台灣國民小學英文教師對於溝通式語言教學的信念與實踐之個案研究

本研究旨在探討台灣國民小學英文教師的個人信念與教學環境脈絡如何幫助溝通式語言教學的進行。共有3位來自於嘉義市2間不同國民小學的英文教師參與研究調查。研究者約以三個月的時間進行資料收集，資料取得的方法包括問卷調查、半結構式訪談與課堂觀察錄，以多元的資料來源做為資料三角檢證確保本研究具有良好的效度與可信賴性。本研究結果發現，英文教師對執行溝通式語言教學的知識與理解以及在課堂上應用的經驗皆有所侷限，且教師的信念與實務教學上有所差異。教師對溝通式語言教學的概念以及教學上的決策，是由先前學習與教學經驗所建立的個人信念以及特定的教學環境脈絡因素形塑而成，進而取代教育部對學校課程英文溝通式教學的方針與課綱。目前面臨行政方面與文化方面的阻礙，以及無法有效處理溝通式語言教學伴隨而來的挑戰，可歸納出數個台灣國民小學在溝通式語言教學方法的介紹與有效應用的結論與建議。

關鍵字

英文教學；溝通式語言教學； CLT ；教師的信念和進行

並列摘要

This study examined how personal beliefs and context contribute to the CLT (Communicative Language Teaching) practices of Taiwanese English teachers at the primary school level. Three English instructors took part in this case study conducted at two different Chiayi County schools in southern Taiwan. Data were collected over a three-month period consisting of questionnaires, semi-structured interviews, and videotaped class observations. Triangulation with data from multiple sources and methods were employed to ensure greater validity and trustworthiness. The findings of this study reveal the limited nature of experienced English teachers’ knowledge and understanding using communicative-based practices, and effective implementation in their classrooms. The results also suggest a discrepancy between instructors’ beliefs and actual practices. The participants’ conceptualization of CLT and pedagogical decision-making was shaped moreso by personal beliefs formed from prior learning and teaching experiences and specific contextual factors than by the Ministry of Education’s guidelines for teaching communicative English or the school’s curriculum. The administrative and cultural constraints present, and the subsequent effects of inadequately addressing these challenges give rise to a number of implications for introducing and effectively implementing the CLT approach in Taiwan’s primary school setting.

並列關鍵字

English teaching ； communicative language teaching ； CLT ； teacher beliefs and practices

參考文獻

Wang, Y.-H. (2010). Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, 7(1), 126-142.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Borg, S. (1998). Teachers’ Pedagogical Systems and Grammar Teaching: A Qualitative Study. TESOL Quarterly, 32(1), 9-38.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. doi:10.1017/S0261444803001903

Bowers, C. A. (2005). The false promises of constructivist theories of learning. New York: Peter Lang Publishing, Inc.

國際替代計量

台灣國民小學英文教師對於溝通式語言教學的信念與實踐之個案研究

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