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研究生:呂佳儒
研究生(外文):Lu, Chia Ju
論文名稱:一位美籍英語教師在台灣的教學經驗
論文名稱(外文):An American English Teacher's Teaching Experience in Taiwan
指導教授:葉潔宇葉潔宇引用關係
指導教授(外文):Yeh, Chieh Yue
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:2009
畢業學年度:97
語文別:英文
論文頁數:151
中文關鍵詞:英語教學經驗外籍教師
外文關鍵詞:English teaching experiencenative English-speaking teacher (NEST)
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在全球化快速的腳步之下,英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力,各國更是積極引進外籍教師。因此,外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而,許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外,外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師,Bert,在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法,透過訪談、教室觀察與文件分析收集資料,並討論三個議題:(1)Bert的教學經驗及其影響,(2)Bert的教室教學、教學成效以及教學問題,(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後,依據本研究結果,針於在台外籍英語教師以及政策制定者,進一步提供相關建議,以作為未來外籍教師在英語教學專業成長上,以及政府外籍教師引進政策制定及修訂之參考。
With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS........................................iii
TABLE OF CONTENT........................................iv
LIST OF TABLES..........................................vi
CHINESE ABSTRACT........................................vii
ABSTRACT................................................viii
CHAPTER ONE INTRODUCTION.................................1
1.1 Background of the Research........................1
1.2 The Purpose of the Study..........................2
1.3 The Significance of the Study.....................3
1.4 Research Questions................................3
CHAPTER TWO LITERATURE REVIEW............................4
2.1 The Strengths and Weaknesses of Native Speaking English Teachers.........................................4
2.2 Current Situations of NESTs’ Teaching in Asia....7
2.2.1 Japan...........................................7
2.2.2 South Korea....................................10
2.2.3 China..........................................11
2.2.4 Hong Kong......................................15
2.3 Current Situations of NESTs’ Teaching in Taiwan.16
2.3.1 The background of NESTs in Taiwan..............17
2.3.2 The studies on NESTs’ teaching in Taiwan......18
2.3.3 The difficulties NESTs encountered in Taiwan...24
2.4 Conclusion.......................................26
CHAPTER THREE METHODOLOGY...............................27
3.1 Instruments......................................27
3.1.1 Interviews.....................................27
3.1.2 Classroom Observations.........................28
3.1.3 Document Collections...........................29
3.2 The Participant..................................29
3.2.1 Criteria of Choosing the Participant...........29
3.2.2 The Participant................................30
3.3 The Teaching Context.............................31
3.3.1 Class 225 in Li-Li Junior High School..........31
3.3.2 The Class at I-School..........................33
3.4 Procedures.......................................33
3.5 Data Analysis....................................37
3.6 Ethical Considerations...........................38

CHAPTER FOUR RESULTS AND FINDINGS........................40
4.1. The Past Learning Experience.....................40
4.1.1. Bert’s personal traits of learning............40
4.1.2. Two important teachers.........................44
4.2. Past Cram School Teaching Experience in Taiwan...48
4.2.1. First Day at Work..............................48
4.2.2. Jolly School...................................49
4.2.3. Experience in Doris’ English Center and Green Village..................................................51
4.3. I-School.........................................56
4.3.1 The experience of operating I-School...............56
4.3.2 The classroom practices at I-School................61
4.4. The Formal Education Teaching Experience in Taiwan...................................................84
4.4.1. K-School.......................................85
4.4.2. Li-Li Junior High School.......................93
4.5. Other Difficulties Bert Encountered in Taiwan....109
CHAPTER FIVE DISCUSSION AND CONCLUSION...................118
5.1 Bert’s English Teaching Experience in Taiwan and Its Influence................................................118
5.2 Bert’s classroom practices, teaching effectiveness, and teaching problems....................................121
5.2.1 Bert’s classroom practices........................121
5.2.2 Bert’s teaching effectiveness.....................122
5.2.3 Bert’s teaching problems..........................124
5.3 The Difficulties Bert Encountered in Taiwan..........126
5.4 Implications of This Study...........................128
5.4 Limitation of This Study.............................131
5.6 Recommendations for Future Studies...................132
5.7 Conclusion...........................................133
REFERNCES................................................135
APPENDICES...............................................141
Appendix 1: Questions of the semi-structured interview...141
Appendix 2: A page of the textbook taught in Li-Li Junior High School..............................................144
Appendix 3: A page of the textbook adopted at I-School...145
Appendix 4: The handout of the translation activity at I-School...................................................146
Appendix 5: Pictures of the mock exam conducted at I-School...................................................147
Appendix 6: An excerpt of the interview transcription....148
Appendix 7: An excerpt of the transcription of classroom observations.............................................150
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