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研究生:陳宥琳
研究生(外文):CHEN YEO-LIN
論文名稱:台北市國小英語教師運用英文童書於英語教學之信念研究
論文名稱(外文):Teachers’ Beliefs in Using Children''s Literature in ELT: A Study of Elementary School English Teachers in Taipei City
指導教授:張湘君張湘君引用關係
指導教授(外文):Chang Shiang-Jiun
學位類別:碩士
校院名稱:國立台北師範學院
系所名稱:兒童英語教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:英文
論文頁數:97
中文關鍵詞:英文童書英語教學教師信念
外文關鍵詞:children''s literatureEnglish language teachingteacher''s belief
相關次數:
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國小英語課程強調聽說能力的養成,然讀寫能力亦不可忽視。許多研究均指出英文童書在語言發展上有極大的助益。因此,本研究旨在探究國小英語教師對於運用英文童書在英語教學上之信念。研究者透過訪談、參酌相關文獻及專家意見,發展出「台北市國小英語教師運用童書於英語教學之信念問卷」一量表,分別就英文童書教學功能之信念、選用英文童書之信念、實施英文童書教學之信念、以及教師對自身之信念四部份做討論。本研究針對全台北市國小英語教師發出705份問卷,回收之有效問卷為246份。
研究結果顯示:
1.國小英語教師肯定英文童書在英語學習的價值。他們認為英文童書有助學生英語能力的增進,並且激發學生學習英語的動機。
2.國小英語教師肯定用英文童書作為補充教材有其必要性,然他們不認為童書能取代教科書,作為英語課的主要教材。
3.國小英語教師在選用英文童書的主要考量為:內容有趣、學生的興趣、插圖的品質、與課程的結合性、以及有無教師手冊或資源書可供參考。
4.在進行童書導讀前,國小英語教師強調要提供學生與該書相關的背景知識,並且要先進行書中重要單字、句型的教學。
5.在進行童書教學時,國小英語教師強調要讓學生一起大聲朗讀,並且要以問答的方式增進學生對書中內容的了解。
6.在閱讀完童書後,國小英語教師強調要進行與該書相關的延伸活動,並且要反覆練習書中單字、句型,以加強教學效果。
7.國小英語教師認為多媒體及教具的使用有助於童書教學的進行。
8.國小英語教師在對自身的英語能力、課程統整能力、及活動設計能力上均展現充分的信心;相較之下,他們對自身在英文童書種類的熟悉度和童書教學技巧上的信心較低。
研究者根據研究結果提出相關建議,期能提供給國小英語教師作為教學上的反思,同時也為台灣的國小英語教育帶入新的思考方向。
The elementary English curriculum emphasizes speaking and listening abilities, while reading and writing skills must not be neglected. The educational values and the benefits of children’s literature on language learning have been well recognized. Since teachers’ beliefs greatly influence their teaching practice, this study aims to investigate elementary school English teachers’ beliefs about teaching English with English children’s literature. A teacher-belief questionnaire has been developed by consulting experienced elementary school English teachers and related literature to explore primary English teachers’ general beliefs in children’s literature. Surveys were sent to the 705 elementary school English teachers in Taipei City (246 teachers completed the survey). This study investigates teachers’ beliefs regarding the following four aspects: (1) the functions of children’s literature in English language learning; (2) the selection of children’s literature; (3) the implementation of teaching English with children’s literature; and (4) teachers’ beliefs in themselves. The results indicate that:
1.The elementary school English teachers recognized the values of children’s literature to English language learning in terms of language skills and motivation.
2.The elementary school English teachers saw the necessity of including children’s literature as supplementary materials, nevertheless, they saw very little possibility of replacing English textbooks with children’s literature.
3.Interesting contents, students’ interests, quality illustrations, connections with the on-going themes, and the supplement of teachers’ manuals or resource books were the elementary school English teachers’ main concerns for selecting children’s literature.
