Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/94609
|
| Title: | 高職英文教師對於字彙學習策略融入教學的信念與實踐
Vocational High School English Teachers` Beliefs and Practices in Integrating Vocabulary Learning Strategies into Their Instruction |
| Authors: | 廖乙驊
Liao, I hua |
| Contributors: | 林啟一
Lin,Chi yee
廖乙驊
Liao,I hua |
| Keywords: | 字彙學習策略
教師信念與實踐
高職英文教師
vocabulary learning strategies
Teachers` beliefs and practices
vocational high school English teachers |
| Date: | 2007 |
| Issue Date: | 2016-05-06 17:07:02 (UTC+8) |
| Abstract: | 回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。
本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。
本研究的主要發現是：
1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。
2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。
3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。
本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。
Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices.
The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices.
Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices.
It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools. |
| Reference: | Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 85-102). London: Prentice Hall International.
Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what teachers think, know, believe, and do. Language Teaching, 36, 81-109.
Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49-75). Hillsdale, N. J.: Erlbaum.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campiones, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell & M. Markman (Eds.), Carmichael’s manual of child psychology, Vol. 3 (pp. 77-166). New York: Wiley.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
Campos, A., Gonzalez, M. A., & Amor, A. (2003). Limitations of the mnemonic-keyword method. The Journal of General Psychology, 130 (4), 399-413.
Carter, R. & McCarthy, M. (1988). Developments in the teaching of vocabulary: 1945 to the present day. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 39-59). New York: Longman.
Chamot, A. U. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals, 26(3), 308-321.
Chamot, A. U., & Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Chan, S. F. (2005). Taiwan’s senior high school English teachers’ perceptions of the effectiveness of English learning strategies and their incorporation of English learning strategies in teaching. Unpublished master’s thesis, Tunghai University.
Chang, H. R. (2005). A study of junior high school EFL teachers’ beliefs and practices on listening instruction in Taiwan. Unpublished master’s thesis, National Changhua University of Education.
Chen, L. C. (2003). The effects of “word meanings inferred from context” instruction in English vocabulary learning of vocabulary high school students: A case study. Unpublished master’s thesis, National Chengchi University.
Chen, S. L. (2005). A study of junior high school EFL teachers’ beliefs and classroom practices in vocabulary instruction. Unpublished master’s thesis, National Changhua University of Education.
Cheng, M. C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University.
Chiou, C. A. (2003). Literature and English teaching: Perceptions and practices of senior high school English teachers in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Chuang, C. L. (2002). The teaching of Anglo-American culture in English classroom: A survey of elementary school English teachers’ attitudes and practices. Unpublished master’s thesis, National Taipei University of Education.
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: Macmillan.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp.225-237). Cambridge: Cambridge University Press.
Cohen, A. D. (1987). The use of verbal and imagery mnemonics in second-language vocabulary learning. Studies in Second Language Acquisition, 9, 43-61.
Cohen, A. D. (1990). Language learning: Insights for learners, teachers and researchers. New York: Newbury House.
Cohen, A. D. & Aphek, E. (1980). Retention of second-language vocabulary over time: Investigating the role of mnemonic association. System, 8(3), 221-235.
Cohen, A. D. & Aphek, E. (1981). Easifying second language learning. Studies in second Language Acquisition, 3(2), 221-236.
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.
Derry, S. J., & Murphy, D. A. (1986). Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56, 1-39.
Dobson, R. L., & Dobson, J. E. (1983). Teacher beliefs-practice congruency. Viewpoints in Teaching and Learning, 59(1), 20-27.
Duffy, G., & Anderson, L. (1984). Teachers’ theoretical orientations and the real classroom, Reading Psychology, 5(2) 97-104.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. Modern language Journal, 87(2), 222-241.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press.
Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
Grabe, W. (1991). Current development in second language reading research. TESOL Quarterly, 25(3), 375-396.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69.
Graham, S. J. (2004). Giving up on modern foreign languages? Students’ perceptions of learning French. Modern Language Journal, 33(2), 171-191.
Griffiths, C. & Parr, J. M. (2001). Language-learning strategies: Theory and perception. ELT Journal, 55(3), 247-254.
Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-678.
Hedrick, W. B., Harmon, J. M., & Linerode, P. M. (2004). Teachers’ beliefs and practices of vocabulary instruction with social studies textbooks in grades 4-8. Reading Horizons, 45(2), 103-124.
Ho, W. C. (2001). A study on teacher vocabulary explanation in vocational high school EFL classrooms. Unpublished master’s thesis. National Changhua University of Education.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language journal, 72, 283-94.
Hsieh, C. M. (2005). A study of junior high school English teachers` beliefs and practices in grammar instruction. Unpublished master’s thesis, National Changhua University of Education.
Hsu, C.F. (2004). A study of the effect of word analysis instruction on vocabulary acquisition in a Taiwanese senior high school. Unpublished master’s thesis, National Chengchi University.
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.
Hsu, K. F. (2004). An iconic-morphological approach via commonly-used roots to English vocabulary teaching: How to help Chinese senior high school students memorize English vocabulary. Unpublished master’s thesis, National Chengchi University.
