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| 研究生： |
黃久芳 |
|---|---|
| 論文名稱： |
外籍教師在台灣升學導向高中之教學信念及實踐 Teaching beliefs and instructional practices: A Case study of a native speaking english teacher in a college-bound senior high school in Taiwan |
| 指導教授： |
崔正芳
Cynthia Tsui, Cheng Fang |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英國語文學系 Department of English |
| 論文出版年： | 2008 |
| 畢業學年度： | 96 |
| 語文別： | 英文 |
| 論文頁數： | 122 |
| 中文關鍵詞： | 外籍教師 、大學指定考試 、教師信念 |
| 外文關鍵詞： | NEST, JUEE, Teacher's belief |
| 相關次數： | 點閱：341 下載：136 |
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本研究旨在探討在台灣升學導向高中任教之外籍教師在面對不同議題時之信念是否受到大學聯考的影響，以及其教學信念及實踐是否一致。
為了能夠深入了解外籍教師的教學信念，本研究採用質性研究法來進行資料採集及分析，所使用的資料採集工具為訪談、課室觀察及文件分析。除了訪談一名擁有三年私立升學導向高中教學經驗的女性教師，研究者更進一步訪談該校外語中心主任以期能了解該校對其外籍老師的要求及期待。研究結果呈現此外籍教師對於學習、教學、英語、大學入學考試、台灣教育以及本籍及外籍教師間之異同的信念及看法。
在本研究最後，研究者也針對研究結果提出了建議，以期能提供給教育當局、學校以及學者作為參考。
The purpose of this study is to explore the beliefs of a native English speaking teacher (NEST) in a college-bound senior high school in Taipei City and to see if the JUEE has influence on her teaching beliefs. Instructional practices are used to compare with the NEST’s beliefs to check the consistency between them.
In order to have a complete picture of NEST’s beliefs, the researcher made use of qualitative research methods in this study and selected an experienced NEST who was currently teaching in a private senior high school in Taipei City. By adopting three data collection methods: semi-structured interviews, classroom observations and document analyses, the researcher collected the data from the NEST. Furthermore, the researcher also interviewed the director of Foreign Language Center to see if the NEST’s beliefs were congruent with the school’s expectations. The data were analyzed to present the NEST’s beliefs about learning, teaching, English, the JUEE, the educational system in Taiwan and the differences between NESTs and NNESTs.
Based on the results, the implications were offered for the policy makers and the institutions as well as the recommendations for the future researchers.
ACKNOWLEDGEMENTS..........................................................................................i
CHINESE ABSTRACT...............................................................................................ii
ENGLISH ABSTRACT..............................................................................................iii
CHAPTER ONE INTRODUCTION………………………………………...……..1
1.1 Background and Motivation.............................................................................1
1.2 Significance of the study………………………………………….........2
1.3 Research Questions…………………………………………………….2
CHAPTER TWO LITERATURE REVIEW……………………………………4
2.1 Native English Speaking Teacher (NEST).......................................................4
2.1.1 The definition of a native speaker.........................................................4
2.1.2 Studies on Native English Speaking Teachers......................................5
2.2 Teachers’ Beliefs and Instructional Practices…………….…………….……8
2.2.1 The Nature of Teachers’ Beliefs…………………..………………….9
2.2.2 The Source of Teacher’s Beliefs…………….………………………10
2.2.3 The Effect of Teachers’ Beliefs on Instructional Practices…….……11
2.2.4 Change of Teacher’s Beliefs………………………………….……..12
2.2.5 Teaching Belief of NESTs………………………………………..…13
2.3 The Impact of Examination on English Teaching in Taiwan………….……14
CHAPTER THREE METHODOLOGY………………………………………….16
3.1 Participant and Teaching Context…………………………………………..16
3.1.1 Criteria of Choosing the Participant…………………………………16
3.1.2 Background Information of the School……………………………18
3.1.3 Background Information of the NEST………………………………19
3.1.3.1 Basic Information………………………………………………….19
3.1.3.2 Educational Background…………………………………………..20
3.1.3.3 Working Experience……………………………………………….20
3.1.3.4 Teaching Experiences……………………………………………...21
3.1.3.5 Professional Training as an English Teacher……………………...22
3.2 Data Collection……………………………………………………………...21
3.2.1 Data Collection Methods…………………………………………….22
3.2.2 Procedures…………………………………………………………...23
3.2.2.1 Interviews………………………………………………………….24
3.2.2.1.1 Interviews of the NEST………………………………………….24
3.2.2.1.2 Interview of the Director………………………………………...26
3.2.2.2 Classroom Observations…………………………………………...26
