摘 要

本研究目的在探討臺中市國小英語協同教學計畫的實施現況及其優缺點，並提供建議及可行的補救措施進而幫忙增進改善這個語言計畫中的國小學童的英語能力。主要的研究問題包含了: (1)國小生的學習動機及態度； (2)外籍教師及中籍教師間的互動； (3)師生間的互動；及(4)其他可能影響英語協同教學的因素。
本研究共選取台中市國小英語協同教學中本國籍教師14位，外籍教師8位及1210位國小學生為研究對象。本研究採用質化研究及量化研究來進行調查並收集資料。其中問卷共分三種，對象分別為外籍教師、中籍教師及學生。訪談對象則包含了8位中籍教師及4位外籍教師。此外，並進行了三次的教室觀察。所有收集來的資料，經分類、計算、分析，並佐以統計數字圖表，加以文字討論及描述。
研究發現如下: (1)大部分的學生同意英語協同教學課程提高他們對英文的學習動機及興趣，使他們秉持更積極的學習態度來參與學習； (2)中外籍教師共同在設計教學課程及教學計畫時合作良好融洽； (3)外籍教師在課堂中花較多的時間在教學口語及聽力，同時，中籍教師則較著重在閱讀及寫作； (3)中外籍教師於課堂內外都有良好的互動； (4)不到50%的學生同意在英語協同教學課中與外籍教師會有良好的互動。
最後，研究者根據研究所得之結果，提出教學意涵及建議，供給臺中市的中外籍教師、相關政策決策者、教育行政人員、及語言教育家等，當作未來規劃改進國小英語教學之參考。

ABSTRACT

The purpose of the study is to explore the English co-teaching program implemented at the elementary school level in Taichung City to find its merits and shortcomings, and to propose suggestions or feasible remedies to help improve the language program that involves thousands and thousands of young school kids of the city. Attention is focused on issues of (1) the school pupils’ learning motivation and attitudes, (2) interactions between the native English-speaking teachers and the local Taiwanese English teachers, (3) interactions between the teachers and the students, and (4) other possible factors that might contribute to or impinge upon the co-teaching practice in the elementary schools in Taichung City.
Involved in the study are 14 local English teachers, 8 native English-speaking teachers, 1210 elementary school students from 10 elementary schools in Taichung City.
Both qualitative and quantitative research methods are adopted in the study. Three different questionnaires are administered to the three different groups of participants. Interviews are made to 8 local English teachers and 4 native English-speaking teachers. Classroom observations are also put in use. Results are categorized, calculated, analyzed, discussed and described in statistic figures.
Findings of the study are: (1) most of the elementary school students agree that the English co-teaching class arouses their motivation and interest in learning English and they hold a positive attitude toward it; (2) both the native English-speaking teachers and the local Taiwanese English teachers do working pretty well in designing the course curriculum and each lesson plan; (3) native English-speaking teachers take more time in teaching listening and speaking in class while local English teachers emphasize more on reading and writing; (4) native and local English teachers usually have good interactions in and after class; and (5) less than 50% of the students agree that they have good interactions with the native teachers.
Finally, pedagogical implications and suggestions derived from the findings are presented to both the native and non-native English-speaking teachers on the one hand, and to the policy-makers, educational administrators and language educators of Taichung City, on the other hand.

