臺灣博碩士論文加值系統

本研究目的為探討基隆地區國小英語教師在教學上所遭遇的困難，並按研究目的將本章區分為下列四點：
一、 研究現今國小英語教師之教學內容、教學教材、教學活動及教學評量。
二、 調查學生之學習條件、學習方式、學習成果及對英語教育的看法。
三、 探討國小英語教師面對學校行政單位、學校政策及家長時所遭遇的困難，並找尋可能的解決方案。

本研究以問卷調查為資料蒐集之方式，以基隆市國小英語教師與學童為主，編制兩份問卷進行調查。本研究之時間自民國九十六年二月一日起至九十六年三月三十一日止，以基隆市74位國小英語教師與321名國小學童為研究對象,
並使用SPSS 15.0 English for Windows 統計軟體進行描述性統計分析。

根據問卷調查之研究結果，本研究的主要發現為：
一、 大部分英語教師認為應根據學生的程度挑選教科書, 然而許多英語教師仍採用出版社的教科書,只有少部分的教師會自己編寫教材;不過大多數學生都認為教科書的程度適中;多數學生喜歡教科書的原因為插圖很吸引他們和內容很有趣,少部分學生不喜歡教科書因為他們不瞭解教科書的內容。
二、 多數教師在教學時仍採用Direct Instruction, 只有少部分的老師會使用Communicative Language Teaching。許多教師最常使用的教學活動為聽錄音帶及講解課文,然而大多數老師認為最有幫助學生學習的教學活動為玩遊戲,這點與學生最喜歡的教學活動的結果是相同的。
三、 41.2﹪學生因為小考而討厭上英文課,他們都希望教師可以用遊戲當作評量的方式,然而大多數的教師仍傾向採用小考評量學生學習英文的成果。
四、 針對學習落後的學生, 32.4﹪教師會轉交級任老師處理,只有少數教師會進行補教教學。
五、 大部分教師教學時最大的問題為學生程度不一, 多數教師會參加英語教學相關研習解決教學上遇到的困難,只有少數教師會請學校相關單位協助解決問題。此外,多數教師最迫切需要的教學資源為成立英語專業教室。

The purpose of the study aims to explore Taiwanese elementary school English teacher’s difficulty. The following four points would be discussed within the chapter: (1) To study the current elementary schools English teaching contents, teaching materials, teaching activities, teaching evaluations; (2) To investigate learning conditions, methods, outcomes of the students and their opinions toward English educations; (3) To explore difficulties encountered for elementary school English teachers from the officials, such as school administration, school policy and parents, in addition to find out possible solutions.
In order to present the most accurate statistics, 74 English teachers and 321 elementary school students within KeeLung City were targeted to assist the completion of two particular questionnaires, as shown in Appendix A (Teacher’s Questionnaire) and B (Student’s Questionnaire).
Questionnaire effective duration was conducted within February 1st – March 31st, 2007. As for calculating the related quantitative data, research instrument – SPSS 15.0 English Version for Windows were selected to perform Descriptive Statistics and Chi-square analysis for data analyze process in this chapter.
According to the results, the major findings were: (1) regarding of textbooks, most teachers considered that the importance of textbook was to match students’ need. Nevertheless, only few teachers designed the textbook by themselves; most teachers adopted ready-made resource. As to students’ opinions toward textbooks, over half of the students claimed that the level of textbook was medium. Most students liked the textbooks due to the illustration was attractive and the content was interesting. Otherwise, few students disliked the textbook since they didn’t understand the content. (2) Most teachers adopted Direct Instruction; whereas few teachers selected Communicative Language Teaching. Concerning of teaching activity, most teachers chose “listen to cassette tapes” and “giving students explanation” as the most used teaching activity; whereas most teachers considered that “playing game” was the most helpful teaching activity which revealed similar result to students’ favorite teaching activity.(3) 41.12﹪of students disliked English class because of quiz. Most students preferred taking games as evaluation. However, most teachers tended to adopt quiz as evaluation. (4) As to slower learners, 32.4﹪of teachers would report to homeroom teacher; whereas few provided after-school tutoring. (5) The most difficult problem teachers encountered was students with various English learning background. Most teachers attended workshop to solve the problems. Few teachers asked school authority for assistance. Finally, setting English classroom was the urgent need for most teachers.

