- 期刊
On Theoretical and Practical Perspectives of Communicative Approach from Junior high School English Teachers and Professors
談國中英語老師及大專英文教授對溝通式教學法理論與實務的看法
摘要
教育部提出以溝通式教學法做爲現今的英語教學法，強調語言功能及倡導聽說讀寫並重的重要性，而非只注重傳統的語法架構。然而儘管老師們贊同溝通式教學法，大部分的英語老師仍停留在傳統式的文法結構教學及紙筆練習(Huang, Cheng and Lin, 2004; Liao, 2003)。因此，溝通式教學法理論與實務的衝突及其衍生的相關問題，仍亟待深入探索與解決。本文旨在藉由發送問卷比較34位英語相關科系教授（代表理論倡導者）和69位國中英語老師（代表實務工作者）對溝通式教學法所持之不同觀點來探討其理論與實務之衝突。此外，本文亦藉由教師訪談結果以提供更多資料輔助問卷結果。量化研究部分經由ANOVA及T-test的統計方式分析；直化研究部分經由文字轉臉方式呈現。主要的問卷研究結果顯示，除了在教學目標之外，國中英文老師（分別來自城、鄉）和大學教授在溝通式教學法中課堂活動以及師生角色這兩個面項都有達到顯著差異。再者，來自城、鄉的英語老師們也在海通式教學法不同面項及此教學法在國中英語教學的可行性方面顯示出城鄉差距。實務面所衍生的種種執行問題是英語老師們不願採用溝通式教學法的原因。語言學習應是文法知識及其實用語境並籽，故本研究建議採行一個較以學生爲中心(student-centered)的教學方式，融合溝通式教學及文法教學以其在口語及讀寫兩者中取得平衡，縮小溝通式教學法在國中英語教學理論與實務的差異。
並列摘要
The Ministry of Education implemented Communicative Approach (CA) in current English teaching to emphasize more on language functions and the equal importance of the four skills than on linguistic knowledge. However, most teachers remain traditional teaching in structural analysis and paper-pencil exercise in spite of their approval to CA (Huang, Cheng and Lin, 2004; Liao, 2003). Therefore, the gaps between theory and practice of CA await exploration. This study aimed to explore the gap between theory and practice by distributing questionnaires to investigate 34 English professors' (the proponent of CA) and 69 English teachers' (the practitioners of CA) perspectives of Communicative Approach. Moreover, teacher interview was conducted to provide further information to survey results. The quantitative part of the study was analyzed through ANOVA and T-test, and the qualitative part was tape recorded and transcribed. Major questionnaire results showed significant differences among the three groups of participants (urban-teacher, suburban-teacher and professor) in aspects of 'Class Activity of CN and 'Teacher-Student Roles of CN in English classes but not in the aspect of 'Teaching Goal of CN. Furthermore, teachers from urban and suburban areas displayed regional difference regarding to different aspects of Communicative Approach and the 'Feasibility of CN as well. While professors held perspectives theoretically, practical problems encountered by English teachers might contribute to the explanation of teachers' withdraw of practicing CA in junior high school English classes. A more student-centered pedagogical suggestion is to integrate grammar instruction and Communicative Approach in order to balance the need of oral and linguistic proficiency for bridging the gap between theory and practice of Communicative Approach in junior high school English teaching in Taiwan.