TABLE OF CONTENTS
ABSTRACT (Chinese)...................................................i
ABSTRACT (English).................................................iii
AKNOWLEDGEMENTS......................................................v
TABLE OF CONTENTS...................................................vi
LIST OF TABLES......................................................x
LIST OF FIGURES.....................................................xi
CHAPTER 1 INTRODUCTION.............................................1
1.1 Background of the Study..........................................1
1.2 Motivation and Purposes of the Study.............................3
1.3 Research Questions...............................................4
1.4 Significance of the Study........................................4
1.5 Definitions of Terms.............................................4
1.6 Anticipated Results..............................................5
CHAPTER 2 LITERATURE REVIEW........................................7
2.1 History of Co-teaching...........................................7
2.1.1 Co-teaching in U.S.A.........................................7
2.1.2 Co-teaching in Taiwan........................................8
2.1.3 Co-teaching in Taichung City.................................8
2.2 Nature of Co-Teaching...........................................14
2.2.1 Viewpoints of Foreign Scholars..............................14
2.2.2 Viewpoints of Local Scholars................................15
2.3 Characteristics of Co-teaching..................................16
2.4 Types of Team teaming...........................................18
2.5 Co-teaching Practice in Some Asian Countries....................18
2.5.1 Co-teaching Practice in Japan...............................19
2.5.2 Co-teaching Practice in Korea...............................20
2.5.3 Co-teaching Practice in Hong Kong...........................21
CHAPTER 3 METHODOLOGY.............................................23
3.1 Research Design.................................................23
3.2 Participants....................................................23
3.2.1 For Questionnaires..........................................23
3.2.2 For Interviews..............................................26
3.2.3 For Class Observations......................................28
3.3 Research Instruments............................................28
3.3.1 Questionnaire for Native English-speaking Teachers..........29
3.3.2 Questionnaire for Local English Teachers....................30
3.3.3 Questionnaire for the Students..............................31
3.3.4 Interview for Both Native and Local English Teachers........33
3.4 Classroom Observations..........................................33
3.5 Procedures of the Study.........................................34
3.5.1 Drawing up the Research Questions...........................34
3.5.2 Reviewing the Literature....................................34
3.5.3 Confirming the Participants.................................35
3.5.4 Carrying out the Questionnaires, Interviews and Classroom Observations........................................................35
3.5.5 Collecting and Analyzing the Data...........................36
3.5.6 Writing out the Thesis......................................36
CHAPTER 4 RESULTS AND ANALYSIS....................................37
4.1 Analysis and Discussion of Research Question 1..................37
4.1.1 Students’ Motivations and Attitudes Toward the English Co-teaching Class......................................................38
4.1.2 Students’ Expectations of the English Co-teaching Class....40
4.2 Analysis and Discussion of Research Question 2..................42
4.2.1 The Difficulties of Proceeding with the English Co-teaching Programs............................................................45
4.2.2 NETs’ Suggestions for the English Co-teaching Program......49
4.2.3 LETs’ Suggestions for the English Co-teaching Program......51
4.3 Analysis and Discussion of the Research Question 3..............53
4.3.1 Interactions Between Native and Local English Teachers out of the Class...........................................................53
4.3.2 Results for the Interactions between Native and Local English Teachers in Class...................................................56
4.4 Analysis and Discussion of Research Question 4..................59
4.5 Summary of the Findings.........................................61
CHAPTER 5 CONCLUSION AND SUGGESTIONS..............................65
5.1 Conclusion......................................................65
5.2 Pedagogical Implications........................................66
5.3 Limitations of the Study........................................67
5.4 Suggestions for Further Study...................................67
5.4.1 Suggestions for Further Study...............................67
5.4.2 Suggestions for the Native English-speaking Teachers........68
5.4.3 Suggestions for the Local English Teachers..................68
5.4.4 Suggestions for the Taichung City Government................68
REFERENCES..........................................................70
APPENDIXES..........................................................76
Appendix A Monthly School Assessment................................76
Appendix B School Visit Record......................................77
Appendix C Consent Form for Research and Interview..................79
Appendix D Consent Form for Research and Interview..................80
Appendix E A Classroom Observation Sheet............................81
Appendix F Questionnaire for Native English-speaking Teachers.......82
Appendix G Questionnaire for Local English Teachers.................84
Appendix H Questionnaire for Students...............................86
Appendix I Questions for Interviewing Native English-speaking
Teachers..........................................................87
Appendix J Questions for Interviewing Local English Teachers........88
Appendix K Transcript of the Native English-speaking Teachers’
Open-ended Questions..............................................89
Appendix L Transcript of the Local English Teachers’ Open-ended
Questions...........................................................91
Appendix M Transcript of the Native English-speaking Teachers’ Interviews..........................................................93
Appendix N Transcript of the Local English Teachers’ Interviews....98
VITA...............................................................105

