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研究生:陳菁徽
研究生(外文):Ching-Hui Chen
論文名稱:中籍幼兒英語教師與外籍幼兒英語教師之教學行為差異研究
論文名稱(外文):Teaching Behavior Differences between Native and Non-native English Teacher In Early Childhood Education
指導教授:張玉芳張玉芳引用關係
指導教授(外文):Yuh-Fang Chang
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系研究所
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:2005
畢業學年度:93
語文別:英文
論文頁數:79
中文關鍵詞:幼兒英語教師行為差異
外文關鍵詞:Teaching BehaviorEarly Childhood EducationNon-native English TeacherNative English Teacher
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本研究探討台灣幼兒教育外籍英語教師與本籍英語教師教學行為之差異。 一般認為,外籍教師的教學行為和本籍教師相差甚多。因此,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的分類法作為問卷的架構(使用語言的狀況、一般態度、對語言教學的態度、對文化教學的態度)。另外,因應幼兒教育的實際教學情況,做出調整和內容新增。
本研究方法,是以237位老師作為問卷訪查對象。其中包含三組教師:77位外籍教師、80位本籍教師、和80位隨班教師。在台北市、台中市和高雄市三地以三種不同形式的問卷分別給予三組教師填寫。測試隨班老師的目的在於,欲瞭解從一個旁觀者的角度觀察教室的實際教學行為和學生對英語教師的反應。
本研究結果顯示,外籍教師和本籍教師確實在許多教學行為和態度上明顯所不同。另外,他們所宣稱的教學行為也和實際教學行為也有些許的出入。 甚者,根據隨班老師問卷結果顯示,由於外籍教師的教學態度較為輕鬆且活潑,學生在所展現出的興趣以及學習動機明顯高於在本籍教師的課堂的表現。 然而,不論從英語教師和隨班教師的問卷結果卻顯示,本籍教師的教學熱忱明顯的比外籍教師高出許多。因此,我們可以推論,無論是本籍教師或是外籍教師都能以各自的方式展現出他們的專長教學行為。
The study investigates the teaching behavior differences between native and non-native English teachers in early childhood in Taiwan. It is assumed that native and non-native teachers behave differently in teaching. Therefore, the study applies Medgye’s (2000) classification on the perceived differences in teaching behavior between native and non-native teachers (Own use of language, General attitude, Attitude to teach language, Attitude to teach culture) to figure out how and what the differences are. Besides, in order to fit the actual early childhood English education, some adjustments and addition of the content are included in this study.
A total of 237 teachers participating in this study, including 77 native English teacher, 80 non-native English teachers, and 80 homeroom teachers in Taipei, Taichung, and Kaohsiung city, and different questionnaires are designed for each group. We ask homeroom teachers to participate in our study, for the sake of understanding the actual classroom teaching situation from the observer point of view.
Based on SPSS 10.0 to analyze the data, the T-test results show that the two cohorts do behave significantly different in many teaching manners and attitudes. Moreover, some of their stated behaviors are quite different from the actual ones. Analysis of homeroom teacher’s questionnaire also reveal that students favor native teachers’ classes better than non-native teachers’, and they are more active and motivated in native teachers classes also for teachers’ relaxing and cheerful teaching attitudes. However, through our questions and observation by homeroom teachers, non-native teachers are indeed have much teaching enthusiasm significantly than native teachers. Therefore, we can conclude that both native and non-native teachers are equally good teachers in their own terms.
Table of Contents
List of Tables....i
English Abstract....iii
Chinese Abstract....v
List of Tables....vi
Chapter 1. INTRODUCTION....1
1.1 Introduction....1
1.1.1 The role of English in the world....1
1.1.2 Current English Education policy in Taiwan....1
1.1.3 Native and Non-native English teacher issue....4
1.2 Purpose of the Study....4
1.3 Research Questions....4
1.4 Significance of the Study....5
1.5 Definitions of terms....6
1.6 Overview of the study....6
Chapter 2. LITERATURE REVIEW....7
2.1 Current Preschool English Education Environment....7
2.2 The Critical Period Hypothesis....10
2.3 Factors which affect language learning....12
2.4 Native English teacher and Non-native English teacher....14
2.4.1 The strength and the weakness of Native and Non-native speaker....15
2.5 English teacher in pre-school....24
2.6 Summary....28
Chapter 3. METHODOLOGY....30
3.1 Pilot Study....30
3.2 The Main Study....31
3.2.1 Participants....33
3.2.2 Instrumentations....35
3.3 Data Analysis....37
3.4 Summary ....37
Chapter 4. RESULTS....39
4.1 Background Information Analysis....39
4.2 Native vs. Non-native teachers’ teaching behavior differences....42
4.2.1 Use of Language....42
4.2.2 General Attitudes....43
4.2.3 Attitude to teach language....44
4.2.4 Attitude to teach culture....45
4.2.5 Expectations to students and colleagues....46
4.2.6 Other attitudes....47
4.3 Students’ attitudes vs. Teachers’ actual teaching ....50
Chapter 5. DISCUSSION AND IMPLICATIONS....53
5.1 Overview of the Background Information....53
5.2 Classification of teaching behavior differences....54
5.2.1 Use of Language....54
5.2.2 General Attitudes....55
5.2.3 Attitudes to Teach Language....58
5.2.4 Attitudes to Teach Culture....59
5.2.5 Other Attitudes....60
5.3 Students attitudes vs. teachers’ actual behaviors....61
5.4 Implications....62
5.5.1 Implications for English Education....62
5.5.2 Implications for Further Study....64