Huang, D. F. (2003). Taiwanese university English majors’ beliefs about English dictionaries and their dictionary strategy use. Unpublished doctoral dissertation, University of Texas, Austin.
Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Judd, E. L. (1978). Vocabulary teaching and TESOL: A need for reevaluation of existing assumptions. TESOL Quarterly 12(1), 71-76.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kelly, L. G. (1969). Centuries of language teaching. Rowley, MA: Newbury House.
Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL, 29, 135-149.
Koda, K. (1989). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529-540.
Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary leraning and their relationship to success. Modern Language Journal, 83, 176-192.
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon.
Kuo, Y. L. (2006). Vocational English teachers’ perceptions and use of literature supplementary materials in Taiwan country. Unpublished master’s thesis, National Kaohsiung Normal University.
Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Lan, R. (2005). Language learning strategies profiles of EFL elementary school students in Taiwan. Unpublished doctoral dissertation, University of Maryland, College Park.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York: Oxford University Press.
Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady, & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp. 20-34). Cambridge: Cambridge University Press.
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16, 307-322.
Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers’ professional learning (pp. 146-168). London: Falmer.
Li, E. L. (1997). A study of the effects of word analysis on vocabulary teaching and learning in senior high school. Unpublished master’s thesis, National Taiwan Normal University.
Liao, Y. S. (2004). Beliefs and practices on reading instruction at beginning level: A study of elementary school English teachers in Taipei County. Unpublished master’s thesis, Tamkang University.
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.
Lin, C. N. (2005). The effects of the keyword method on vocabulary learning of senior high EFL students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University.
Lin, S. 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.
Lu, M. C. (2002). A study of the effects of vocabulary learning strategy instruction on junior high school students in Taiwan. Unpublished master’s thesis, National Taiwan Normal University.
Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19 (2), 207-228.
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.
Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13, 14-36.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Heinle and
Heinle.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2002). Vocabulary. In D. Nunan (Ed.), Practical English language education (pp. 129-152). New York: McGraw-Hill.
Nation, P. and J. Coady. (1998). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.) Vocabulary and Language Teaching. London: Longman.
Nation, P., & Newton, J. (1997).Teaching vocabulary. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 238-254). Cambridge: Cambridge University Press.
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.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. UK: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.
O’Malley, J. M., Chamot, A. U., Stewner-Marizanares, G., Russo, R. P., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.
Oxford, R. (1990). Language learning strategies: What every teacher should know. MA: Heinle and Heinle.
Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.
Oxford, R. L. & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques, TESL Canada Journal, 7(2), 9-30.
Oxford, R. L. & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22, 231-243.
Paivio, A., & Desrochers, A. (1981). Mnemonic techniques in second-language learning. Journal of Educational Psychology, 73, 780-795.
Parjares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pressley, M., Levin, J. R., Delaney, H. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61-91.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Butterfly, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-45.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history, and typology. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). London: Prentice Hall International.
Ryan, A. (1997). Learning the orthographical form of L2 vocabulary- a receptive and a productive process. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 181-198). Cambridge: Cambridge University Press.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Shavelson, R., & Stern, P. (1981). Research on teacher’s pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455-498.
Sheffelbine, J. L. 1990. Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22, 71-97.
Shen, W.W. (2003). Current trends of vocabulary teaching and learning strategies for EFL setting. Fen Chia Journal of Humanities and Social Science, 7, 187-224.
Shih, W. H. (2002). The effects of applying phonics instruction and word analysis to vocabulary teaching in EFL classes. Unpublished master’s thesis, National Chengchi University.
Sokmen, A. J. (1997). Current trends in teaching second language vocabulary. In N.Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Thompson, I. (1987). Memory in language learning. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 43-56). New Jersey: Prentice Hall.
Tsai, R. M. (2004). Effects of word guessing strategy training. Unpublished master’s thesis, National Changhua University of Education.
Tseng, W. T., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.
Twaddell, F. (1973). Vocabulary expansion in the ESOL classroom. TESOL Quarterly, 7 (1), 61-78.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 177-198.
Verloop, N., Van Driel, J., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461.
Wang, K. C. (2004). Vocabulary learning difficulties for senior I students in Taiwan. Unpublished master’s thesis, National Chengchi University.
Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University.
Weinstein, C. E., Husman, J., & Dierking, D.R. (2000). Self- regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 727-744). San Diego: Academic Press.
Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. N. J.: Prentice Hall.
Wilkins, D. A. (1972). Linguistics and language teaching. London : Edward Arnold.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
Wu, C. F. (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s thesis, National Taiwan Normal University.
Wu, M. M. (2006). Taiwan’s high school English teachers’ beliefs and practices in writing instruction. Unpublished master’s thesis, National Chengchi University.
Yang, N. D. (1996). Language learning strategies: Investigation and instruction. Proceedings of the Twelfth Conference on English Teaching and Learning in the Republic of China (pp. 137-153). Taipei: Crane.
Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31(1), 121-140. |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
93951015 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0093951015 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 695 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