LIST OF TABLES
Table 2.1 The basic information of NETs............................13
Table 3.1 Percentage of valid copies returned (NETs)...............24
Table 3.2 Percentage of valid copies returned (LETs)...............25
Table 3.3 Percentage of valid copies returned (students)...........26
Table 3.4 Information about the 4 native English-speaking teacher..27
Table 3.5 Distribution of questions in the questionnaire for NETs..30
Table 3.6 Distribution of the questions in the questionnaire for LETs................................................................31
Table 3.7 Distribution of the questions in the questionnaire for students............................................................32
Table 3.8 The time table of interviewing...........................35
Table 3.9 The time table of observations...........................36
Table 4.1 Students’ motivation and interest (from students).......39
Table 4.2 Students’ motivation and interest (from teachers).......40
Table 4.3 Students’ expectations of the English co-teaching class.41
Table 4.4 NETs’ responses concerning interactions..............54
Table 4.5 LETs’ responses concerning interactions..............55
Table 4.6 NETs’ responses about teachers’ interactions.........56
Table 4.7 LETs’ responses about teachers’ interactions.........58
Table 4.8 Percentage of the questionnaire for the students......59

LIST OF FIGURES
Figure 4.1 Students’ responses to the questionnaire........38
Figure 4.2 Percentages of the students’ responses..........39
Figure 4.3 Percentages of the students’ responses..........41
Figure 4.4 Percentages of NETs’ responses..................54
Figure 4.5 Percentages of LETs’ responses..................55
Figure 4.6 Percentages of NETs’ responses..................56
Figure 4.7 Percentages of LETs’ responses..................58
Figure 4.8 Percentages of the students’ responses..........60

REFERENCES

Anderson, R. S., & Speck, B. W. (1998). “Oh what a difference a team makes”: Why team teaching makes a difference. Teaching and Teacher Education, 14, 671-686.

Barratt, L., & Kontra, E. (2000). Native English-speaking teachers in culture other than their own. TESOL Journal, 9(3), 19-23

Bazo, P. (2002). Teaching the four skills in the primary EFL classroom. The Internet TESL Journal ,8(12). Retrieved March 20th, 2008, from http://iteslj.org/Techniques/Bazo-FourSkills.html

Benoit, R.＆Haugh, B. (2001). Team teaching tips for foreign language teachers. The Internet TESL Journal, 7(10). Retrieved March 20th , 2008, from http://iteslj.org/Techniques/Benoit-Team Teaching.html

Brown, H. D. (2002). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Longman.

Brown, H. D. (2000). Principles of Language Learning and Teaching (4thed.). NY: Longman.

Buckley, Francis. J. (2000). Team teaching: What, why and how? CA:Sage Publications, Inc.

Butler, Y. G. (2003).The role of teachers in English language education at the elementary school level in Taiwan, Korea and Japan.In Y. Chen & Y. Leung (Eds.）Selected Papers from the Twelfth International Symposium on English Teaching,1-16. Taipei：Crane.

Chang, Mei-yun. 張美雲（2006）。臺中市教育人員對推動國民小學聘僱外籍英語教師政策認知及學生學習情形之研究。國立暨南國際大學教育政策與行政學研究所碩士論文，未出版，南投。

Chou, Mei-yu. 周美瑜（2005）。新竹市國民小學英語協同教學之研究。國立台北教育大學兒童英語教育研究所碩士論文。未出版，台北。

Chu, W. L.(2006). Co-teaching as a Possibility for Differentiated Instruction. The Internet TESL Journal, Vol. XII, No. 11. Retrieved May 12th, 2008, from http://iteslj.org/Articles/Chu-Co-teaching.html

Ellis, R. (1994). Second Language Acquisition. Oxford: Oxford University Press.

