臺灣博碩士論文加值系統

在台灣，英語學習者受到環境因素的影響以至於接觸英語的機會有限。為了提升台灣大學生的英語能力，教育部鼓勵大專院校使用英語授課。Krashen (1987) 提出語言輸入假說 (Input Hypothesis)，將沈浸於語言學習環境視為增進語言能力的重要方法。他主張：可理解的語言輸入 (comprehensible input) 才是促進語言習得不可或缺的根源。雖然教育部大力提倡英語授課，但學生是否能夠理解其授課內容依舊是個問號。 Long (1982) 與 Chaudron (1988) 點出了若干有助於理解語言輸入的語言變異特徵。有些研究 (Bateman, 2008; Duff & Polio, 1990) 調查了教師對於使用第二語言來教授專業科目的理念，另外有些研究 (Lin, 2005; Wesche & Ready, 1985) 則調查了不同教學環境下的語言變異。然而，鮮少有人探究第二語言教學的教師理念緣由以及教師課堂用語以外的教學技巧。職是之故，本質性研究旨在了解教師對於英語授課之信念及其教學技巧；佐證材料取自研究對象訪談、課室觀察與實地訪視筆記 (field note)，以三位本國籍英語教師為抽測對象，搭配問卷調查結果，以利發現教師使用英語授課的信念與有用的教學技巧：語言性的教學技巧包括口語發音的調整、文字的重覆使用以及實例等；非語言性的教學技巧則包括教學單元複習、身體語言、圖片、圖解組織 (graphic organizer)、實物教學 (realia) 以及色碼 (color coding) 的運用。本研究可望為英語教學、語言課程發展和語言師資培育帶來研究建議。

Learning English in Taiwan has its constraints for the limited exposure of English. To increase optimal exposure and enhance learners’ English proficiency, the Ministry of Education (MOE) has encouraged universities and colleges to provide as many English-medium courses (i.e., the content-based language courses) as possible. Krashen’s (1987) Input Hypothesis regards the exposure of language input as the major way to enhance learners’ linguistic competence. Krashen argued that comprehensible input is an indispensable source that facilitates learners’ language acquisition. With the MOE’s well-intended effort to create more optimal input in the classroom, it remains a question whether the English used as the medium of instruction is comprehensible to learners. Long (1982) and Chaudron (1988) pointed out several features of language modification to make input comprehensible. And a number of studies have investigated teachers’ beliefs about the target language use in subject-matter classes (Bateman, 2008; Duff & Polio,1990) as well as the existence of language modification in different instructional settings (Lin, 2005; Wesche & Ready, 1985). Nevertheless, the reasons why teachers use the target language in the classroom and the teaching techniques apart from teacher talk have rarely been discussed. Therefore, this study aimed to understand teachers’ beliefs and their teaching techniques in using the target language as the medium of instruction. The design of this study was a qualitative inquiry. Three non-native teachers of English who often used English as the medium of instruction were identified on the basis of their questionnaire responses. They were, then, invited to participate in this study. Interviews, classroom observations, and field notes served as the data for analysis. The results revealed interesting teachers’ beliefs and useful teaching techniques. Linguistically, teacher talk such as modified pronunciation, repetition, and examples were used to enhance comprehension. Non-linguistically, lesson review, body language, and visual aids including picture, graphic organizer, realia, and color coding were employed. The findings of this study may have implications for English teaching, language program development, and language teacher education.

Acknowledgements i
Chinese Abstract iii
English Abstract iv
Table of Contents v
List of Tables vii
List of Figures viii


Chapter 1 – Introduction 1
1.1 Background 1
1.2 Statements of the Problem 3
1.3 Motivation 3
1.4 Rationale 4
1.5 Purpose of the Study 6
1.6 The Organization of the Study 6
Chapter 2 – Literature Review 7
2.1 Theory of Communicative Language Teaching 7
2.2 Theory of Content-based Language Teaching 9
2.3 Theory of Input in Second Language Learning 10
2.3.1 Krashen''s Input Hypothesis and Comprehensible Input 13
2.3.2 Teacher Talk as Input in the Instructional Settings 14
2.3.3 Interaction in the Second Language Classrooms 17
2.4 Theory of Teachers'' Belief System 21
2.4.1 Teachers'' Beliefs and the Source of Beliefs 21
2.4.2 Teachers'' Beliefs and Their Actions 22
2.5 Previous Research Findings on Teachers'' Beliefs about TL Use and Teacher Talk in the Language Classroom 25
2.6 Research Questions 38
2.7 The Definition of Terms 38
Chapter 3 – Methodology 40
3.1 The Context and Instructional Setting 40
3.2 Participants 40
3.3 Research Design 43
3.4 Instrument 43
3.4.1 Survey 44
3.4.2 Interview 44
3.4.3 Classroom Observation 46
3.5 Procedures of Data Collection 46
3.6 Coding and Data Analysis 48
3.7 Validation 50
Chapter 4 – Results 53
4.1 The Results of Survey 53
4.2 The Findings of Interviews and Classroom Observations 55
4.2.1 Positive Attitude and Perceived Good Effects of the Use of English as the Medium of Instruction 55
4.2.2 Prior Learning Experience as the Major Source of Teacher Beliefs 59
4.2.3 Linguistic and Non-linguistic Teaching Techniques Employed to Make English-medium Instruction Comprehensible 65
4.2.3.1 Modified Pronunciation 67
4.2.3.2 Preferred Use of High Frequently-used Vocabulary 69
4.2.3.3 Repetition 70
4.2.3.4 Example 72
4.2.3.5 Visual Aids (Picture) 76
4.2.3.6 Visual Aids (Graphic Organizer) 78
4.2.3.7 Visual Aids (Realia) 81
4.2.3.8 Visual Aids (Color Coding) 82
4.2.3.9 Lesson Review 83
4.2.3.10 Body Language 85
4.2.4 Learners'' Native Language Adopted with Its Pedagogical Value in English-medium Courses 86
4.3 Summary of the Findings 91
Chapter 5 – Discussion 93
5.1 Discussion of the Research Questions 93
5.2 Pedagogical Implications 97
5.3 Limitations of the Study and Suggestions for Further Research 100
5.4 Significance 101
References 102
Chinese 102
English 102
Appendices 110
Appendix I 110
Appendix II 111
Appendix III 113

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