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研究生:籃雯萱
研究生(外文):LAN, WEN-HSUAN
論文名稱:中台灣家長對全美語教育態度之研究
論文名稱(外文):Parental Attitudes Toward English Immersion Education in Central Taiwan
指導教授:許筱彤許筱彤引用關係
指導教授(外文):HSU, HSIAO-TUNG
口試委員:李金玲洪睿璟
口試委員(外文):LEE, CHIN-LINGHUNG, RUEI-JING
口試日期:2020-03-19
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:應用英語系
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:2020
畢業學年度:108
語文別:英文
論文頁數:117
中文關鍵詞:全美語教育父母態度外籍教師父母參與
外文關鍵詞:English immersion educationparental attitudenative English teachersparental involvement
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英語被視為是全球的通用語言,它在台灣的一些幼兒園以及小學、初中和高中正式地被當作第二語言或外語進行教學。然而父母的態度和積極參與會影響孩子對英語學習的成功與否。
本研究旨在探討父母對全美語教育的態度、父母對外籍教師的態度或期望,以及父母對孩子在家中英語學習的參與。此研究對象為中台灣地區393位學生家長以問卷調查分析,其中大多數為學齡前兒童的家長。蒐集之研究數據採用SPSS 22版本進行敘述性統計、卡方檢定,及one way ANOVA 單因子變異數等量化統計方法進行分析,以了解研究對象的家庭背景與父母對幼兒英語教育態度之間的關係。
本研究歸納結果為:(1) 從事各種職業的父母中有99.7%的人認為學習英語很重要;(2) 家庭收入相對較高的父母較有可能讓孩他們的孩子就讀全美語教育,以及某些需要英語技能的職業的父母也是如此;(3) 具有較高教育背景的父母往往對對外籍教師寄予更高的期望,並更多地參與幫助他們的孩子在家中學習英語。
Considered a global language, English is taught and learned in some preschools and, officially, in elementary, junior high, and high schools as a second or foreign language in Taiwan. However, parents’ attitudes and active roles toward learning English affect their children’s success. This study investigated parental attitudes toward early childhood English education, parental attitudes toward or expectations of native English teachers, and parental involvement with children’s English learning at home. Study participants were 393 parents, mostly of preschoolers, in Central Taiwan. Quantitative analyses of the study’s survey questionnaire were conducted through descriptive statistics, chi-square analysis, and ANOVA using SPSS 22 to probe the relationship between parental background and parental attitudes toward early childhood English education. Results were as follows: 99.7% of parents in various occupations believed learning English is important. Parents with relatively higher incomes were more likely to enroll their children in an English immersion program, as were parents in certain occupations requiring English skills. Parents with higher educational backgrounds tended to have higher expectations of native English teachers and had greater involvement in helping their children learn English at home.
Table of Contents
摘要 I
Abstract II
Acknowledgements IV
Chapter 1: Introduction 1
Background of the Study 1
Statement of Problems 3
Purpose of the Study 4
Research Questions 4
Definition of Terms 5
Immersion Program 5
Parental Attitude Toward English Education 5
Parental Involvement at Home 6
Chapter 2: Literature Review 7
Immersion Education 7
History of Immersion Education 7
English Immersion Programs in Taiwan 8
Perception of Language and Culture 10
English Immersion Programs in Korea 12
Parental Attitudes Toward English Education 13
Native English Teachers 16
Parental Involvement at Home 18
Chapter 3: Methodology 22
Research Method 22
Pilot Study 22
Validity of the Questionnaire 22
Reliability of the Questionnaire 23
Participants 24
Instruments 25
Research Procedures 25
Data Analysis 26
Chapter 4: Results and Discussion 28
Demographic Statistics 29
Chi-square Analysis and Cross-tabulation 37
ANOVA Analysis 43
Chapter 5: Conclusions, Limitations, and Suggestions 60
Conclusions 60
Limitations and Suggestions 65
References 66
Appendixes 76
Appendix A: Questionnaire on Parental Attitudes Toward English Immersion Education in Taiwanese Preschool for Pilot Study 76
Appendix B: Questionnaire on Parental Attitudes Toward English Immersion Education in Taiwanese Preschool for Pilot Study (Chinese Version) 88
Appendix C: Questionnaire on Parental Attitudes Toward English Immersion Education in Central Taiwan for Formal Study 95
Appendix D: Questionnaire on Parental Attitudes Toward English Immersion Education in Central Taiwan for Formal Study (Chinese Version) 107

List of Tables
Table 1. Questionnaire Reliability Values by Category for the Formal Study 24
Table 2. Summary Statistics of Survey Questionnaire 28
Table 3. Result of Sample Distribution by Respondent 29
Table 4. Result of Sample Distribution by Educational Decision Maker 30
Table 5. Result of Sample Distribution by Child’s Educational Stage 31
Table 6. Result of Sample Distribution by Language Mostly Spoken at Home 32
Table 7. Result of Sample Distribution by Parental Educational Background 33
Table 8. Result of Sample Distribution by Importance of Learning English 34
Table 9. Result of Sample Distribution by Child Currently Attending an English Immersion Program 35
Table 10. Result of Sample Distribution by Reason Parents Do Not Enroll Children in an English Immersion Program 36
Table 11. Chi-Square Tests 37
Table 12. Cross-tabulation (The importance of learning English *Occupation) 38
Table 13. Chi-Square Tests 39
Table 14. Cross-tabulation (Child is attending EIP * Child’s educational stage) 40
Table 15. Cross-tabulation (Child is attending EIP *Occupation) 41
Table 16. Cross-tabulation (Child is attending EIP * Monthly combined household income) 42
Table 17. Results of Parental General Attitudes Toward Childhood English Education One-Way ANOVA by Educational Background (Q4) 44
Table 18. Results of Parental General Attitudes Toward Childhood English Education One-Way ANOVA by Educational Background (Q5) 45
Table 19. Results of Parental General Attitudes Toward Childhood English Education One-Way ANOVA by Educational Background (Q7, Q13) 46
Table 20. Results of Parental General Attitudes Toward Childhood English Education One-Way ANOVA by Educational Background (Q40, Q41) 47
Table 21. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q17, Q18) 49
Table 22. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q19) 50
Table 23. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q21) 51
Table 24. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q22) 52
Table 25. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q24) 53
Table 26. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q26) 54
Table 27. Results of Parental Expectation of Native English Teachers One-Way ANOVA by Educational Background (Q27) 55
Table 28. Results of Parental Involvement in Children’s English Learning at Home One-Way ANOVA by Educational Background (Q31, Q32, Q33) 56
Table 29. Results of Parental Involvement in Children’s English Learning at Home One-Way ANOVA by Educational Background (Q34, Q35) 58
Table 30. Profile of Participants (N = 393) 114

List of Figures
Figure 1. Flow Chart of the Research Procedure 26
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