EPIK: English Program in Korea. Retrieved February 13th, 2008, from http://epik.knue.ac.kr/

Graddol, David. (2006). English Next. London: British Council. Available for free from the website of the British Council. Retrieved March 16th, 2008, from http://www.britishcouncil.org/learning-research-english-next.pdf

Graddol, David (1997). The future of English? London: British Council. Available for free from the website of the British Council. Retrieved March 16th, 2008, from
http://www.britishcouncil.org/learning-elt-future.pdf

Guo, ke. 郭可（2003）。國際傳播中的英語強勢及影響。新浪科技時代。取自http://tech.sina.com.cn/other/2003-10-13/1627243334.shtml

Hatch, T., & Hinton, B. (1996). Graduate student’s perception of university team-teaching. College Student Journal, 30(3), 1-8 EBSCOhost. Retrieved March 3rd, 2008, form the World Wide Web:http://web2.epnet.com/citation.asp

JET Programme. Retrieved February 13th, 2008, from http://www.jetprogramme.org/

Jiang, Li- zhen. 江莉蓁 （2006）。當東方遇上西方-中外師英語協同教學的故事。國立新竹教育大學語文教學研究所碩士論文，新竹。

Johnson, K. (1999). Understanding language teaching: Reasoning in action. Canada:Heinle & Heinle.

Likert Scale. Retrieved April 14th, 2008, from http://en.wikipedia.org/wiki/Likert_scale

Kao, Hung-ying. 高紅瑛（2002）。國民小學實施協同教學問題解決之質性研究－以一所國民小學為例。台北市立師範學院國民教育研究所碩士論文，未出版，台北。

Kao, Hung-ying. 高紅瑛（2000）。協同教學的理念與實踐。教育研究月刊，77，57-62。

Ke, Qi-yao. 柯啟瑤（2000）。協同教學初探~理論篇。翰林文教雜誌，15，8-35。

Lai, Yan-qin. 賴艷琴（2003）。台北市國民小學實施協同教學現況之研究。國立台北市立師範學院社會科教學研究所碩士論文，未出版，台北。

Lawton, M. (1999). Co-teaching: Are two heads better than one in an inclusion classroom? Retrieved May 10th, 2008, from http://www.edletter.org/past/issues/ 1999-macoteaching.shtm

Lee, Kun-chung. 李坤崇（2001）。綜合活動學習領域教材教法。台北：心理出版社。

Lee, Yuan-hui. 李園會（1999）。協同教學法。台北：心理。

Liao, Bo-shen. 廖柏森（2003）。引進外籍師資與國內英語教學。英語教育電子月刊，5。

Lin, Li-chuan. 林麗娟 ( 2002 )。適合國小英語初學者的教學語言之研究---以江翠國小為例。國立台北師範學院兒童英語教育研究所碩士論文。

Lin, Mei-ling. 林美玲（2000）。國小英語教師專業知能內涵之研究。國立花蓮師範學院國民教育研究所碩士論文，未出版，花蓮。

Lin, Yi-chin. 林怡瑾（2002）。外籍教師擔任新竹市國小英語教學之研究。國立新竹師範學院課程與教學研究所碩士論文，未出版。新竹。

Luo, Wen-xing. 羅文杏（2005）。台灣本籍及外籍國小英語教師協同合作之專題研究成果報告。（國科會計畫編號： NSC93－2411－H－134－006－）。

Lynch, D.K. (1996). Language program evaluation. Cambridge: Cambridge University Press.

Maum, R. (2002). Nonnative-English-speaking teachers in the English teaching profession. ERIC Digest. Retrieved March 2nd, 2008, from http://www.cal.org/ericcll/digest/0209maum.html.

