloting, and (e) monitoring. The process of materials selection was further subcategorized into: (a) English teaching committee, (b) design, (c) accessibility, (d) course duration, (e) cost, and (f) using experience. The process of materials use was classified: (a) physical resources, (b) course duration, (c) tests, and (d) adaptation.
It was also found that participants’ beliefs were influenced by their learning experiences, in- service education, teaching experiences, colleagues’ suggestions, other experts’ suggestions, students’ motivational needs/performance, teaching contexts, knowledge of English, understanding from reading, compilation experiences, social life experiences, and personality.
Based upon the above findings, the researcher suggests that (a) senior high school English teachers should consult the experienced coursebook editors more and try to compile their own complementary materials; (b) publishers should collect teachers’ feedback while teachers provide the publishers with their opinions about materials and explore students’ opinions before selecting materials; (c) schools should expand physical resources, provide flexible syllabuses and teaching time, plus encourage teachers to join in related training programs so that teachers can use teaching materials more flexibly; and (d) teachers should have more in-service education and consult related experts and experienced teachers to develop their own beliefs about materials compilation, selection, and use.
Key words: materials compilation, materials selection, materials use, English teacher, teachers’ beliefs

Table of Contents
Abstract(English). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Abstract (Chinese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
CHAPTER I. INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Rational and Motivation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purposes and Research Questions of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Organization of the Present Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CHAPTER II. REVIEW of RELATED LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . 7
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teacher’s Beliefs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Definition of Teachers’ Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Factors Which Influence Teachers’ Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Studies of EFL Teachers’ Beliefs in Taiwan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The Elements of Good Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The Types of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Materials Compilation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Materials Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Materials Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Studies of Teaching Materials in Taiwan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Studies of Teachers’ Beliefs in Materials Compilation, Selection, and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
CHAPTER III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Subject Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
The Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Analysis of the Interview Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Analysis of the Classroom Observation Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Analysis of The Questionnaire Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Coding Category System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Themes of Teachers’ Beliefs in Materials Compilation, Selection, and Use . . . . . . . . 42
Factors Which Influence Teachers’ Beliefs in Materials Compilation, Selection, and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
CHAPTER IV. RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
An Overview of Teachers’ Beliefs and Influential Factors . . . . . . . . . . . . . . . . . . . . . . . . . 48
Teachers and Teaching Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
An Overview of Teachers’ Beliefs in Materials Compilation, Selection, and Use . . . . . . . 52
A Detailed Introduction of Teachers’ Beliefs in the Content . . . . . . . . . . . . . . . . . . . . . . . . 56
A Detailed Introduction of Teachers’ Beliefs in the Progress . . . . . . . . . . . . . . . . . . . . . . . 73
An Overview of Teachers’ Beliefs in Materials Compilation, Selection, and Use . . . . . . . . 87
A Detailed Introduction of the Twelve Influential Factors . . . . . . . . . . . . . . . . . . . . . . . . . . 88
A Comparison between the Results of Student Questionnaires and Teachers’ Beliefs in Materials Selection and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
CHAPTER V. CONCLUSIONS AND PEDAGOGICAL IMPLICATIONS. . . . . . . . . . . . . 103
Summary of the Major Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Pedagogical Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Limitations and Problems Encountered in the Present Study . . . . . . . . . . . . . . . . . . . . . . . . 119
Suggestions for Future Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Appendix E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Appendix F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Appendix G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Appendix H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

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