臺灣博碩士論文加值系統

本研究旨在了解國小英語教師對九年一貫課程綱要之信念與了解，國小英語教師信念之城鄉差異及英語教師在教學上遇到之困難與挑戰。教育部自九十學年度開始將英語納入國小正式課程中，英語科長期以來受到城鄉資源分佈不均的差異，在教材、教學、師資上皆有落差，由城鄉差距衍生出的種種問題更造成課程綱要實施上的困難，加劇英語能力的雙峰現象。本研究採質性資料分析方式分析訪談轉錄資料，以研究者自編之訪談問題為工具，訪談台灣北區、中區、南區、東區共十五所城鄉國小之英語教師，以了解教師對九年一貫英語課程綱要的認知。
本研究發現教師之信念主要可分為六類：對九年一貫英語課程的了解、課程計畫、教材選擇、課程實施、評量、教師專業發展。重點如下所述：（一）大部分教師對九年一貫英語課程綱要皆不甚了解，僅有模糊概念。（二）全部教師皆採用廠商所提供之課程計畫再加以修改。（三）城市地區學校教師選擇教材之重點為是否有自然發音之練習、教科書之連貫、螺旋式學習。鄉村地區學校教師選擇之重點為廠商之售後服務及教學資源豐富度。（四）溝通式教學法因文化差異、語言輸入及不同家庭背景，在鄉村地區學校之實施較城市地區學校實施困難。（五）鄉村地區學校教師表示，因教學資源及人力資源之限制，現行之英語教學在實施九年一貫英語課程所提倡之多元評量上有困難。（六）影響教師參與研習之要素為舉辦地點遠近、學校是否提供代課教師代課、對主題是否感興趣以及參加研習是否給予點數。　　
　　最後，本研究提供給教育行政機關、學校及國小英語教師日後實施英語教學之建議如下：（一）教育資源分配應考量城鄉差距；（二）鄉村地區教師應提供學生更多閱讀文本；（三）政府應提供弱勢家庭更多學習資源；（四）學校應規劃英語補救教學課程；（五）政府應將課程綱要說明會改以小區域範圍舉辦。

The purpose of the study aims to investigate the perceptions of elementary school English teachers regarding Grade 1-9 English Curriculum and the differences between teachers’ perception in the rural and urban areas. Difficulties and challenges the teachers in both areas encounter when implementing Grade 1-9 English Curriculum will also be discussed. Beginning from 2001, English has become a compulsory subject in elementary schools in Taiwan. With the various implementations in urban and rural areas, English education has been facing a predicament between rural and urban areas in Taiwan (Liaw, 2009). Moreover, the insufficient lecture hours and the large number of class posed difficulties in fulfilling the curriculum guideline and led to the polarity on students’ English proficiency (Ai, 2000; Shih, 2003; Cheng, 2006). Fifteen teacher participants were selected from the urban and rural areas in the northern, central, southern and eastern Taiwan to participant in this study. Nineteen open-ended interview questions were conducted. In this study, the researcher utilized qualitative procedure to capture a holistic understanding of teachers’ perceptions.
The findings were categorized in six major themes: (a) understanding toward Grade 1-9 English Curriculum, (b) course planning, (c) material selection, (d) implementation of English curriculum, (e) assessment, and (f) teacher’s professional development.
　　First, most of the participants showed limited understanding toward the theoretical background of Grade 1-9 English curriculum. Second, all of the participants took the course planning project provided by the publisher and then made some revisions on it to make it their own project due to their heavy loads on teaching or administrative job. Third, teachers in the urban areas selected the textbook based on phonics instruction, textbook articulation and spiral learning way of compiling textbook. Teachers in the rural areas considered the availability of the publishers and the teaching resources. Fourth, implementing CLT in the rural area was more difficult than implementing it in the urban areas. Fifth, teachers in the rural areas found that current lecture hour of English are not enough for multiple assessments. Sixth, the key points for teachers in both areas to attend these in-service training programs lie in the location of the program, the availability of the substitute teacher, their interest toward the topic and the point given after attending the program.
　　Overall, the findings had provided suggestions for administrators, English teachers and government authority. First, distribution of educational resource should consider the differences in rural and urban areas. Second, the teachers at the rural areas should provide students more opportunities of being exposed to reading texts. Third, the government should provide cultural deficit families with more assistance and resource. Fourth, the schools should implement remedial instruction in English. Finally, the government should hold orientations in regional groups regarding Grade 1-9 English Curriculum Guideline for elementary school English teachers.