3.2.2.3 Record Reviews……………………………………………………28
3.3 Data Analysis……………………………………………………………….28
CHAPTER FOUR RESULTS……………………………………………………30
4.1 Beliefs about Learning and Language Learners…………………………….30
4.1.1 Best ways to Learn a Language……………………………………...30
4.1.2 Qualities of a Good Language Learner……………………………...32
4.1.3 Language Learners in Olivia’s Classroom…………………………..33
4.1.4 Problems Students Faced in Language Learning……………………34
4.1.5 Summary of Beliefs about Learning and Language Learners……….39
4.2 Beliefs about Teaching……………………………………………………...40
4.2.1 Best Ways to Teach English…………………………………………41
4.2.2 The Qualities of a Good Teacher……………………………………42
4.2.3 Lesson Goals………………………………………………...………42
4.2.4 Problems Encountered by Olivia…………………………………….43
4.2.5 Change in Olivia’s Teaching Beliefs………………………………...46
4.2.6 Interactions in the Classroom………………………………………..47
4.2.7 Teacher Professional Development………………………………….49
4.2.8 Summary of Beliefs about Teaching………………………………...50
4.3 Beliefs about English……………………………………………………….51
4.3.1 The Importance of English…………………………………………..51
4.3.2 The Linguistic Elements of English…………………………………52
4.3.3 The Cultural Aspects………………………………………………...53
4.3.4 Summary of Beliefs about English…………………………………..54
4.4 Beliefs about the JUEE……………………………………………………..54
4.4.1 Basic Understanding of the JUEE…………………………………...55
4.4.2 The Influence JUEE Brought on Olivia’s Teaching………………...55
4.4.3 The Influence of JUEE Brought on Olivia’s Teaching Beliefs…......57
4.4.4 Summary of Beliefs about the JUEE………………………………..59
4.5 Beliefs about the Educational System in Taiwan…………………………..60
4.5.1 Basic Understanding of the Educational Systems in Taiwan……….60
4.5.2 The Influence of the Educational System in Taiwan on Olivia’s Teaching………………………………………………………….………..62
4.5.3 The Influence of the Educational System in Taiwan on Olivia’s Teaching Beliefs…….……………………………………………………..63
4.5.4 Summary of Beliefs about the Educational System in Taiwan……...63
4.6 Beliefs about the Differences between the NESTs and the NNESTs……………………………………………………..………………….64
4.6.1 The Advantages of Being an NEST……………………………….64
4.6.2 The Disadvantages of Being an NEST………………………………66
4.6.3 The Advantages of Being an NNEST……………………………..68
4.6.4 The Disadvantages of Being an NNEST…………………………….68
4.6.5 The Differences between NESTs and NNESTs……………………..69
4.6.6 Bilingual Teacher Issue……………………………………………...73
4.6.7 Summary of Beliefs about the Differences of NEST and NNEST………………………………………………………………….…76
4.7 Viewpoints about Recruiting NESTs to Other Senior High Schools...76
CHAPTER FIVE CONCLUSION………………………………………………...78
5.1 The Impact of JUEE and Educational System in Taiwan on Olivia .............78
5.2 Problems in the Education in Taiwan…………………………………….....82
5.3 Bilingual/ Bicultural Teacher Issue................................................................84
5.4 Conclusion......................................................................................................86
5.5 Implications of this Study…………………………………………….…….87
5.6 Limitations of this Study……………………………………………………88
5.7 Recommendations for Future Studies………………………………………89
REFERENCES…………………………………………………………………….90
APPENDICES……………………………………………………………………..96
Appendix 01: Interview Questions with the NEST……………………………..96
Appendix 02: Chinese Interview Guide with the director……………………..104
Appendix 03: English Interview Guide with the director……………………..105
Appendix 04: Syllabus of 11th grade………………………………………….106
Appendix 05: Syllabus of 12th Grade…………………………………………107
Appendix 06: Student’s Composition, Class 306……………………………...108
Appendix 07: Student’s Composition, Class 307……………………………...109
Appendix 08: Student’s Composition, Class 308……………………………...110
Appendix 09: Student’s Composition, Class 309……………………………...111
Appendix 10: Handout for Conversation Class………………………………..112
Appendix 11: Handout for Writing Class (Translated English Article)……….113
Appendix 12: Handout for Writing Class (Original Chinese Article)…………114
Appendix 13: Excerpts of Interview Transcriptions with Olivia……………...115
Appendix 14: Excerpts of Interview Transcriptions with the Director………..117
Appendix 15: A Sample of Classroom Observations………………………….118
Appendix 16: Grading Criteria of English Composition in BC Test…….........122
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