透過教學逐字稿提升英語教師課堂語言及教學反思

Developing EFL Teachers’ Classroom Language and Reflective Teaching through Teacher Self-Transcription

劉美君(Mei-Chun Liu)

指導教授 ： 林律君

國立交通大學/人文社會學院/英語教學研究所/碩士(2018年)

摘要

現今英語為商業與科技領域的主要國際語言，在台灣英語雖然為外來語(English as a Foreign Language），但英語仍是攸關個人未來職涯發展的重要學科。據研究指出，使用有效的課室英語可以提升學生的英語學習成效，然而到目前為止，許多關於台灣教師英語教學成效及培訓之學術研究大多著重於探討教學技巧及課堂活動層面，鮮少有探討教師的課室英語能力發展與反思能力或落實將EFL課室英語融入在師資培育課程中之相關研究。因此，本研究旨在探討實習教師(teacher trainee)是否能透過聽打自己的教學逐字稿來注意自身對課室英語的需求及達到教學反思之成效。

本研究結合量化與質化研究方法，一方面包含採用成對樣本t檢定來分析教師的課室英語語言，另一方面，為了要分析和比較實習教師在聽打教學逐字稿之後的教學前後差異，課室英語使用被歸類成宏觀課室英語(macro)及微觀課室英語(micro)層面。總計11名台灣北部TESOL實習教師參與本次研究，在兩次微型教學(microteaching)中撰寫教學逐字稿並運用逐字稿內容來進行教學反思活動。研究工具包括(一)實習教師之兩次微型教學影片; (二)研究員版本與實習教師版本的教學逐字稿; (三)兩次微型教學後的教學反思問卷; (四) 第一次撰寫逐字稿後的教學改進計畫書; 以及(五)與實習教師進行訪談。

本研究的結果如下：第一、全數實習教師在參與此次研究前已具備完善的課程架構知識。研究者版本的教學逐字稿分析指出，在受試者完成第一次教學的逐字稿之後，相較於第一次教學內容，第二次教學的教學語句較長，使用的詞彙也較簡化。分析兩次教學語言差異之原因，很可能是實習教師透過聽打自己教學逐字稿或參與教學反思活動的過程中得以仔細檢視自己的課室英語;部分實習教師亦於訪談指出，觀察其他教師的教學亦有助於反思自身的課室英語。此研究有個意外但重要的發現，雖然課堂活動並未要求實習教師修正其課室英語，然實習教師在兩次的聽打教學逐字稿過程中仍完成其課室英語之修正，更進一步者，每個受試著的教學逐字稿都因此具有宏觀和/或微觀層面的課室英語修正。儘管在教學反思中，微觀課室英語較少被提起且注意，然此發現足以證明教師透過聽打教學逐字稿，確實能因此注意到更細節之課室英語使用，並進一步促進教學反思。第二、實習教師最關注的是宏觀層面的課室英語（例如，整體語言流暢性），而相對之下，對微觀課室英語關注較少(例如發音、單字使用及語法)。 第三、大多數的實習教師認為聽打自己的教學逐字稿雖然耗時，卻能提有效提升自身課室英語的注意並改善教學整體的語言流暢度。儘管一名實習教師不贊同聽打教學逐字稿對教學效能的幫助，但在他的教學逐字稿發現針對宏觀和/或微觀層面的課室英語修正，證明了聽打教學逐字稿可以幫助EFL教師注意自身interlanguage和desired pedagogical language output的差距。

本研究的結果對EFL英語教師和英語教師培訓機構具有重要意義。由於Cullen（1994）提倡將課室英語訓練納入英語教師培訓，而本研究清楚地證明讓實習教師透過聽打教學逐字稿是一種提升自身課室英語的增能方式，並進一步的促進英語教師教學反思和提升課室語言熟練程度。

