教師對溝通式教學的信念研究 : 以台中縣國小英語教師為例

Teachers’ Beliefs on Communicative Language Teaching: A Study Of Elementary School English Teachers in Taichung County

邱秀梅(Shiou-mei Chiou)

指導教授 ： 陳月妙 博士

國立中正大學/文學院/外國語文學系/碩士(2012年)

摘要

自從十年前台灣在小學實施英語教育以來，在這種以英語為外語的環境之下，英語教師的素質和英語教育的效果受到越來越多的關注。在眾多英語教學法之中，不管是中學或小學，溝通式英語教學法一直是九年一貫課程綱領中，英語教育指標的主流。本研究的目的，在於探索台中縣小學英語教師對於溝通式教學法的信念以及在實施時所遭遇到的困難。
本研究使用問卷調查和訪談兩項研究工具來嘗試達成研究的目的：一個是問卷，調查小學英語教師對溝通式教學法的信念及影響信念的背景因素有哪些。受試者是台中縣山、海、屯三大區的小學自願填寫的英語教師；本研究共發出406份問卷，收回403份問卷，回收率是百分之99.26。收集回來的資料使用SPSS 16.0統計軟體進行資料分析。另外一個工具是訪談，用來了解溝通式教學法在小學的實際教學情形與困難。台中縣的六位小學英語教師接受訪談，提供其在英語教學現場中，實施溝通式教學法時的詳細情形和所遇到的困難。 本研究結果如下：
一、 台中縣小學英語教師在溝通式教學法的「教學過程」這個面向上，傾向於有較強的溝通式教學法的信念。在「英語知識和學習過程」、「教學任務」和「英語評量」三
個面向上，也呈現有溝通式教學法的信念。
二、 英語教師在教學現場中，所使用的教學法和教學用具是符合溝通式教學觀的原則的，但在評量學生的方法方面，則還有進步的空間。
三、 影響教師是否有溝通式教學信念的四個面向時，英語教師的背景資訊中，會引起顯著差異的變項有：性別、修過英語教學法、學校位置、班級大小和是否科為任教師。
四、 在小學英語課程中實施溝通式教學，所發生的困難，有來自學生、教育環境、教育政策、以及英語教師本身。
本研究最後根據研究結果，向教育行政人員、師資培育機構、英語教師和未來的研
究者，提出建議以供參考。

關鍵字

教學信念 ； 溝通式教學

並列摘要

More and more concerns about the quality of the EFL teachers had been brought up since ten years ago. Among those English teaching methods, communicative language teaching (CLT) was the mainstream as the major principle of English education in the outlines of Nine-year Integrated Curriculum for both high school and elementary schools in Taiwan. This study aimed to explore the English teachers’ beliefs on CLT and difficulties they encountered while applied it in the elementary schools of Taichung County.
It employed both questionnaires and interviews for trying to reach the goal of the study.
There were two instruments used in this study. One was “Questionnaires of beliefs on CLT” to investigate English teachers’ beliefs on CLT and the background information of the participants which influenced their beliefs on CLT. English teachers from three areas of elementary schools in Taichung County were recruited as subjects. Four hundred and six questionnaires were distributed and 403 collected, with a returning rate of 99.26%. Then data collected from the questionnaires were analyzed with the SPSS software. The other instrument was “Interview outline” to interview 6 voluntary teachers for classroom practices and difficulties of applying CLT in elementary school English courses. Six elementary school English teachers in Taichung County were interviewed to provide more detailed information about elementary school English teachers’ classroom practices and difficulties. The results of the study are as followed:
1. In this study, English teachers’ beliefs on CLT consists of four dimensions: English knowledge and learning processes (EKLP), teaching task (TT), English teaching process (ETP), and English evaluation (EE).Generally speaking, most of the elementary school English teachers in Taichung County tended to have strong beliefs on the four dimensions, especially in dimension C (ETP), they had stronger beliefs.
2. Teachers’ classroom practice of “teaching methods,” and “teaching materials” were congruent with the principles of CLT. But for the “student assessment,” some English teachers still had to improve their teaching methods and English ability to meet the spirit of CLT.
3. Among the twelve variables of participants’ background information, five variables were the factors which influenced teachers’ beliefs on the four dimensions of CLT, such as gender, taking English teaching methods, school location, class size and to be subject teachers with another duty.
4. There were some difficulties in applying CLT at elementary schools from the students, the educational environment, the policy of government and English teachers themselves.
Finally, according to the results of the study, some suggestions were made for educational administrators, teacher training organizations, English teachers, and future research.

並列關鍵字

Teaching Beliefs ； Classroom Practices ； Communicative Language Teaching

參考文獻

Victoria, F; Robert, R and Nina, H. (2003). An introduction to language. Printed in the United States.

Bachman, L. F. (1990). Fundamental Considerations in Languagettesting. Oxford: Oxford University Press.

Barlow, T. E. and Lowe, D. (1985). Chinese Reflections: Americans Teaching in the People’s Republic. New York: Prager.

Breen, M and Candlin, C. (1980). The Essentials of a Communicative Curriculum in Language Teaching. Applied Linguistics, 1(2), 90-112.

Brown, D. H. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents.