探討台灣英文教師對學生學習文法的困難度之看法

Exploring Taiwanese Teachers’ Perceptions of EFL Learners’ Grammatical Difficulty

葉雯媖(Wen-Ying Yeh)

指導教授 ： 許麗珠

國立暨南國際大學/人文學院/外國語文學系/碩士(2015年)

https://doi.org/10.6837/NCNU.2015.00027

摘要

過去許多研究顯示教師的教學信念對其語言教學頗有影響力(Borg, 2003b)，由此可推，第二語教師對於文法教學的信念可能會影響其教學方式。然而，目前很少研究探討第二語教師對學生學習文法困難度的看法。因此，本研究旨在探討台灣英語教師認為哪些英文文法對學生來說是比較難學，而哪些是比較簡單易學的，此外，也探討英語教師對學生文法學習的看法受哪些因素影響。本研究使用問卷和訪談來調查英語教師的看法。總共90位國、高中老師及86位大學老師回覆問卷，10位教師接受訪談。研究結果顯示，英語教師認為句法結構比較簡單的文法比句法結構較複雜的文法，對學生來說，較容易學習及使用。此外，本研究也發現，教師對學生文法學習的看法受其教學經驗、教學目標及母語的知識等因素影響。

關鍵字

教師信念 ； 文法困難度 ； 英語文法學習

並列摘要

Research shows that teachers’ classroom practices are influenced by their beliefs (Borg, 2003b). Accordingly, it seems reasonable that second language (L2) teachers’ perceptions of grammatical difficulty might influence their instructional decision-making. However, there is little research exploring the issue of grammatical difficulty from the perspective of L2 teachers. The current study is an attempt to respond to this research gap. The study used a questionnaire and semi-structured interviews to explore the questions as to (1) which grammatical features EFL teachers of English as a foreign language (EFL) perceive as more (or less) difficult for their students to learn, and (2) why the EFL teachers consider certain grammar features to be more (or less) difficult for their students to learn. The questionnaire, developed to explore teachers’ perceptions of grammatical difficulty, consists of three parts. Part 1 collects the biographic data of the participants. Part 2 consists of 20 items, each of which represents a grammar feature. Part 3 has four questions, which aims to explore teachers’ perceptions of grammatical difficulty in more depth. The questionnaire was administered to 90 high school English teachers and 86 university English teachers. Among them, five high school English teachers and five university English teachers volunteered to participate in the interviews. Results showed that the EFL teachers’ perceptions of grammatical difficulty should be examined at the syntactic, morphological, semantic, and pragmatic levels respectively. At the syntactic level, the EFL teachers tended to perceive the grammar features with more complex syntactic structures to be more difficult for the students to learn than those with simpler syntactic structures. In addition, the teachers’ perceptions of grammatical difficulty were influenced by factors associated with their teaching observation, teaching goals, previous L2 learning experiences and perceived L1 influence.

並列關鍵字

Teachers’ perceptions ； Grammatical difficulty ； English grammar learning

參考文獻

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