(3.232.129.123) 您好!臺灣時間:2021/03/04 18:38
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:胡馨予
研究生(外文):Sing-Yu Hu
論文名稱:英語會話課的跨文化相遇-以台灣六所技職院校學生與外籍教師為例
論文名稱(外文):Cross-cultural Encounter in English-speaking Classes –A Case of Taiwanese Students and Their Native English-speaking Teachers in Six Colleges of Technology
指導教授:林進瑛林進瑛引用關係
指導教授(外文):Chin-Ying Lin
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用外語研究所
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:2010
畢業學年度:98
語文別:英文
論文頁數:140
中文關鍵詞:教學風格外籍教師學習偏好跨文化的適應力學術文化文化學習跨文化領域的研究
外文關鍵詞:culture of learningKey words: academic culturecross-culturenative English-speaking teacherlearning preferencelearning expectationteaching style
相關次數:
  • 被引用被引用:1
  • 點閱點閱:411
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:27
  • 收藏至我的研究室書目清單書目收藏:0
當外籍老師和台灣學生對於所謂“好的教學法”與“好的學習方式”有不同的期望和態度時,學術文化的差異將隨之產生。很多學者強調探索研究學生與外籍老師之間針對學習與教學上的不同的期待和信念的重要性。本研究的目的在於探討在英語課堂中,台灣學生的學習偏好/期望與外籍老師的教學偏好/目標是否有明顯的差異,並進一步探討台灣學生在外籍教師課堂中所使用的學習策略。研究對象為六百位台中縣市技專科大的主修英文學生。此研究將以學生觀點,透過問卷調查的方式了解上述的差異以及學生學習策略。
研究結果顯示,學生的期望/偏好與外師之教學目標/風格有顯著差異。此外,本研究歸納了一些學生在外師課堂上經常使用的學習策略。此研究結果將有助於以英語為外國語言(EFL)學習環境的學生和老師更瞭解其對英語學習/教學在認知與文化上的差異。此外,本研究最後也提出一些建議,期能對英語教學與文化學習的領域有所貢獻。
Academic culture in distance occurs in the academic setting where nonnative English-speaking students and native English-speaking teachers might have different expectations/attitudes toward what good learning/teaching is. Many researchers have argued for the need of exploring the mismatching belief/ expectation about learning and teaching between ESL/EFL students and their native English-speaking teachers. This study aimed to investigate if there are mismatches between EFL Taiwanese students’ learning expectation/preference and their native English-speaking teachers’ teaching objective/approach in the English conversation class. It further explored what are the Taiwanese college students’ learning strategies and adjustment in their native English-speaking teacher’s class. Six hundred seventeen Taiwanese English major students from six target colleges of technology in central Taiwan were the participants. The researcher-developed questionnaire was filled out by the six hundred seventeen students.
The results of this research yielded positive evidence that academic culture in distance between Taiwanese students and their native English-speaking teachers existed in the classroom. In addition, certain learning strategies related to the student’s adjustments to the culture differences were identified. Based on the findings, this research provides not only a framework for understanding Taiwanese students’ culture of learning, but also useful suggestions for education in the field of TESL as well as in cross-cultural studies.
