針對台灣英語為母語之外籍教師的英語學科教學知識、英語教學信念及其對於補習班政策的看法之研究

A Case Study of Native English-speaking Teachers’ Pedagogical Content Knowledge, Beliefs about EFL teaching, and their Perceptions towards Buxiban’s Policies in Taiwan

林雨璇(Yu-Hsuan Lin)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外語研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400342

摘要

摘要
在英語教學的領域中，已有許多補習班業者聘任外籍教師或以學生角度看待外籍英語教師的教學相關研究。然而，目前針對外籍英語教師個人對於在台灣英語教學的看法，以及他們在補習班情境下的英語教學受補習班政策所限制的研究相對很少。因此，本論文試圖探討及描述外籍英語教師在台灣的英文補習班所具備的學科教學知識、英語教學信念、補習班政策的看法，以及補習班政策對他們的學科教學知識、教學信念或教學實踐的影響。
藉著採用質性的個案研究方法，本研究探索了兩位外籍英語教師，他們目前都在臺灣的補習班教英文，且兩位研究參與者擁有不同年限的教學經驗和不同多補習班的工作經驗。為了更深入和全面性的瞭解外籍英語教師的學科教學知識、英語教學信念及對補習班政策的看法，收集資料的工具包含用電子郵件做背景調查、與英語教師和補習班主任面對面深度訪談、信念問卷及文件分析，並採用內容分析法來執行三角驗證。
這項研究的結果顯示補習班政策和其情境對於外籍英語教師的教學信念、教學方法、及學科教學知識有著相當大的影響。最後，根據研究結果，針對台灣學生家長、補習班主任及外籍英語教師進一步提出建議，並在補習班的英語教學領域提供相關教學意涵。

關鍵字

外籍英語教師 ； 學科教學知識 ； 教師信念 ； 補習班政策

並列摘要

ABSTRACT
While plenty of studies on cram school owners or students’ attitudes towards NESTs have been conducted in the domain of English language teaching (ELT), relatively scant studies so far attempt to examine how NESTs’ perceives ELT in Taiwan and their instructions are subject to the buxibans’ policies in the given context. Accordingly, this research aims to probe into and depict how the NEST participants practice pedagogical content knowledge (PCK), how they perceive themselves while teaching English in buxibans, what they think about certain buxibans’ policies regarding their instructions, and their explanations to the effects of buxibans’ policies on their English language teaching in Taiwanese EFL context.
By adopting a qualitative case study approach, the present study investigated two NESTs who are teaching English in the buxiban context with different lengths of English teaching experience and different number of English buxiban working experiences. In order to gain an in-depth and holistic understanding of the chosen NESTs’ PCK and their perspectives for the buxiban’s policies, different qualitative data sources including a background survey via e-mail, face to face interviews with both NEST participants and the buxiban director, a beliefs inventory, and written documents were triangulated through content analysis.
The findings of the study revealed buxiban policies and the given context have great influence on NESTs’ beliefs about EFL instruction as well as teaching approaches and PCK. Finally, pedagogical implications and suggestions in the field of EFL teaching in the buxiban context are presented mainly for Taiwanese parents, buxiban policy makers, and NESTs to improve teaching quality.

並列關鍵字

buxibans’ policies ； teachers’ beliefs ； pedagogical content knowledge (PCK) ； native English-speaking teachers (NESTs)

參考文獻

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