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  • 期刊

行動研究在語言教室:台灣英文老師可用的方法與理論

Action Research in the Language Classroom: Methods and Theories for English Teachers in Taiwan

摘要


行動研究可以增進語言教師的專業技能,從而使他們能夠幫助學生進行更有效率的學習。然而,在台灣有關行動研究文章的出版,並不普遍,從經由中華民國期刊檢索系統搜尋結果,發現只有13篇與英語教學有關的行動研究文章之事實來看,顯示台灣的行動研究還有很大的進步空間,特別是在英語教學的這個領域更是如此。 教師缺乏執行行動研究所需的知識與技巧,是阻礙推動行動研究的一項主要限制因素,因此本研究的目的,在於將英語教學環境所衍生出的行動研究理論、方法與技巧,介紹予台灣的英文老師,以利他們能加以運用,同時也提供一個比較性的綱要分析,讓老師能更清楚地知道行動研究比其他研究方法更能增進他們的專業教學。 藉由對第二語言教師所使用的「直接式」與「激進式」等兩種行動研究的基本類型之探討,可讓老師預先決定選擇適合自己使用的行動研究類型。最後本研究提供一些行動研究上常用的研究方法與技巧,以供台灣的英文老師能夠方便應用。這些方法包含人種誌學、觀察、日誌以及調查與訪談等。另外,許多有用且已發表的課堂觀察的編碼方式、工作表單與檢查表也一併介紹。

並列摘要


Action research can enhance the profession of language teachers and thus help their students to learn effectively. However, action research articles are not widely published in Taiwan. More specifically, a search of the Journal Article Index System of the Republic of China found only 13 action research articles related to English teaching and learning. This indicates that action research has not yet been fully explored in Taiwan, especially in the field of English teaching and learning. One of the major constraints contributing to this insufficiency is the lack of knowledge and skills concerning action research. Therefore, this study provides a structured overview of action research theories, methods and skills formed in the EFL/ESL classroom setting that are useful to teacher researchers in Taiwan. In addition, a comparative overview highlights the benefits of using action research over other methodologies for the improvement of teaching practium. A look at the two basic types of action research for second language teachers-straightforward and radical-helps teacher researchers make informed decisions about which approach will best suit their needs. Finally, the study provides useful methods, skills and techniques for conducting action research, including ethnography, observation, journaling, survey and interview. Useful published observation schemes, worksheets, and checklists that teacher researchers may use to record and evaluate their observations are also provided.

參考文獻


Acheson, K.,Gall, M. D.(1987).Techniques in the clinical supervision of teachers: Preservice and inservice applications.New York:Longman.
Akamine, M.(1991).Graduate Program in Rhetoric and Linguistics.Indiana University of Pennsylvania.
Allwright, D.,J. Edge,K. Richards (Eds.)(1993).Teachers develop teachers research: Papers on classroom research and teach development.Jordan Hill, Oxford:Heinemann.
Bailey, K. M.,Curtis, A.,Nunan, D.,K. M. Bailey,A. Curtis,D. Nunan (Eds.)(2001).Pursuing professional development: The self as source.Boston:Heinle & Heinle.
Bassey, M.,D. Hustler,A. Cassidy,E. C. Cuff (Eds.)(1986).Action research in classrooms and schools.Boston:Allen & Unwin.

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