Two-Year Junior College Students' and English Teachers' Beliefs about English Learning

二年制專科學生與英文教師的英文信仰

陳月英(Yueh-Ying Chen)

《弘光醫專學報》 29期 (1997/04) Pp. 367-404

https://doi.org/10.6615/BHIMNT.199704.29.20

摘要

英文是二專制學生必修之課程。然而，在同樣的學習環境下，有些學生的英文流利程度比較好，有些比較差。這一直是英語文教育工作者及語言學家所感興趣的話題。探索學生與教師之間的英文信念將可解釋此種現象的因素。本研究係以收集問卷、統計分析二專制學生與英文教師的英文信念。結果顯示，就整體而言，學生與教師的英文信念無顯著差異。而就個別而言，兩者之間仍可發現有意義的差異。學生較重視腔調、文法規則、翻譯、以及成績。教師則較實際、對學習英文的複雜性有較好的認知，以及高度的信心。再者，就畢業科別而言，普通高中背景的二專生俱有較高度的信心，而高工背景的二專生較謹慎。

關鍵字

信念 ； 問卷

並列摘要

This study compares two-year college students' beliefs about English learning with those of their teachers and with those of their peers at other departments. It Furthermore examines changes in students' beliefs in relation to those of their instructors in an effort to develop hypotheses about the potential influence of teachers beliefs on students' beliefs. Results were found to be significantly , affected by the type of analysis: global analyses of group means and percentages showed overall similarities between teachers' and students' as well as between students' pre- and posttest responses , while analyses of individuals revealed differences. The findings of the study suggest that teachers' beliefs are but one of many factors that affect students' beliefs about English learning and that multivariate research designs are needed to explore the complex interrelationships between learners' and teachers' belief systems.

並列關鍵字

Belief ； Belief Systems