English  |  正體中文  |  简体中文  |  Post-Print筆數 : 20 |  Items with full text/Total items : 90058/119991 (75%)
Visitors : 24124077      Online Users : 2568
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/37298

    Title: 留學英美教師及國內進修教師:對英語教學之溝通式教學法的信念及教學行為
    US/UK-Trained English Teachers vs. Locally-Trained English Teachers:Beliefs and Practices in Communicative Language Teaching
    Authors: 龔怡禎
    Kung, Yi -chen
    Contributors: 葉潔宇
    Yeh, Leah C. Y.
    Kung, Yi -chen
    Keywords: 教師信念
    Date: 2008
    Issue Date: 2009-09-19 13:05:44 (UTC+8)
    Abstract: 溝通式教學法在英語教學界蔚為主流已有數十年之久。過去的研究亦指出此教學法的實施成效與該實施國家一貫的學習文化具有相當程度的關係。本研究旨在瞭解曾至海外留學的英語教師,因其受到溝通式教學法的影響可能多於在國內進修的教師,他們的信念是否比在國內進修的教師更清楚地顯現在教室行為中。
    Communicative Language Teaching (CLT) has dominated the field of language teaching for decades. Previous research also indicated that the effectiveness of CLT has a lot to do with the culture of learning in the country where CLT is implemented. The aim of the present study is to explore whether foreign-trained English teachers, who are presumably under more influence of CLT than locally-trained teachers, have manifested their beliefs and practices more explicitly in the classroom instruction.
    This study adopted a qualitative research method. The participants are 3 US/UK-trained English teachers and 3 locally-trained English teachers, who teach in a senior high school in northern Taiwan. In this study, the instruments for collecting data included questionnaire, classroom observations and follow-up interviews. The data were analyzed to answer the following research questions: (1) US/UK-trained English teachers’ beliefs and practices in CLT, (2) locally-trained English teachers’ beliefs and practices in CLT, (3) the similarities in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers and (4) the differences in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers.
    The major findings are all participants, including both foreign-trained and locally-trained teachers, claimed to hold positive attitude toward CLT. However, CLT was not used frequently in class. It was an eclecticism that was mostly adopted, instead. As for the major constraints from applying CLT, all participants agreed the contextual factors, such as pressure of exams, limited teaching hours, class size, mattered a lot. In addition, the overseas educational experience made no difference to teachers’ beliefs.
    Finally, pedagogical implications and suggestions are presented at the end of the paper.
    Reference: Bauch, P. A. (1984, April). The impact of teachers’ instructional beliefs on their teaching: Implications for research and practice. Paper presented at the Annual Meeting of the American Educational Research Association.
    Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57(3), 278-287.
    Blanton, W. E., & Moorman, G. B. (1987). The effects of knowledge on the instructional behavior of classroom reading teachers. Research Report No. 7. Boone, NC: Appalachian State University, Center on Excellence in Teacher Education.
    Borg, M. (2001). Key concepts in ELT: Teachers’ beliefs. ELT Journal, 55(2), 186-188.
    Borg, S. (2003). Review article: Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, do. Language Teaching, 36, 81-109.
    Bower, T. J. (1973). Effects of short-term study abroad on student attitudes. Unpublished doctoral dissertation, University of Colorado at Boulder.
    Brophy, J. E., & Good, T. (1974). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillion.
    Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
    Burnaby, B., & Sun, Y. (1989). Chinese teachers’ views of western language teaching: Context informs paradigms. TESOL Quarterly, 23(2), 219-238.
    Calderhaed, J. (1995). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology, (pp. 705-725). New York: Macmillion Library Reference USA, Simon & Schuster Macmillan.
    Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
    Carlson, J. S., Burn, B. B., Useem, J., & Yachimowicz, D. (1990). Study abroad: The experience of American undergraduates. Westport, CT: Greenwood Press.
    Chang, L-Y. (2001). Communicative Language Teaching: Senior High School Teachers’ Beliefs and Practices. Unpublished master’s thesis, Tamkang University, Taipei, Taiwan.
    Chang, S., & Huang, Y-K. (2001). Communicative language teaching: Senior high school teachers’ beliefs and practices. Selected Papers from the Tenth International Symposium on English Teaching, 219-227. Taipei Crane Publishing Co., Ltd.
    Choi, S. (1999). Teaching English as a foreign language in Korean middles schools: Exploration of communicative language teaching through teachers’ beliefs and self-reported classroom teaching practices. Retrieved July 30, 2008, from
    http://wwwlib.umi.com/dissertations/fullcit/9941302 (UMI No. AAT 9941302)
    Chou, P-W. (2004). Junior high school EFL teachers’ attitudes toward Grade 1-9 curriculum and their classroom practice. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
    Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: Macmillion.
    Cullibos, J. H., & Robbins, D. (2004). Transcending boundaries: The benefits of short-term study abroad experiences for foreign language teachers. NECTFL Review, 54, 24-34.
    Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The impact of short-term study abroad programs on L2 listening comprehension skills. Foreign Language Annals, 41(1), 157-185.
    Dobson, R. L., & Dobson, J. E. (1983). Teacher beliefs-practice congruency. Viewpoints in teaching and learning, 59, 20-27.
    Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings and directions. Educational Policy, 2(1), 51-70.
    Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational research, 38, 47-65.
    Goodman, J. (1998). Construction a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and teacher education. 4(2), 201-225.
