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研究生:陳閔志
論文名稱:高中英語教師寫作教學信念與實踐:質性個案研究
論文名稱(外文):Senior high school EFL teachers’ pedagogical beliefs and practices on writing instruction: a qualitative case study
指導教授:黃怡萍黃怡萍引用關係
指導教授(外文):Huang, Yi Ping
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英國語文學研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:101
語文別:英文
論文頁數:109
中文關鍵詞:英語教師寫作教學教學信念情境因素
外文關鍵詞:English TeacherWriting InstructionTeaching BeliefContextual Factor
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過去研究著重於教師全方位的英語教學信念,關於英語教師個別技巧方面的教學信念研究較為缺乏,因此本研究將重心擺在教師寫作信念的研究。本研究旨在以質化研究方式探討兩位高中英語教師寫作信念及其課堂教學,同時分析學生相關因素如何影響教師寫作信念及其課堂教學。研究對象包含兩位高中英語教師及八名學生。資料蒐集方式包含訪談、課室觀察、以及觀察筆記。研究結果顯示教師信念及其教學並非完全一致。部分不一致的原因主要在於學生行為、學習態度、英語程度、師生的學習背景不同、時間壓力,以及課堂人數多寡等情境因素。此外,相較於之前研究所提及的情境因素,學生特質能為教師的教育帶來不同層面的影響。總之,學生因素以及信念與教學的不一致可以幫助教師們反思教學的本質,並且藉由情境化的調整,發展出更符合情境的教學方式。

In the past, the research focused on English teachers’ general pedagogical beliefs while the research on specific beliefs was lacking. Hence, the current research put emphasis on English teachers’ pedagogical beliefs on writing instruction. The purposes of the current study were to investigate two senior high school English teachers’ beliefs and practices on writing instruction and how students’ characteristics influenced them. The participants were two senior high school teachers and eight students chosen from the teachers’ classes. Data collection methods included semi-structured interviews with teachers and students, classroom observations, and field notes. The results indicated a partial inconsistency between the teachers’ beliefs and their instruction, mainly resulting from students’ behavior, learning attitudes, students’ English proficiency, time pressure, and class sizes. Also, students’ characteristics were found to have different types of influence on teachers’ instruction compared to other contextual factors mentioned in the previous research. In conclusion, students’ characteristics and the discrepancies between teachers’ beliefs and practices would help teachers reflect on the nature of their instruction and develop more contextually responsive teaching.



Acknowledgements iii
Chinese Abstract vii
English Abstract viii
Chapter
1. Introduction 1
Background and Rationale of the Study 1
Purposes of the Study 3
Definition of Terms 3
2. Literature Review 5
Definition of Beliefs and Teachers’ Beliefs 5
Approaches to Beliefs about Language Learning 6
Research on English Teachers’ Beliefs and Practices in Classroom 7
Teachers’ Beliefs about General English Teaching 8
Teachers’ Beliefs about Teaching Specific Field of Language 8
Research on Language Teachers’ Beliefs and Practices on Writing
Instruction 10
Various Approaches to Writing Instruction 10
Consistency between Belief and Practice 12
Factors Influencing Teacher’s Beliefs or Practices 12
Contextual Factors Influencing Teachers’ Practices on Writing Instruction 15
Framework of the Relationship between Teacher’s Beliefs and Practices 18
Research Questions 20
3. Methodology 21
Research Design 21
Participants and Contexts 21
Data Collection Method 23
Semi-structured interviews 24
Classroom Observations and Field Notes 26
Data Analysis 26
Validation 27
Role of the Researcher 28
4. Findings and Case Analysis 29
Shelly 29
Course Preparation 29
Writing Instruction in Class 30
Beliefs and Practices on Writing Instruction 31
Jocey 41
Course Preparation 41
Writing Instruction in Class 42
Beliefs and Practices on Writing Instruction 42
Summary 55
Contextual factors influencing teacher’s beliefs and writing instruction 56
Shelly 56
Jocey 64
5. Cross-Case Analysis and Discussion 75
Research Question One 75
Research Question Two 77
Research Question Three 80
6. Conclusion 89
Summary of the Study 89
Pedagogical Implications 90
Limitations of the Study 91
Suggestions for Future Research 91
Conclusion 92
References 95
Appendices 101
A. Teachers’ Interview Questions 101
B. Students’ Interview Questions 106
C. Transcript Conventions 109


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