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研究生:吳美滿
研究生(外文):Wu, Mei-man
論文名稱:台灣高中英文教師對教授英文寫作之信念與實踐
論文名稱(外文):Taiwan's High School English Teachers' Beliefs and Practicesin Writing Instruction
指導教授:余明忠余明忠引用關係
指導教授(外文):Yu, Ming-chung
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英語教學碩士在職專班
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:2006
畢業學年度:94
語文別:英文
論文頁數:112
中文關鍵詞:英文寫作教學教師信念
外文關鍵詞:English writing instructionteachers' beliefs
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本研究旨在探討高中英文教師對於英文作文教學的信念與其實際教學情形。文獻回顧內容涵蓋英文作文教學理論以及教師信念與實踐。
本研究的對象為台北市的高中英文教師,研究方法採用量化的教師問卷輔以質化的教師訪談,問卷回收171份,採用兩種統計方法分析:描述性統計及單因子變異數分析;訪談人數為6人,訪談結果用來支持、解釋問卷結果。研究重點如下:(一)教師信念及教學情形:包含教學目標、教師角色、教學內容及教學方式、(二)教師信念與實踐的符合度與造成不相符合的原因以及(三)影響教師信念與實踐的因素。
本研究的主要發現如下:
1. 大考會左右老師的教學方向,但老師教學時目標不只侷限於此。
2. 老師的教學信念與實踐皆綜合成果導向與過程導向的教學法原則,而非單一教學法。
3. 教師教學上面臨課程、學生、教學準備及批閱作文等方面的困難,這些困難會阻礙老師遵循其信念教學。
4. 教師背景經驗確實會對其信念與實踐有所影響。
本研究有助於認識高中英文教師教寫作的信念與教學情形。研究者根據研究發現,分別對高中英文教師、教師培育機構、教育部及作文教學教材編寫者提出建議,以期讓高中英文作文教學更進一步。
The purpose of this study was to explore what beliefs senior high school English teachers hold toward writing instruction and their practices of the beliefs. Literature review covered the approaches of ESL/EFL writing instruction and teachers’ beliefs and practices.
The participants of this study were senior high school English teachers in Taipei city. Two data collection instruments were adopted, the quantitative questionnaire and the qualitative interview. In total, 171 questionnaires were gathered and analyzed by means of descriptive statistics and one-way ANOVA. In addition, six interviews were conducted, whose results were utilized to further support and explain the questionnaire results. There were three research focuses. The first one was on teachers’ beliefs and practices in the goals of writing instruction, the roles they played, and the content as well as the teaching procedures of writing instruction. The second one was on the consistency between teachers’ beliefs and practices and possible reasons for the inconsistency. The third one was on influential factors on teachers’ beliefs and practices.
Based on the results of this study, major findings are summarized. First, for the teachers in this study, entrance exams were approaching, so the test-oriented trend seemed to be inevitable. However, teachers believed that to familiarize students with English writing structure and to enable them to express in written English could also be possible goals, and they did teach accordingly. Second, the goals, roles teachers played, content, and teaching procedures reflected a mixture of product-oriented and process-oriented approaches. Third, the difficulties originating from curriculum, students, teaching preparation, and composition evaluation might hinder teachers’ practices of their beliefs. Finally, teachers’ background experiences were found to play a part in influencing teachers’ beliefs and practices.
It is hoped that this study can contribute to more understanding of senior high school English teachers’ beliefs and practices in writing instruction. With the results of this study in mind, the researcher further made suggestions toward senior high school English teachers, teacher education institutes, the Ministry of Education, and writing instruction material designers. This might help refine senior high school English writing instruction.
Acknowledgments……………………………………………………….iv
List of Tables and Figure………………………………………………ix
Chinese Abstract………………………………………………………x
English Abstract…………………………………………………………xii
Chapter
1. Introduction…………………………………………………………1
2. Literature Review…………………………………………………7
2.1 The Development of ESL/EFL Writing Instruction……………7
2.2 Product-oriented Approach & Process-oriented Approach…10
2.3 Teachers' Beliefs and Practices………………………………12
2.3.1 Teachers' Beliefs………………………………………………12
2.3.2 Relationship between Teachers' Beliefs and Practices…14
2.3.3 Possible Reasons for the Inconsistency between Beliefs and Practices…16
2.3.4 Factors Related to Teachers' Beliefs and Practices…17
2.4 Research on Teachers' Beliefs and Practices……………18
2.5 Research on Teachers' Beliefs and Practices in Writing Instruction…20
2.6 Research Questions………………………………………………22
3. Methodology………………………………………………………23
3.1 Participants…………………………………………………………23
3.2 Instruments…………………………………………………………24
3.2.1 The Questionnaire………………………………………………25
3.2.2 The Semi-structured Interview……………………………28
3.3 Procedures………………………………………………………30
3.4 Data Analysis……………………………………………………31
3.4.1 The Quantitative Data from the Questionnaire……31
3.4.2 The Qualitative Data from the Semi-structured Interview…32
4. Results………………………………………………………………34
4.1 Teachers' Beliefs and Practices………………………34
4.1.1 Goals of Writing Instruction…………………………35
4.1.2 Teachers' Roles in General……………………………36
4.1.3 Content of Writing Instruction………………………37
4.1.4 Teaching Procedures………………………………………41
4.2 Consistency between Teachers' Beliefs and Practices…45
4.2.1 Level of Consistency………………………………………46
4.2.2 Encountered Difficulties…………………………………47
4.2.2.1 Curriculum…………………………………………………48
4.2.2.2 Students’ Motivation and Proficiency Level…49
4.2.2.3 Material Selection, Compilation, and Teaching Preparation…50
4.2.2.4 Composition Evaluation…………………………………51
4.3 Factors Related to Teachers' Beliefs and Practices…52
5. Discussion and Conclusion……………………………………56
5.1 Discussion of the Findings…………………………………56
5.1.1 Teachers' Beliefs and Practices………………………56
5.1.2 Consistency Issue between Teachers' Beliefs and Practices…64
5.1.3 Factors Related to Teachers' Beliefs and Practices…66
5.2 Implications………………………………………………………68
5.3 Limitations of the Study……………………………………71
5.4 Suggestions for Future Research…………………………72
References………………………………………………………………73
Appendix
A. Temporary Curriculum Guidelines of the Elective Course, English Composition…84
B. Information of the Questionnaire Respondents and Interviewees…87
C. The Questionnaire (Chinese Version) …………………89
D. The Questionnaire (English Version) …………………94
E. Interview Questions (Chinese Version) ………………100
F. Interview Questions (English Version) ………………101
G. Means and Standard Deviations of Statements Investigating Teachers' Beliefs…103
H. Means and Standard Deviations of Statements Investigating Teachers' Practices…106
I. Frequency and Percentage of Statements Investigating Beliefs…108
J. Frequency and Percentage of Statements Investigating Practices…111
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