TABLE OF CONTENTS
CHINESE ABSTRACT II
ENGLISH ABSTRACT III
ACKNOWLEDGEMENT V
TABLE OF CONTENTS VII
LIST OF TABLES XI
LIST OF FIGURES XIV
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problem 2
Purpose of the Study 3
Research Questions 4
Research Hypothesis 5
Significances of the Study 7
Definition of Terms 7
Limitation of the Study 9
CHAPTER TWO LITERATURE REVIEW 10
Introduction 10
Culture and Language Acquisition 10
Culture Learning 12
Confucian and Socratic Discourse in the Tertiary Classroom 14
Academic Culture in Distances 15
Learning Style and Strategy 16
Attitudes Towards Language Learning 17
Chinese Learner and Western Teacher 18
Western Teacher in China 19
Expectation of Good Teachers 20
Expectation of Good Students 21
Chinese Views of Western Teaching 22
Conclusion 23
CHAPTER THREE METHODOLOGY 24
Research Design 25
Participants 25
Measurement and Variable 29
Instrument 30
Contents of the Questionnaire 31
Pilot Study 32
Background of the Participants 32
Questionnaire of the Pilot Study 32
Interview of the Pilot Study 33
Result of the Pilot Study 34
Research Procedure 35
Data Analysis 37
CHAPTER FOUR RESULTS 38
Validity and Reliability of the Questionnaire 39
Analysis of Research Question 1 41
Descriptions of Students’ L E and LEC 42
Comparison of Students’ L E and LEC 48
Analysis of Research Question 2 52
Descriptions of Students’ L P and LEA 53
Comparison of Students’ L P and LEA 61
Analysis of Research Question 3 66
Open-ended Questions1 67
Open-ended Questions 2 80
Open-ended Questions 3 93
Open-ended Questions 4 98
Open-ended Questions 5 101
CHAPTER FIVE DISCUSSION AND CONCLUTION 106
Introduction 106
Findings Similar to Previous Studies 107
Findings Different from Previous Studies 112
Pedagogical Implication and Limitation 115
REFERENCES 121
APPENDICES 130
APPENDIX A: 130
APPENDIX B: 136
References
Alavi, S. B., & McCormick, J.(2004). A cross-cultural analysis of the effectiveness of the learning oragnization model in school contexts. The International Journal of Educational Management, 18, 408-416.
Arva V., Medgyes P. (2000). Native and non-native teachers in the classroom. System, 28 (3),
355-372.
Block, D., (1994). A day in the life of a class: teacher/learner perception of task purpose in conflict. System 22, 473–486.
Brown, H. D. (2007). Principles of language learning and teaching. NY: Longman.
Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Clevedon Avon: Multilingual Matters.
Brislin, R. (1993).Understanding culture''s influence on behavior. Forth Worth, TX: Harcourt Brace College Publishers.
Cano, J., & Garton, B. (1994). The relationship between agriculture preservice teachers’ learning styles and performance in a method of teaching agriculture course. Journal of Agricultural Education, 35, 6–10.
Coelho, E. (1998). Teaching and learning in multicultural schools. Clevedon Avon: Multilingual Matters.
Cortazzi, M., & Jin, L. (1993). Cultural orientation and academic language use. In D. Graddol, L. Tompson and M. Byram ( Eds.) Language and Culture, 84-97. Clevedon, Avon: Multilingual Matters.
Cortazzi, M., & Jin, L. (1996). Culture of learning: Language classroom in China. In H. Coleman (Ed.), Society and the language classroom (pp.169-206). Cambridge: Cambridge University Press.
Cortazzi, M., & Jin, L. (1998). The culture the learner brings: a bridge or a barrier? In Eli Kinkel (Eds.), Language learning in intercultural perspective (pp.98–118). NY: Cambridge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In Eli Kinkel (Eds.), Culture in second language teaching and learning (pp.196-219). NY: Cambridge University Press.
Chen, J. (1990). Confucius as a teacher: Philosophy of Confucius with special references to its educational implications. Beijing: Foreign Language Press.
Chen, W. (1995). English proficiency and perceptions of Americans as indicators of the cross-cultural adjustment of Taiwanese students. Unpublished Master’s thesis, Pennsylvania State University. University Park, PA.
Delpit, L., (1995). Other people’s children; Cultural conflict in the classroom. New York: New Press.
Doyle, D., (2005). Chagal Guidelines and Teaching Chinese Students: Theory into Practice. European Centre for Modern Languages of the Council of Europe. <http://www.ecml.at/mtp2/chagal_setup/en/theory_into_practice/doyle.htm> accessed 22.04.09.
Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they…can they…be matched? Educational Leadership, 36, 238-244.
Dunn, R., & Griggs, S. A. (1995). Learning styles: Quiet revolution in American secondary schools. Westport, CT: Praeger.