Table of Contents
Page
Chinese Abstract i
English Abstract ii
Acknowledgement………………………………………………………………………..iii
Table of Content iv
List of Tables vi
List of Figures vii
CHAPTER1 – INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Globalization of English 2
1.3 English Education Policies for Elementary Schools in Taiwan 4
1.4 The Purpose of Study 6
1.5 The Limitation of Research 7
CHAPTER 2 – LITERATURE REVIEW 8
2.1 Teaching Materials 9
2.1.1 The Role of Teaching Materials 9
2.1.2 Design of Teaching Materials 10
2.1.3 Utilizations of Teaching Materials and In-Class Activities 11
2.1.4 Methods for Evaluating The Teaching Materials 12
2.2 Teaching Difficulties 13
2.2.1 Perceptions of Taiwan English Teaching Environments at The Elementary
Level 13
2.2.2 About “Communicative Language Teaching” 15
2.2.3 Local English Teachers v.s. English Native Teachers 17
2.3 Children in Elementary schools 18
2.3.1 Introduction to Motivations 18
2.3.2 Motivations and Achievements for Students 19
2.3.3 Motivations Methods for English Learning 21
2.3.4 Motivations Toward Learning English for Elementary Students in
Taiwan 22
2.4 Remedial Instruction 23
2.5 School Teaching Policies, Workshop and Training Courses 24
CHAPTER 3 – METHODOLOGY 27
3.1 General Method 27
3.2 Research Subjects 28
3.3 Research Instruments 28
3.4 Questionnaire Construction 29
3.5 Contents of The Questionnaires 30
3.5.1 The Questionnaire for Teachers 30
3.5.2 The Questionnaire for Students 30
3.6 Questionnaire Administration 31
3.7 Data Collections and Analysis 31
3.7.1 Questionnaire 31
3.7.2 Open – Ended Question 31
CHAPTER 4 – RESULTS 35
4.1 Background Information for Both Questionnaires 35
4.1.1 Return Results 36
4.1.2 Background Information 37
(1) Teacher’s Demographic Background 34
(2) Teacher’s Educational Background 35
(3) Teacher’s Career Background 37
(4) Student’s Demographic Background 39
(5) Student’s English Learning Background 40
4.2 Selection of Teaching Material & Methods According to Various English Level
Students and The Implication of C.L.T 44
4.2.1 Student’ s English Learning Background 44
4.2.2 Teaching Material & Methods 44
4.3 Teaching Difficulties with NST 52
4.4 Remedial Instruction 63
4.5 Solution to Teaching Difficulty 68
4.6 Results 73
4.6.1 Selection of The Teaching Material According to Learner’s Various English
Learning Background 73
4.6.2 Implication of CLT 74
4.6.3 Teaching Difficulties with NST 74
4.6.4 Remedial Instruction 76
4.6.5 Solution to Teaching Difficulty 78
CHAPTER 5 – CONCLUSION 79
5.1 Conclusion 79
5.1.1 Teaching Material 79
5.1.2 Implication of CLT 80
5.1.3 Co-Teaching with NST 81
5.1.4 Remedial Instruction 81
5.1.5 Teaching Difficulty 82
5.2 Implication 82
5.2.1 Suggestion for Teachers 82
5.2.2 Suggestions for School Authorities 84
5.2.3 Suggestions for Education Administration 84
5.3 Suggestion for Further Study 84
REFERENCE 86
ENGLISH 86
CHINESE 93
APPENDIX ONE:QUESTIONNAIRE FOR TEACHER 94
APPENDIX TWO: QUESTIONNAIRE FOR STUDENT 116

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