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研究生:章翔
研究生(外文):Hsiang Chang
論文名稱:技職體系教師與學生對英文寫作教學觀點之研究
論文名稱(外文):A Descriptive Study of TVE Teachers'' and Students'' Perspectives on English Writing Instruction
指導教授:洪銓修洪銓修引用關係
指導教授(外文):Chuan-Hsiu Hung
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
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:2004
畢業學年度:92
語文別:英文
論文頁數:151
中文關鍵詞:英文寫作教學信念與觀點技術與職業教育
外文關鍵詞:English writing instructiontechnological and vocational educationbeliefs and perspectives
相關次數:
  • 被引用被引用:10
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  • 下載下載:73
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在探討技職體系英文寫作教師的教學信念,以及學生對於英文寫作課的觀點。一方面描述及詮釋英文寫作教師對於教學語言選用、教學技巧、能力分班、和寫作教學願景之觀點;另一方面,亦描述及呈現技職體系學生對老師教學上語言選用、能力分班、省思及學習期望、和寫作教學願景之觀點。
本研究採接質性研究方法,以期對技職體系英文寫作教師及學生的認知有所了解。研究之分析方式,包含了訪談中筆記及訪談轉譯資料。本研究分析重點包括:一、探尋構成教師英文寫作教學信念的情境脈落;二、探究英文寫作教師在英文寫作教學中所運用的主要教學技巧;三、了解學生對目前英文寫作教學之觀點。根據三項分析重點,本研究之主要發現如下:一、五大要素構成教師教學信念的情境脈絡—關心學生、具學習效能的班級規模、有效能的教學、學生本位的教材、及勝任教師的特質;此五大因素影響英文寫作教學教師在課程上的設計及教學技巧上的使用。二、根據上述五項情境脈絡,十種主要的英文寫作教學策略被運用在教學上—預習課本內容、電子信件教學、文章賞析、實際練習、教師示範、文法教學、澄清觀念、學生本位教學、同儕審查、以及任務導向的活動;以上十項教學技巧明顯影響了英文寫作教師之教學效能。三、學生的觀點主要顯示在對英文寫作能力分班、實用導向教學內容、和學生期望等三方面。
根據本研究的發現以及比較教師與學生的教學觀點,本研究更進一步地歸納出七點,以闡明對於設計具教學成效的英文寫作教學班級的重要因素。一、引導學生如何掌握自我的學習過程以訓練學生自我成長的能力。二、能力分班對於英文寫作教學及學習成效上有助益。三、使用全英文上課的適當時機取決於學生所能接受程度。四、學生的學習英文寫作動機來自與生活經驗有連結的主題。五、在老師原則及學生偏好下取得平衡,以建立學生本位的英文寫作教學。六、大量閱讀以促進學生學習英文寫作。七、老師角色定位及同儕評量對於學生學習成效上的影響。
本研究建議技職體系的英文寫作老師應致力於:一、運用同儕審查以增加學生對文章閱讀者的覺察;二、使學生大量閱讀以增進學生文法觀念、背景知識及修辭陳規;三、利用課程省思活動設計學生本位的課程,以期營造出互動的教學氣氛;四、了解以學生母語進行教學所促進英文寫作學習的效果。
This study was conducted to explore (a) the teaching beliefs of EFL writing teachers in technological and vocational schools (TVES), and (b) the students’ perspectives on their current English writing classes. Hence, on the one hand, it aimed to describe and explain English writing teachers’ beliefs which influenced their choice of language use in class, techniques for incubating interactive atmosphere, viewpoints to ability-grouping system, and visions of English writing instruction. On the other hand, this study was also expected to display and interpret technological-and-vocational-education (TVE) students’ viewpoints to the teachers’ language use in class, viewpoints to ability-grouping system, reflection and expectations of their learning, and visions of English writing instruction.
This study was subsumed under qualitative methods to explore TVE teachers’ and students’ perspectives on their English writing classes. On the basis of qualitative procedures, the data which contained field notes and interview transcripts were analyzed. The analysis focused on (a) major elements constituting the teacher participants’ beliefs in English writing instruction, (b) major teaching techniques applied in teacher participants’ English writing classes, and (c) student participants’ perspectives on their current English writing instruction.
Depending on three focuses of analysis, findings were provided as follows. First, five major elements were identified to categorize the teacher participants’ beliefs. Five major elements referred to student concernment, effectively-learning class size, effective instruction, student-centered material, and competent teachers. These elements played important roles in the connection of the teacher participants’ curriculum design and teaching techniques. Second, ten teaching techniques which were underpinned by the teacher participants’ beliefs on English writing instruction were identified. They included preview of the textbook, E-mail instruction, article appreciation, hands-on practice, teacher’s demonstration, grammar instruction, clarification, student-centered instruction, peer review, and task-oriented activities. Furthermore, they facilitated the teacher participants’ teaching effectiveness in their writing classes. Third, the student participants’ perspectives lay on ability-grouping-system English writing classes, utility-oriented teaching contents, and their expectations. These perspectives, in part, displayed their reflections upon their English writing classes.
According to the findings in this study, seven statements were further organized by inducing and comparing the teacher and student participants’ perspectives. The statements also showed the critical elements for designing an effective-teaching English writing class. First, students’ capability of self-improvement was increased by reminding them to monitor their own learning processes. Second, the small class with ability-grouping system was beneficial to teaching and learning English writing outcomes. Third, the opportune moment of adopting all-English writing instruction was depending on students’ perceptive abilities. Fourth, students’ writing motivation came from authentic topics related to their personal experiences. Fifth, in order to manage learner-centeredness in an English writing class, it was necessary to concern the balance between teachers’ principles and students’ preferences. Sixth, extensive reading was an approach proved to facilitate students’ learning processes of English writing. Seventh, the role of teacher and the evaluation from peers also influenced students’ learning outcomes.
The researcher suggested that TVE English writing teachers might try to (a) employ peer review to raise students’ awareness of target audience; (b) do extensive reading for enriching students’ grammatical knowledge, background knowledge, and rhetoric convention; (c) design student-centered lesson via the activity of course reflection for incubating interactive atmosphere; (d) notice the facilitation of students’ native language upon learning English writing.
Chapter One: Instrudction................................1
Background of the study.....................1
Purpose of the Study........................2
Definition of the Terms.....................3
Significance of the Present Study...........5
Limitation of the Study.....................6
Guidance of the Present Study...............7
Summary....................................10
Chapter Two: Literature Review..........................11
An Overview of Technological and Vocational
Education in Taiwan........................11
Literature Related to Studies of English
Writing....................................18
Studies of Teachers'' and Students''
Perspectives/Beliefs of EFL Teaching and
Learning...................................28
Summary....................................36
Chapter Three: Methodology..............................39
Selection of Participants..................40
Interview Guides...........................41
Data Analysis and Interpretation...........51
Descriptive Validity.......................53
Summary....................................55
Chapter Four: Results...................................56
Major Elements Constituting the Teacher
Participants'' Beliefs in English Writing
Instruction................................56
Major Techniques Applied in English Writing
Instruction................................79
Student Participants'' Perspectives on
Current English Writing Instruction........88
Summary....................................99
Chapter Five: Summary, Discussion, and Conclusion......101
Summary of Findings.......................101
Discussions...............................110
Pedagogical Implication...................122
Suggestions for Future Research...........124
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