Dux C. M., (1989). An investigation into whether nurse teachers take into account the individual learning styles of their students when formulating teaching strategies. Nurse Education Today, 9,186-191.
Eck, L. (2008). Thinking Globally, Teaching locally: The nervous conditions of cross-cultural literacy. College English, 70(6), 578-597.
Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom, London: Methuen.
Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly, 29, 345-373.
Griffiths, C. (2007). Language strategies: Students'' and teachers'' perception. ELT Journal, 61(2), 91-99.
Gudykunst, W. B., (1994) Building bridges: Interpersonal skills for a changing world. Fullerton, USA: Allyn & Bacon.
Guild, P. (1994). The culture/style connection. Educational Leadership, 51, 16-22.
Han, S. A. (2003). Do South Korean adult learners like native English speaking teachers
more than Korean teachers of English? Paper presented at indicators of International
Education Research Conference, Auckland, New Zealand, December 2003.
Hessler, P. (2001). River Town: Two Years on the Yangtze. John Murray, London.
Highfield, M. E. (1988). Learning styles. Nurse Educator, 1(6), 30-33.
Hinkel, E. (2000). Culture in second language teaching and learning. Cambridge: Cambridge University Press.
Huang, S. H., Shapiro, B. G., & Wang, C. W.( 2007). Students’ perceptions of English instruction by foreign teachers and Taiwanese teachers. Unpublished master’s thesis, National Pingtung Institute of Commerce, Pingtung, Taiwan.
Jeffra, F. (2003). Understanding your international students: an educational, cultural, and
linguistic guide. Ann Arbor: University of Michigan Press.
Kambutu, J., & Nganga, L. W. (2008). In these uncertain times: Educators build cultural awareness through planned international experiences. Teaching and Teacher Education, 24(4), 939-951.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 張淇龍、卜小蝶(2006)。〈淺談Web 2.0與通俗分類於圖書資訊服務之應用〉,《圖書與資訊學刊》,第57期,頁74-93。
2. 周斯畏、孫思源、朱四明(2000),〈遠距教學的應用─進修推廣教育教師與學員的探索性研究〉,《中華管理評論》,第3期,頁123-134。
3. 何榮桂、郭再興(1996),〈多媒體電腦輔助教學在網路上的發展趨勢〉,《資訊與教育》,第55期,頁25 -31。
4. 吳美美(1998),〈建構一個終身學習的自學式網路資源知識庫〉,《教學科技與媒體》,第41期,頁32-42。
5. 陸承志(2000),〈網路社群的現況與趨勢〉,《中華民國資訊學會通訊》,第3卷,第4期,頁15。
6. 周倩、孫春在(1995),〈遠距合作學習環境之設計與建立: CORAL經驗〉,《教學科技與媒體》,第26期,頁13-21。
7. 張基成(1998),〈教師專業成長網路學習社群之規劃及其預期效益與挑戰〉,《教學科技與媒體》,第40期,頁31-42。
8. 范佐驊(2006),〈現階段我國全民國防教育之探析〉,《空軍學術雙月刊》,第595期,頁72。
9. 王政彥(2003),〈當前歐盟推展e學習的工作重點及其對我國資訊終身教育之啟示〉,《成人教育》,第74期,頁2-13。
10. 陳正改(1998)。台灣梅雨面面觀。地球科學園地,3(5),16-21。
11. 李清縢(2008)。台灣百年氣候趨勢特徵。全球變遷通訊雜誌,59,23-26。
12. 田巧玲、王國樑(2000)。台灣水資源現況簡介及未來經營策略。水資源管理季刊,5,34-35。
13. 潘慧玲(2003),〈社會科學研究典範的流變〉,《教育研究資訊》,第11卷,第1期,頁115-143。
14. 湯文淵(2006),〈學校教育推動「全民國防教育法之困境與精進-以軍訓教育為例」〉,《陸軍學術雙月刊》,第44卷,第498期,頁113。
15. 曾慶華 (2004),〈全民國防之理念與落實〉,《中華戰略學刊》,頁40。
 
系統版面圖檔 系統版面圖檔