    Gorsuch, G. (2000). EFL educational policies and educational cultures: Influences on teachers’ approval of communicative activities. TESOL Quarterly, 34(4), 675-710.
    Gwynne, M. A. (1981). The effects of study abroad on community college students. Unpublished doctoral dissertation, Columbia University Teachers College.
    Harste, J. C., & Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P. D. Peterson (Ed.), Reading: Theory, Research and Practice, (pp. 32-40). New York: National Research Conference.
    Harvey, O. J. (1970b). Belief systems and education: Some implications for change. In J. Crawford (Ed.), The Affective Domain, (pp.67-93). Washington, D. C.: Communications Service Corporation.
    Harvey, O. J. (1986). Belief systems and attitudes toward the death penalty and other punishments. Journal of Psychology, 54, 143-159.
    Hsu, C-H. (2003). Impacts of English teachers’ perceptions of Communicative Language Teaching on classroom practices in senior high schools in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
    Hu, G-W. (2001). English language teaching in the People’s Republic of China. Country report for the Six-Nation Education Research Project on Pedagogical Practices in English Language Education, National Institute of Education, Nanyang Technological University.
    Hu, G-W. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93-105.
    Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Baltimore: Penguin.
    Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle Publishers.
    Kafka, E. P. (1968). The effects of overseas study on worldmindedness and other selected variables of liberal arts students. Unpublished doctoral dissertation, Michigan State University.
    Kagan, D. M. (1992). Implications of research on teacher belief. Educational psychologist, 27(1), 65-90.
    Kamil, M., & Pearson, P. (1979). Theory and practice in teaching reading. New York University Education Quarterly, Winter, 10-16.
    Karavas-Donkas, E. (1996). Using attitudes scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187-198.
    Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
    Leu, D., & Misulis, K. (1986, December). Prior knowledge and the comprehension of basal teacher’s guides. Paper Presented at annual Meeting of National Reading Conference, Austin, Texas, USA,.
    Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703.
    Liao, W-W. (2003). Senior high school English teachers’ beliefs towards Communicative Language Teaching and their classroom practice. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Lin, H-J. (2002). Teachers' beliefs and practice of Communicative Language Teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge, U. K.; New York: Cambridge University Press.
    Marion, P. (1980). Relationships of student characteristics and experiences with attitude changes in a program of study abroad. Journal of College Student Personnel, 21, 58-64.
    Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks: SAGE Publications.
    Marshall, J. P. (1973). The teacher and his philosophy. Lincoln, Nebraska: Professional Educators Publication, Inc.
    Minister of Education. (2007). The distribution of Taiwanese international students around the world. Retrieved July 30, 2008, from http://www.edu.tw/files/site_content/B0003/1998_2007visa.pdf
    Morgan, E. E., Jr. (1972). The American college student in Switzerland: A study of cross-cultural adaptation and change. Unpublished doctoral dissertation, University of Pittsburgh.
    Morgan, E. E. Jr. (1975). Study abroad: A process of adaptation and change. International Review of Education, 21, 207-215.
    Nash, D. (1976). The personal consequences of a year of study abroad. Journal of High Education, 47, 191-203.
    Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
    Nien, Y-H. (2002). Teacher beliefs and their influence on classroom practice: A case study of a senior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Nisbett, R. E., & Ross, L. D. (1980). Human inference: Strategies and shortcomings of social judgment. Englewood Cliff, NJ: Prentice Hall.
    Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41, 136-145.
    Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice-Hall.
    Nunan, D. (1991a). Communicative tasks and the language curriculum. TESOL Quarterly, 25 (2), 279-295.
    Opper, S. (1990). Impacts of study abroad programmes on students and graduates. London: Jessica Kingsley Publishers.
    Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
    Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
    Richards, J. C., & Rogers, T. S. (2001). Approaches and methods in language teaching. Cambridge, U.K.; New York: Cambridge University Press.
    Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.
    Rupley, W. H., & Logan, J. W. (1984). Elementary teachers’ beliefs about reading knowledge of reading content: Relationships to decisions about reading outcomes. (ERIC Document Reproduction Service No. ED 285162.)
    Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83, 494-518.
    Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.
    Sharp, R., & Green, A. (1975). Education and social control. London: Routledge & Kegan Paul.
    Wang, Y. (2004). Pursuing cross-cultural graduate education: A multifaceted investigation. International Education, 33(2), 52-72.
    Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.
    Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
    Ying, Y-W. (2003). Academic achievement and quality of overseas study among Taiwanese students in the United States. College Student Journal, 37(3), 470-480.
    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0094951005
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    100501.pdf112KbAdobe PDF941View/Open
    100502.pdf61KbAdobe PDF917View/Open
    100503.pdf116KbAdobe PDF859View/Open
    100504.pdf62KbAdobe PDF819View/Open
    100505.pdf65KbAdobe PDF941View/Open
    100506.pdf69KbAdobe PDF950View/Open
    100507.pdf90KbAdobe PDF1035View/Open
    100508.pdf84KbAdobe PDF1104View/Open
    100509.pdf163KbAdobe PDF1332View/Open
    100510.pdf94KbAdobe PDF977View/Open
    100511.pdf79KbAdobe PDF1318View/Open
    100512.pdf73KbAdobe PDF940View/Open
    100513.pdf103KbAdobe PDF923View/Open
    100514.pdf64KbAdobe PDF827View/Open
    100515.pdf74KbAdobe PDF891View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback