臺灣博碩士論文加值系統

摘要
先前研究指出，國籍與民族教育理念對教師的教學行為與信念可能有很大的影響。不幸的是，台灣至今對中、外籍教師教學行為上的不同仍少有深入研究，尤其在英語教學環境上；涉及深度訪談的研究更甚稀少。此研究主要探討在大學英語口說課程中，中、外籍英語教師在教學行為和理念上的不同；學生對中、外籍教師教學上的理解程度、優缺點、喜好；中、外籍教師的教學期望差異、評估方式差異、及教學時面臨的困難差異。本研究採用量化和質化的方式進行：兩百一十一位台灣大學生的問卷調查，十位外籍與十位本籍英語教師，及二十位學生的個別深度訪談。此研究結果發現：(一) 大學生認為外籍與本籍教師在英語教學行為上是有明顯的不同 。透過相依樣本測試發現在學生問卷調查中，教學行為項目 (43項中有31項)的回答有著百分之七十二的顯著差異；(二) 外籍教師提供多樣化的課堂活動、上課中以學生口語練習為主、教學方法活潑多變、課堂中常與學生互動、設計活潑有趣的學習情境、上課會運用多媒體輔助學習；(三) 本籍教師安排較多的測驗、注重文法學習、每堂課有一定的課程進度。上課以老師講解及教科書為主，且能提供能增進口語能力的方法；(四) 多數學生 (83%)喜歡外籍教師的口語課程，因為可以提升學生的學習動機及增加與外國人說話的機會。多數大學生認為，曾在英語系國家讀書或居住過的本籍英文教師即有資格教授英語課程 ; (五) 所有訪談過的大學生都較偏好中外師協同教學；(六) 在外籍教師課堂中，不僅學生有課程理解上的困難，外師與學生也會發生溝通障礙、較少糾正學生口語錯誤，協助學生取得英語證照方面的成效也不大；(七) 外籍教師們高度期許學生能自信與流利地說英語，並喜歡學習英語；本籍教師則期望學生在英語口說中準確使用語法和字彙；(八) 外籍教師透過團隊合作，戲劇表演，或是運用多元評量來評估學生的英文口說能力；相反地，大多數本籍教師較偏向以個人表現為主的評分方式；(九) 此研究發現外籍與本籍英語教師在教學過程上，面臨的困難也有所不同。最後，我們將根據研究結果提出教學建議、未來研究導向，以茲參考。

Abstract
Previous research has shown that nationality and the educational philosophy in that culture may have great impact on a teacher’s teaching behaviors and beliefs. To date, not much literature has been documented in probing how foreign and local Mandarin-speaking English teachers differ in their teaching practices, in particular, in the EFL context of Taiwan. The research with in-depth interviews on these teachers has unfortunately been scant. The purpose of the study was to explore the teaching behaviors and beliefs of foreign and local English teachers at college oral training classes. Specifically, the student perceptions of the instructions of foreign and local English teachers, strengths and weaknesses of those teachers’teaching behaviors, student preferences for teachers in teaching such oral classes, and differences in the teaching expectations, assessments and difficulties for the two types of teachers were examined. It involved quantitative and qualitative methods: a questionnaire for 211 EFL college learners and in-depth individual interviews for both teachers (10 foreign English teachers and 10 Mandarin-speaking English teachers) and students (20 questionnaire takers). The important results were: (1) college students perceived great differences in the teaching behaviors of foreign and local English teachers; 72 % teaching behavior items (31 in 43) in the student questionnaires were found significant with the paired samples t-tests; (2) the most distinctive differences were found in providing various in-class activities, giving student-centered instruction, using various teaching approaches, often interacting with students, creating learning contexts and using multimedia, all of which in favor of the foreign English teachers; (3) giving more tests, focusing on teaching grammar, having fixed teaching progress, giving teacher-centered instruction, spending most time lecturing textbooks, and teaching learning strategies to improve students’oral skills characterized the perceived teaching behaviors of the local English teachers; (4) most of the participants (83%) reported their preferences for a foreign English teacher to teach an oral class chiefly due to the motivating instruction and opportunity to speak English with a foreign teacher; a local English teacher was considered as well in teaching English if he/she had lived or studied in the country where the English language was spoken; (5) when choices were given, all of the interviewed students would prefer to attend a class of mixed foreign and local English teacher teaching arrangement; (6) students’ having difficulty comprehending the lecture, the instructor’s having communication gap with students, seldom correcting student mistakes, and not helping students much on gaining English certificates were common problems reported by the interviewees in their experiences with a foreign English teacher’s class; (7) the interviewed foreign English teachers reported high student expectations in speaking English with confidence and fluency and meanwhile, being able to enjoy learning English; in contrast, the local English teachers expected their students to use grammar and vocabulary with precision and accuracy while delivering spoken English; (8) the foreign English teachers reported their preferences to evaluate student performance through teamwork, role-play, or with other alternative assessments; in contrast, most of the local English teachers preferred evaluating individual performances to group performances; (9) differences were also found in the teaching difficulties reported by the foreign and the local English teachers. Pedagogical implications and suggestions for further research were given to conclude this study.

Table of Contents
Abstract (Chinese)………………………………………………………………………… i
Abstract (English)………………………………………………………………………iii
Acknowledgements………………………………………………………………………vi
Table of Contents…………………………………………………………………………vii
Tables………………………………………………………………………………………x
CHAPTER 1………………………………………………………………………………1
Introduction……………………………………………………………………………1
Problem Statement ……………………………………………………………4
Purpose of the Study…………………………………………………………5
Research Questions………………………………5
Definitions of Terms……………………………………………………6
CHAPTER 2………………………………………………………………………………8
Literature Review……………………………………………………………………8
Cultural Backgrounds and Teaching Beliefs……………………………………8
Previous Research on Teachers of Different Nationalities and Their Different Teaching Behaviors……………………………………………………………10
Strengths and Weaknesses of Foreign and Local English Teachers…………15
Teacher Expectations and Teaching Difficulties………………………………17
CHAPTER 3………………………………………………………………20
Methodology…………………………………………………………20
Subjects…………………………………………………………20
Instruments…………………………………………………………………21
Procedures……………………………………………………………………24
Data Analyses………………………………………………………26

CHAPTER 4………………………………………………………………………………27
Results………………………………………………………………………………27
Validity and Reliability………………………………………………………….27
Results………………………………………………27
CHAPTER 5……………………………………………………………………………41
Conclusions…………………………………………………………………………41
Discussion on Major Findings…………………………………………………41
Teaching Behaviors of Foreign and Local English Teachers…………………41
Preferences for Foreign/Local English Teachers and Their Respective Strengths and Weaknesses……………………………………………………………44
Teacher Expectations and Teaching Difficulties………………………………46
Teacher Expectations……………………………………………………46
Teaching Difficulties……………………………………………………47
Pedagogical Implications…………………………………………48
Suggestions for Further Research……………………………………………49
References………………………………………………………………………………51
Appendix A: Questionnaire (English Version)…………………………………………….60
Appendix B: Questionnaire (Chinese Version)……………………………………………66
Appendix C: Interview Questions for Students (English Version)………………………72
Appendix D: Interview Questions for Students (Chinese Version)………………………73
Appendix E: Interview Questions for Teachers (English Version)……………………74
Appendix F: Interview Questions for Teachers (Chinese Version)……………………75

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