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    Title: 台灣高中英語教師對以英語為國際語的教學信念
    Teaching English as an International Language: Reflection and Transition of Teachers' Teaching Beliefs
    Authors: 廖芷櫻
    Liao, Chih ying
    Contributors: 張郇慧
    Chang, Hsun Huei
    Liao, Chih ying
    Keywords: 以英語為國際語
    EIL (English as an International Language)
    teachers' Teaching Belief
    ownership of English
    English standard
    Date: 2007
    Issue Date: 2009-09-17 16:34:52 (UTC+8)
    Abstract: 本研究旨在探討以英語為國際語 (English as an International Language) 之理論將如何影響高中英語教師之教學信念的想法(reflection)與改變(transition)。本研究探討的主要議題,包含了英語的所有權(ownership)、英語標準(standard)與英語的相互理解(intelligibility),教師對個人形象(self-image)與個人認知(identity),以及英語發音教學等議題。
    This study investigates how the infusion of the EIL (English as an International Language) ideology might contribute to the transition of and the reflection from the English teachers in the senior high school. The targeted infusion includes several major issues in the EIL ideology: the ownership of English, the standard and the intelligibility of EIL, the self-image and identity issues, and the EIL phonology teaching beliefs.
    A qualitative research is conducted to collect data from three English teachers in a senior high school. One interview, two study group meetings and one questionnaire were utilized in the study. In the beginning, the interview and the questionnaire were applied so as to discover the subjects’ knowledge about the EIL ideology. The study group meetings later were held to serve as the infusion of the EIL ideology in the research. After the meetings, the same questionnaire was used again to demonstrate whether the transition occurred in the research.
    The results show that no obvious transition of the EIL ideology occurs before and after the infusion. However, the reflection of the three subjects provides richness and depth of interpretation for the study. In the discussion of the major issues of the EIL ideology, the subjects articulate factors of their low degree of acceptance of the EIL ideology in class.
    Lastly, summary of the study, pedagogical implications, and suggestions for further research are provided.
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    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0093951005
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

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