ABSTRACT(CHINESE).........................................i
ABSTRACT.................................................iv
TABLE OF CONTENT.........................................vi
LIST OF TABLEs...........................................ix
LIST OF FIGURES...........................................x
CHAPTER ONE INTRODUCTION..................................1
Motivation and Background information.............1
Purpose of the Study..............................7
Research Questions................................7
Definition of Terms...............................8
Significance of the Study.........................9
CHAPTER TWO LITERATURE REVIEW............................11
English Education in Taiwan......................11
Education Reform and Grade 1-9 English
Curriculum...................................12
Grade 1-9 English Curriculum Guidelines.... 14
Implementing English at Schools in Taiwan....17
Challenges of English Education in Taiwan....20
The inconsistency in implementation in
urban and rural areas..................24
Quality on language teachers...........30
Bimodal distribution in JBAAT..........31
Factors Influencing English Teaching in Urban and
Rural Areas......................................36
Sociolinguistic Factors and Language Learning37
Location and Scale of Schools and
Language Learning......................39
Teacher’s Perceptions or Beliefs about English
Education........................................43
Influence of Teacher’s Perceptions or Beliefs
on Course Planning...........................44
Related Studies on Teacher’s Perceptions or
Beliefs......................................47
English Learning in EFL Countries................50
Theoretical Framework of Curriculum Development..52
CHAPTER THREE METHODOLOGY................................57
Participants................................... .57
Instruments......................................62
Data Collection Procedures.......................67
Data Analysis....................................68
The Pilot Study..................................69
Significance of the Pilot Study..................75
Summary..........................................76
CHAPTER FOUR RESULTS.....................................77
Perception of English Teachers in Urban and Rural
Area When Implementing Grade 1-9 English
Curriculum.......................................77
Understanding Toward Grade 1-9 English
Curriculum..................................78
Connection through the nine grades...79
Focus on students’ oral ability.....80
Integrated curriculum................81
Course Planning.............................83
Competence indicators................84
Course planning project..............84
Course evaluation....................87
Material Selection..........................88
Goals and objectives.................88
Key points for selection.............89
Implementation of English Curriculum........97
Communicative language teaching......98
Polarity on English proficiency.....102
Remedial instruction................104
Limited class hour..................108
Competence indicators...............110
Predicament.........................111
Assessment.................................114
Multiple assessments................114
Standardized English proficiency test116
Teacher’s Professional development........118
Participants’ willingness of attending
in-service training program.........119
Inequity of education resources.....122
Challenges and Difficulties When Implementing
English Education in Urban and Rural Areas......125
Educational Resource.......................125
Background of English teacher.......126
English teacher deficit.............127
Educational resource support........128
Native English-speaking teachers....129
Implementation.............................130
Limited class hour..................130
Remedial instruction................131
Polarity on English proficiency.....132
Number of students..................133
In-service training program ........133
Sociolinguistic Factors....................134
Family background...................134
Insufficient cultural stimulus......135
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS................137
Summary of the Findings.........................137
Teacher Participants’ Perceptions toward
Grade 1-9 English Curriculum...............138
Discussions.....................................140
Differences of the Perceptions of the
Teachers in Rural and Urban Areas.......140
Course planning....................141
Textbook evaluation and selection 142
Implementation of CLT..............144
Class hour.........................145
Educational resource...............146
Delimitation of the study.......................147
Suggestions.....................................147
Suggestion for Administrators and
Teachers................................148
Suggestions for Future Research.........151
Conclusion......................................152

REFERENCES.................................. .... 154
APPENDIXES..............................................165
Appendix A Background questionnaire in the Study)165
Appendix B Interview Questions in the Study
(Chinese Version)................................167
Appendix C Interview data (Teacher F in junior high
school)..........................................168
Appendix D Definition of Urban and Rural Areas...178

LIST OF TABLES
Table 2.1 English Education Implemented in Elementary Schools in Taiwan in the Academic Year of 2002…..26
Table 2.2 English Education Implemented in Elementary Schools in Taiwan in the Academic Year of 2001……..27
Table 2.3 English Education Implemented in Elementary Schools in Taiwan in the Academic Year of 2002……..28
Table 2.4 EFL Proficiency Test Scalescores on the JBAAT in 2002 (N-59274)… ……...35
Table 3.1 Questions for the Interview……59
Table 3.2 Demographic Data of the Teacher Participants in Elementary School… ……..59
Table 3.3 Demographic Data of the Teacher Participants in Junior High School………..65
Table 3.4 Demographic Data of the Elementary Schools which Teacher Participants Work for…………...70
Table 3.5 Demographic Data of the Junior High Schools which Teacher Participants Work for…………71

LIST OF FIGURES
Figure 2.1. The distribution of the EFL proficiency test
scale scores on the JBAAT in 2002… 36
Figure 2.2. A model of teacher thought and action…46
Figure 2.3. Revised Model for Curriculum Development Based
on Brown (1995) and Pratt(1994)……54

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