4.In the pre-reading stage of teaching children’s literature, the elementary school English teachers were in favor of providing students with background information and teaching them the key words or sentence patterns in the book.
5.During reading children’s literature, the elementary school English teachers were in favor of reading-aloud and question-and-answering techniques.
6.In the post-reading stage of teaching children’s literature, the elementary school English teachers favored both vocabulary or sentence pattern drills and extension activities.
7.Multi-media and teaching aids were highly popular with the elementary school English teachers while teaching children’s literature.
8.The elementary school English showed confidence in their teaching capabilities regarding English abilities, curriculum integration, and activity designs; however, they were comparatively less confident in terms of the genres and the teaching techniques of children’s literature.
The results of this study can provide elementary school English teachers opportunities to reflect on their own teaching and can bring new directions to elementary school English education in Taiwan.
ACKNOELEDGEMENTS …………………………………………………………..i
摘要 ……………………………………………………………………………….… ii
ABSTRACT ……………………………………………………………….………...iv
TABLE OF CONTENTS ……………………………………………………….......vi
LIST OF TABLES ……………………………………...………………………….viii
LIST OF FIGURES………………………………………………………………….ix
CHAPTER 1 INTRODUCTION 1
BACKGROUND 1
RESEARCH PURPOSE 3
RESEARCH QUESTIONS 3
SIGNIFICANCE OF THE STUDY 4
DEFINITION OF TERMS 5
Belief 5
Teachers’ Beliefs 5
Children’s Literature 6
ELT 6
CHAPTER 2 LITERATURE REVIEW ………………………………………….7
TEACHERS’ BELIEFS 7
The Nature of Beliefs 7
The Nature of Teachers’ Beliefs 8
Teachers’ Beliefs about Language Learning and Teaching 10
A BRIEF INTRODUCTION OF CHILDREN’S LITERATURE 13
Defining Children’s Literature 13
Classification of Children’s Literature 14
THE ROLE OF CHILDREN’S LITERATURE IN LANGUAGE LEARNING 16
Children’s Literature and Language Development 16
Children’s Literature and Second Language Learning 18
THE IMPLEMENTATION OF CHILDREN’S LITERATURE IN THE EFL CLASSROOM 20
Teacher’s Roles in Implementing Children’s Literature in Class 20
Selecting Appropriate Children’s Literature 21
Approaches for Teaching English with Children’s Literature in the Elementary Classroom 25
Instructional Techniques and Activities 26
CURRENT STUDIES OF TEACHERS’ BELIEFS ABOUT CHILDREN’S LITERATURE IN ENGLISH LANGUAGE TEACHING 28
CHAPTER 3 METHODOLOGY 30
FRAME OF THE STUDY 30
Background Variables 30
Content of Teachers’ Beliefs 31
METHODS 31
Subjects 31
Instrument 33
Procedure 42
Data analysis 42
CHAPTER 4 RESULTS AND DISCUSSIONS 43
SURVEY RESULTS 43
Background of the Teachers Surveyed..................................................................43
Beliefs in Using Children''s Literature in ELT…………………………………..50
CHAPTER 5 CONCLUSIONS AND IMPLICATIONS 63
SUMMARY AND CONCLUSIONS 63
What are elementary school English teachers’ general beliefs about using children’s literature in English language teaching? 63
IMPLICATIONS AND SUGGESTIONS 67
To English Teachers 67
To Teacher Trainers 67
To School Authorities 68
To EFL Material Publishers 68
LIMITATION OF THE STUDY 69
REFERENCES 70
APPENDICES 80
APPENDIX A (QUESTIONNAIRE USED IN THE PILOT STUDY) 81
APPENDIX B (QUESTIONNAIRE USED IN THE FORMAL STUDY) 86
APPENDIX C
(QUESTIONNAIRE USED IN THE FORMAL STUDY ─ THE ENGLISH VERSION) 90
APPENDIX D (WORKSHOP LIST) 95
APPENDIX E (QUESTIONS FOR INTERVIEWS) 97
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