REFERENCES....66
APPENDIX A: Questionnaire for Native Teacher....72
APPENDIX B: Questionnaire for Non-native Teacher....75
APPENDIX C: Questionnaire for Homeroom Teacher....78

List of Tables

Table 2.1 The perceived the perceived differences in teaching behavior between native teachers and non-native teachers……………………………………………21
Table 2.2 The distribution of early childhood education program……………………..27
Table2.3 The distribution of Children English Department and graduate institute……27
Table 2.4 In-service teacher training programs held by private organizations………...28
Table3.1 The reliability of individual item Alpha value in pilot study………………...31
Table 3.2 Numbers of Kindergartens by location of schools…………………………..33
Table 3.3 Numbers of short-term tutorial school and foreigner teachers……………...33
Table 3.4 Number and distribution of native teachers, non-native teachers,
and homeroom teachers participating in this study………………………….34
Table 3.5 The distribution of teaching attitude questions……………………………...37
Table 3.6 The distribution of teacher’s aspect and student’s aspects…………………..37
Table 4.1 The distribution of English teachers’ Gender, Age, and Native language…..40
Table 4.2 The distribution of Nationality, Educational background, and Major of native and non-native teachers……………………………………………………..40
Table 4.3 The Distribution of Position, Student number, and Teaching load………….41
Table 4.4 Mean numbers and t-test results of native and non-native teachers
on Use of language………………………………………………….……….43
Table 4.5 Mean numbers and t-test results of behavior differences between native
and non-native teachers on General Attitudes………………………………44
Table 4.6 Mean numbers and t-test results of behavior differences between native
and non-native teachers on Attitudes to Teach Language…………………...45
Table 4.7 Mean numbers of native and non-native teachers on
Attitudes to Teach Culture…………………………………………………..46
Table 4.8 T-test results of behavior differences between native and non-native teachers
on expectations to students and colleagues………………………………….47
Table 4.9 Mean numbers of native and non-native teachers on positive influences
to students…………………………………………………………………..48
Table 4.10 Mean numbers of the difficulties faced in teaching environment
produced by native teachers………………………………………………48
Table 4.11 Mean numbers of the language difficulties produced by
non-native teachers……………………………………………………….49
Table 4.12 The distribution of homeroom teachers’ perception on students’
attitudes toward English class and teachers …………..…………………...51
Table 4.13 The distribution of homeroom teachers’ perception on teachers’
actual teaching behaviors……………………………………………………52
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