Ministry of Education. 教育部國教司（2008）。97年國民中小學課程綱要-國民中小學九年一貫課程綱要語文學習領域（英語）。台北：教育部。

Ministry of Education. 教育部國教司（2005）。國小英語教學政策面面觀報導。台北：教育部。

Ministry of Education. 教育部國教司 ( 2003 )。92年國民中小學課程綱要。台北：教育部。

Ministry of Education. 教育部 ( 2003 )。引進英語外籍師資政策目標與執行計畫專案報告。台北：教育部。

Ministry of Education. 教育部國際司 (2000)。國民中小學九年一貫課程暫行綱要。台北：教育部。

Ministry of Education. 教育部（1998）。國民教育階段九年一貫課程總綱綱要。台北：教育部。

NET: Native-speaking English Teacher (NET) Scheme. Retrieved February 15th, 2008, from http://www.edb.gov.hk/index.aspx?langno=1&nodeID=262

Nunan, D. (1999). Second language teaching and learning. Canada: Heinle & Heinle.

Nunan, D. (1992). Collaborative language learning and teaching. Cambridge:Cambridge University Press.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. London: Prentice Hall.

Rooks, M. (2004). Is team teaching an effective strategy for English education in Japan? A study on the effects of the JET program on English education in Japanese secondary schools. Retrieved March 3rd, 2008, from http://www.hair-flap.com/2004/TT-JPN.htm.

Shi, Yu-hui., Zhou, Zhong-ting., Chen, Shu-jian., & Zhu, Hui-mei. 施玉惠、周中天、陳淑嬌、朱惠美（1998）。國小英語教學實況現況與未來規劃方向。第七屆中華民國英語文教學國際研討會論文集，759-778。

Stronge, J. E. (2002). Qualities of effective teachers. Virginia: ASCD Publications.

Sturman, P. (1992). Team teaching: A case study from Japan. In D. Nunan (Ed.),Collaborative Language Learning and Teaching, pp.141-161. NY: Cambridge University Press.

Taichung city government. 推動委員會/市長的話（2006）。台中市國小英語教學資源網。取自http:/eng.tceb.edu.tw/index.asp

Taichung City Government. 臺中市政府 (2004)。台中市九十三學年度國民中小學聘僱外籍英語教師實施計畫。台中 ：作者。

Taichung City Government. 臺中市政府 (2003)。臺中市國民中小學推動英語教學實施計畫。台中 ：作者。

Ting, Wen-chi. 丁文祺（2001）。外籍教師之英語教學現況調查研究－以高雄國民中學英語教學為例。國立高雄師範大學教育研究所碩士論文，未出版，高雄。

Wen, Ting-shu. 文庭澍（2006）。從「韓流」談韓國人學英文。敦煌英語教學電子雜誌。

Wesche, M. (1994). "Input and interaction in second language acquisition." In Gallaway, C. & and Richards, B. (Eds.) Input and interaction in language acquisition, 219-249. Cambridge: Cambridge University Press.

Wu, Qing-shan., & Lin, Ting-you. 吳清山、林天佑（1999）。協同教學。教育資料與研究，26，83。

Xiao, Fu-sheng. 蕭福生（2001）。國民小學協同教學之分析研究－以一所國民小學為例。國立台北師範學院課程與教學研究所碩士論文，未出版，台北。

Yang, Si-wei. 楊思偉（1999）。小學英語教育問題之探討－日本經驗之比較。教育研究資訊，7（2），6-12。

Zhang, Qing-bin. 張清濱（1999）。怎樣實施協同教學。師友月刊，387，43-46。

Zhang, Qi-long. 張啟隆（2000）。雙語教育在台灣之施行與展望－以雲林縣私立維多利亞雙語小學為例。國民教育，40（3），52-57。

Zhang, Zhe-hao. 張哲豪 (2002) 。協同教學模式中教師專業成長之研究。國立台北師範學院課程與教學研究所碩士論文，台北。

Zheng, Bor-jen. 鄭博真 (2001)。國民小學實施協同教學之研究。國立高雄師範大學教育學研究所博士論文，高雄。

Zheng, Hui-feng. 鄭惠鳳（2004）。外籍教師在苗栗縣擔任英語教學之研究。國立台北師範學院教育政策與管理研究所碩士論文，未出版，台北。

Zhou, Zhong-ting. 周中天（2005）。試評引進外籍英語教師之議。師德企業管理顧問有限公司。取自http://www.cet-taiwan.com/ 大師開講16