關鍵字

課堂語言 ； 逐字稿 ； 師資培訓 ； 教學反思

並列摘要

English has been regarded as the major international language for international communication, business, science, and technology. In many English as a foreign language (EFL) countries, it is also an important school subject related to students’ academic and career opportunities, and Taiwan is no exception. One factor that might influence students’ English learning outcomes is EFL teachers’ instructional effectiveness. Teachers’ adequate language proficiency plays a major role in the effectiveness of classroom teaching practices. Until now, many studies of English teachers’ effectiveness in facilitating students’ English learning in Taiwan have emphasized mainly on pedagogical techniques and classroom activities. Classroom language, on the other hand, has been rather under-addressed in teacher education programs or training. There is an urgent need for English teachers to develop effective classroom language and reflective teaching abilities to promote teacher professional development. The present study thus aimed to explore whether having EFL teachers transcribe their own micro-teaching lessons can be an effective way to develop their command of classroom language and offer a reflective and productive route to noticing. This study was contextualized in two prominent second language acquisition theories, namely Schmidt’s (1990, 2001) Noticing Hypothesis and Swain’s (1997) Output Hypothesis and specifically examined teachers’ self-awareness of their classroom language.

This classroom-based study adopted a mixed method approach involving the integration of quantitative and qualitative data. Eleven teacher trainees, including pre- and in-service EFL teachers taking an English language teaching (ELT) methodology class in a TESOL master’s program in Taiwan, were asked to record two microteaching lessons and to reflect on their own teachings through self-transcribing and teaching reflection activities.
The data were collected over one semester and included (1) two microteaching teaching videos, (2) participants’ and the researcher’s transcription of the teaching videos, (3) participants’ reflective teaching questionnaires after both microteachings, (4) the teaching improvement plan completed after the first microteaching, and (5) semi-structured interviews with five participants. Qualitative and quantitative methods were analyzed to report the differences in the participants’ classroom language and the types of classroom language noticed by participants before and after the self-transcription activity. Participants’ perception of the effectiveness of the transcription task was interpreted.

　　The findings of the study suggested that the participants already had the ability to teach in well-structured lesson sequence before the two microteachings and the self-transcription activity. The linguistic analysis of trainees’ two microteachings (i.e., the researcher’s version) showed the trainees spoke longer utterances used more simplified words in their second teaching after completing the first transcription activity. The changes found in the linguistic measures between the two teachings might be caused by the participants’ noticing and awareness of their own classroom language through carefully examining their own pedagogical language output during the transcription and conducting reflective teaching
activities (i.e., the reflective teaching questionnaire and teaching improvement plan). The participants’ voluntary observation of their peers’ teaching videos during the data collection might also help the participants’ reflect on their own classroom language, as mentioned in a few participants’ interviews. In this study, one unexpected but important finding showed that these participants spontaneously corrected and reformulated their classroom language in the transcripts, which was not part of the requirements for self-transcribing activity. The macro (e.g., utterance development) and/or micro levels (e.g., grammar) reformulation in classroom language were found in every participants’ lesson transcript. This finding provided the evidence of having teachers transcribe their teaching could be a way to enhance their awareness of classroom language and further promote teacher reflection even though such awareness and noticing of classroom language was relatively less mentioned in the written reflections.

Analysis of the participants’ written reflections demonstrated that these teachers’ paid most attention to the macro aspect of classroom language (e.g., overall language fluency). Rather less attention was given to the micro aspect of classroom language (e.g., pronunciation, word choice, and grammar) in the trainees’ conscious reflection. In terms of teacher perception, the majority of the participants found self-transcribing a time-consuming but a useful task to enhance their awareness of overall language fluency. Even though one trainee expressed the negative opinion concerning the effectiveness of self-transcription, the examples of reformulations we found in her two teaching transcriptions provided evidence that self-transcription activity could offer a way for EFL teachers to notice and closely examine the gap between the interlanguage and desired pedagogical language output. Such noticing is conducive to the enhancement of teachers’ metalinguistic reflection on the interlanguage and a way to achieve intended language output.

The findings of the present study have important implications for language teachers and English teacher education. As Cullen (1994) advocated for a critical need to incorporate language enhancement component in teacher training or education programs, the present study clearly demonstrated the value of including a language enhancement component in an ELT methodology class by merely having the teachers transcribe their teaching. Self-transcribing provides an opportunity for EFL teachers to closely reflect on their classroom language use as well as teaching practices and could further promote teacher reflection and classroom language proficiency.

並列關鍵字

teacher training ； the Noticing Hypothesis ； the Output Hypothesis ； self-transcription ； reflective teaching ； classroom language

參考文獻

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