本研究旨在探討台北地區高中英文教師對於英語文法教學的信念與實踐。本研究的對象為台北市的高中英文教師，研究方法以質量並重的問卷和訪談為主。問卷共回收146份，主要採用描述性統計分析；訪談人數為6人。研究重點如下:（一）教師信念與教學實務（二）教師信念與教學實務之間的關聯性以及（三）教師的教育背景和研習經驗如何影響教師的信念與實踐。 本研究主要發現如下: 1. 教師在文法教學的角色為幫助學生正確地溝通。 2. 教師的文法教學法主要採取演繹法且經過課前設計。 3. 教師的教學內容主要取決於學生程度及教材。 4. 教師的教學信念與實踐大致符合。 5. 教師的學術背景主要影響教師針對文法教學的時間問題上; 6. 而參加研習會影響教師的信念較顯著，表現在文法教學的方法和內容上。 本研究有助於認識高中英文教師教授文法的信念與教學情形。本研究可促進教師、以及英語教育工作者、教育有關單位對於文法教學實施情形的瞭解，並啟發教師作更有效能的文法教學。

本個案研究旨在深入研究一位國中英文教師在文法教學信念與實際教學之間的差異之處。本研究以Green (1971) 所提出的core belief和peripheral belief為基本架構，採用質性之資料收集及分析方式，以期對教師的教學信念、教學行為及兩者之間的不一致做出較詳盡的描繪及討論。參與本研究的教師為一位新北市公立國中的資深英文教師，對文法教學及英語教育有自己的一套理解及看法，備受同校老師的尊重。資料收集方式以課堂錄音觀察、半結構式訪談為主，教師的教學資料、自編的段考考卷、校內英文老師的領域會議紀錄為輔。 研究結果顯示，此教師的文法教學信念和行為的確有些許落差，主要反映在課外英語學習資源的使用、文法教學所佔的比重、以及文法術語的使用頻率上。造成此落差的原因主要是教師的core beliefs和peripheral beliefs內容的不一致，導致在教學現場上大部分的時間都用來完成core beliefs，因此peripheral beliefs的實施時間便受到壓縮了。此外研究者還發現，這位老師的core beliefs主要以較傳統、較常見的知識傳輸模式為主，而peripheral beliefs則是和英語教學理念較有直接相關，這部分呼應了Phipps and Borg (2009)所提出的假設，且此一現象是在教師信念的文獻中較少被提到的。根據這些發現，本研究提出對教師文法教學信念及實踐之差異的看法及未來研究的建議，以期對台灣的英語文法教學能有更多建設性的研究貢獻。 / The purpose of this qualitative study was to investigate the tensions between an English teacher’s grammar teaching beliefs and practices. The participant was an experienced junior high school English teacher who had her own principles in grammar teaching and English education. Green’s (1971) distinction of core beliefs and peripheral beliefs was adopted as the framework to analyze the participant’s grammar teaching beliefs. Data were collected from multiple sources such as semi-structured interviews, classroom observations, stimulated recall interviews, and documents such as the teacher’s teaching notes and test paper. By using initial coding and second level coding, these data were carefully examined to obtain the most salient themes of the participant’s grammar teaching tensions. The findings revealed three most significant tensions between the participant’s grammar teaching beliefs and practices: tension on the use of extracurricular teaching resources, on the proportion of grammar instruction, and on the use of grammatical terminology. The participant’s tensions were mainly due to the inharmonious relationship between core beliefs and peripheral beliefs. The former were more related to teaching philosophy in general, and the latter were more related to English teaching itself. In other words, the tensions between participant’s beliefs and practices were actually the gaps between knowledge transmission perspective and ideal English teaching principles. Based on the findings of this study, some suggestions and pedagogical implications were raised for future research as well as English education field in Taiwan.

文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 / Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction