中文摘要 當前我國國民中學英語新課程的精神正植基於溝通式教學觀,主張以學習者的英語溝通能力為學習目標。面對新編國民中學英語課程與教材的轉變,英語教師對新舊課程背後所隱含之教學理念的認知究竟為何,實為落實國民中學英語教學革新的重要因素。本研究主要目的:(一)發展研究國民中學英語教師在溝通式教學觀上的教學信念測量工具。(二)瞭解不同背景的國民中學英語教師在溝通式教學觀上之教學信念。(三)提出國民中學英語教學改革建議。為達成上述之研究目的,除了探討有關溝通式教學觀、我國國中英語新課程變革、教學信念等相關理論以利於擬定研究工具、進行討論及研擬建議之參考外,並依據文獻探討所得之理論基礎,作為製作調查問卷內容架構以及編定訪談大綱之依據。經由「國民中學英語教學意見」調查問卷的編製,採分層隨機方式,針對全台灣地區國民中學英語教師進行調查施測,蒐集客觀具體的資料,並經由填答人所給予的回饋,運用相關統計方法加以解釋,以瞭解國民中學英語教師在溝通式教學觀上之教學信念偏向,並進一步分析不同背景的國民中學英語教師對溝通式教學觀之教學信念差異。最後輔以訪談,期能藉質與量的研究,深入探究國民中學英語教師對溝通式教學觀所持之教學信念實況。 研究結果如下: 一、國民中學英語教師之整體教學信念偏向溝通式教學觀。 二、不同背景的國民中學英語教師對溝通式教學觀之教學信念有差異。不同年齡、不同教學年資、不同研習情形的國民中學英語教師對溝通式教學觀所持之教學信念具有顯著差異。不同性別、學歷、任教地區、學校所在、學校規模以及班級大小的國民中學英語教師對溝通式教學觀的教學信念則沒有顯著差異。 三、訪談過程中,受訪教師則表示,在課堂上進行教學活動時,來自時間、進度上的壓力或者是家長意見、行政支援等相關因素常常會影響教學計畫的訂定與執行。另外,校內英語教學資源的不足與同事間交流情形有限,也影響到以溝通式教學觀為編寫基礎之新課程的實施成效。 由研究結果得知,國民中學英語教師之教學信念雖然偏向溝通式教學觀,然而對溝通式教學觀的教學信念還不夠穩定,持有保留態度。因此建議,在進行國民中學英語課程與教學革新的同時,應協助英語教師更新對溝通式教學觀的認知,解決教學上的限制與困難,以落實國民中學英語課程與教學之革新。 I
Study of junior high school English teachers' beliefs towards the communicative approach Bi-ling Chang Abstract The main purposes of this thesis are:(1) to develop a questionnaire as a means of investigating junior high school teachers' beliefs towards the communicative approach;(2)to understand how teachers' beliefs are influenced by different background factors ;(3)to clarify and develop an appropriate frame of reference to help in achieving the success of English innovation in junior high schools in Taiwan. Using English as the subject for the thesis, two studies are conducted:one with quantative method, including 1000 junior high school teachers, and the other in qualitative concern, including 8 teachers. Methods cover the use of questionnaires, observation, and interviews for the study of teachers' beliefs towards the communicative approach. The results of the study shows: 1. Respondents' scores ranged considerably, the vast majority of the teachers seem to hold mildly favourable to their beliefs towards the communicative approach. 2. Teachers' beliefs are significantly different among teachers with different backgrounds. 3. An in-depth analysis followed by interviews reveals the discrepancy between teachers' classroom practices and their expressed beliefs towards the communicative approach. Teachers' beliefs are seen to play a crucial role in determining the implementation of an approach. The administration of the questionnaire and subsequent discussion of teachers' responses would give the opportunity to teachers to become more aware of their beliefs and of elements within them which can be less readily justified. Also, the study of junior high school teachers' beliefs towards the communicative approach would help identify whether teachers are ready to accept and implement this approach in their classrooms, and help in establishing the most appropriate kind of support that is needed in teacher development..