臺灣博碩士論文加值系統

亞洲國家實施本籍英語教師與外籍英語教師協同教學法已有二十多年的歷史淵源。本籍英語教師所扮演的角色一向備受「外師迷思」的挑戰與爭議。本研究旨於評估苗栗市某私人課後英語補教機構進行為期五個月的實驗績效來調查本籍英語教師在課後中英協同教學法所扮演的角色，以破除學生和家長對於「外師迷思」的看法。並藉由劍橋官方兒童英語檢定（簡稱YLE）來檢視其學習成效。透過質化與量化的分析，加上教室觀察來蒐集及分析資料。並藉由學童和家長的訪談及問卷調查來定義本籍英語教師在協同教學中的角色。
本研究發現如下：
1. 相較於英語單語教學與英語協同教學實行並經劍橋官方兒童英語檢定後發現：適時使用學習者母語(L1)確實提高學習者對目標語(L2)的理解度。
2. 學習者的學習動機，文化接觸，家長參與度及學習者母語之使用與英語學習之聽、說、讀、寫能力達顯著相關。
3. 本籍英語教師於協同教學之中適時適量交互運用母語與目標語教學不但
著實證明為協同教學成效之關鍵且兩位具備不同文化背景及語言知識的本籍及外籍英語教師能夠藉協同教學增進學生的英語溝通能力。
最後，研究者根據研究結果提出教學建議給外籍及本籍英語教師在課後英語教學機構，及相關政策決策者當作未來教學之參考。

NNEST (non-native English speaking teacher) and NEST (native English speaking teacher) co-teaching pedagogy has been implemented in EFL countries in Asia for decades. The role of the NNEST has been challenged and debated as the “NEST Fallacy”. This paper investigates the role of NNESTs in an after-school English co-teaching program evaluating a five-month experiment conducted in a private after-school English institution. An official English Language Proficiency Test (YLE Starters Test) was held to examine the outcomes and qualitative and quantitative approaches were adapted for the analysis. Questionnaires and interviews revealed insights and values of learners and parents’ opinions on the role of NNEST’s as well as crucial factors contributing to an efficient co-teaching method compared with a monolingual teaching method on young learners. The findings significantly demonstrate:
1. In comparison between monolingual and co-teaching methods, the results indicated that appropriate utilization of learner’s L1 significantly improved learners’ intake.
2. Factors which are correlated to ability in Listening, Speaking, Reading & writing are cultural contacts, motivation, as well as parental involvement.
3. Utility of the NNEST with appropriate proportions of L1 and L2 usage was demonstrated to be crucial for successful retention. Two teachers with different linguistic and cultural backgrounds can work together to provide students with greater opportunities to improve their English communicative competence.
Finally, pedagogical implications and suggestions from this study are offered to NESTs and NNESTs, as well as other relevant personnel involved in policy implementation and administration at private language institutions.

Table of Contents


Abstract (Chinese)…………………………………………………………………Ⅰ
Abstract (English)…………………………………………………………………Ⅱ
Acknowledgements………………………………………………………………Ⅲ
Table of Contents…………………………………………………………………Ⅳ
LIST OF TABLES………………………………………………………………Ⅵ
LIST OF FIGURES…………………………………………………………….Ⅷ
CHAPTER 1 INTRODUCTION………………………..…………………………1
1.1 Introduction………………………………………………………………….1
1.2 Statement of the Problems…………………………………………………….2
1.3 Background and Needs……………………………………………………...3
1.4 Motivations and Objectives ………………………………………………...4
1.5 Research Questions …………………………………………………………6
1.6 Significance to the Field ……………………………………………………7
1.7 Definitions of Feature Terms………………………………………...….........7
CHAPTER 2 LITERATURE REVIEW………….…………………………….9
2.1 Co-teaching…………………………………………………………………9
2.2 NNEST & NEST Issues……………………………………………………15
2.3 Strengths of utilization of learner’s L1 in SLA……………………………20
2.4 Input and Prior Knowledge in SLA…………………………………………23
2.5 Conclusions…………………………………………………………………26
CHAPTER 3 METHODOLOGY………………………………….….………….27
3.1 Research Design……………………………………………………………27
3.2 Procedures………………………………………………………………….28
3.3 Settings……………………………………………………………………..30
3.4 Participants…………………………………………………………………30
3.5 Measurement Instruments………………………………………………….35
3.6 Data Collection…………………………………………………………….38
3.7 Data Analysis……………………………………………………………….46
CHAPTER 4 RESULTS AND DISCUSSION…………………………………..47
4.1 Evaluation of the Effects of the Experiment…………………………………47
4.2 Correlations of Major Factors in Pretest and Posttest………………………56
4.3 Interpretations of the Role of NNEST………………………………………69
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS………………………81
5.1 Conclusions………………………………………………………………….81
5.2 Limitations…………………………………………………………………..84
5.3 Suggestions………………………………………………………………...84
REFERENCES……………………………………………………………………87
APPENDICES………………………………………………………………………91

LIST OF TABLES

Table1. Student Participants: Monolingual-Teaching Group…………………………32
Table2. Student Participants: Co-teaching Group……………………………………32
Tabl3. Parent Participants: Monolingual-Teaching Group……………………………33
Table4. Parent Participants: Co-teaching Group………………………………………34
Table5. Instructor Participants: NEST and NNEST…………………………………35
Table6. Components of ILTEA’s YLE Starters Test…………………………………38
Table7. Time Table for Mars Class Observations: Monolingual-teaching Group……40
Table8. Time Table for Ocean Class Observations: Co-teaching Group……………41
Table9. Time Table for Students’ Questionnaires: Monolingual-teaching Group……42
Table10. Time Table for Students’ Questionnairs: Co-teaching Ggroup……………43
Table11. Time Table for Parents’ Questionnaires: Monolingual-teaching Group……43
Table12. Time Table for Parents’ Questionnairs: Co-teaching Group………………44
Table13. Time Table for Interviews of the Participants………………………………45
Table14. Result of Pretest………………………………………………………………48
Table15. Posttest of YLE Starters from ILTEA…………………………………………49
Table16. Result of Posttest………………………………………………………………49
Table17. Descriptive Statistics of Pretest………………………………………………51
Table18. Descriptive Statistics of Posttest………………………………………………52
Table19. Paired Samples Statistics………………………………………………………53
Table20. Paired Samples Correlations…………………………………………………54
Table21. Group Statistics of Pretest and Posttest………………………………………55
Table22. Pearson Correlations in Pretest-from Students’ Persective…………………61
Table23. Pearson Correlations in Posttest-from Students’ Persective…………………62
Table24. Pearson Correlations in Pretest-from Parents’ Persective…………………65
Table25. Pearson Correlations in Posttest-from Parents’ Persective…………………67
Table26. Class Observation Record: Monolingual-teaching Group…………………78
Table27. Class Observation Record: Co-teaching Group………………………………79

LIST OF FIGURES

Figure1. Procedure of the Research……………………………………………………29
Figure2. Result of Pretest………………………………………………………………48
Figure3. Result of Posttest………………………………………………………………50
Figure4. Std. Deviation Statistics of Students’ Questionnaires………………………59
Figure5. Mean Statistic of Students’ Questionnaires…………………………………59
Figure6. Std. Deviation Statistic of Parents’ Questionnaires…………………………63
Figure7. Mean Statistic of Parents’ Questionnaires……………………………………64

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