教科書為老師及學生在課堂中學習英語的一個主要依據，所以教科書的內容和活動設計都會直接影響教學過程的進行方式和學生的學習狀況。本論文針對現行國民中學英語教科書中的口說活動進行探討，比較其中兩家出版社所出版的英語教科書如何設計口說活動及相關練習。本論文將教科書中的口說練習活動分別依照(1)活動類型、(2)溝通前之練習(pre-communicative activities)/溝通式活動(communicative activities)及(3)溝通程度(communicativeness)作分析，然後進一步去討論該活動設計是否符合九年一貫課程綱要中所敘述的方向準則。 根據資料分析結果，兩套教科書所採用的活動類型與進行方式相當類似，且集中在發音、句型練習、對話三種活動類型；所採用的口說活動類型中，以「在溝通前之練習」為主，「溝通式活動」則是相對少了很多；在溝通程度的分佈上，也都是以Category 4 (new information being transferred)和Category 6 (no information being processed)為主要。整體而言，此兩套教科書的活動設計不夠符合溝通式教學法的精神，在口說練習活動的設計上，雖然提供學生開口練習的機會，可惜份量不多，並且常缺乏語境，仍偏重傳統結構式的教學法，藉由反覆練習讓學生熟記文法句型。此與九年一貫課程綱要中所敘述之相關口說能力的準則相比較，仍有值得思考再進一步改善的空間。 / In the language classroom, textbooks are the primary resources which teachers and students rely on, so the content and the activity design would have direct influence on how the teaching/learning process proceeding. The present study analyzes speaking activities in two sets of English textbooks, trying to evaluate how they design the speaking activities and what similarities and differences are found between these two sets. These speaking activities are investigated from the perspectives of activity types, pre-communicative and communicative activities, and communicativeness, and then are discussed and evaluated based on the Nine-year Integrated Curriculum Guidelines. According to the results, it is found that both two sets of textbooks apply similar types of speaking activities, where pronunciation, drills, and dialogue are used most. Moreover, most of these activities are pre-communicative and fall into Category 4 (new information being transferred) and Category 6 (no information being processed). Overall, the design of speaking activities is not communicative enough. Although both sets try to provide more opportunities for students’ verbal practice, the proportion is not high, and meaningful contexts are usually ignored. Furthermore, the structural method is emphasized, using repetition and memorization as main techniques for language teaching and learning. Finally, with regard to the Nine-year Integrated Curriculum Guidelines, it seems that activities in the textbooks are not closely in compliance with the guidelines for the large proportion of less communicative activities. Also, definitions of each guideline are not precise or clear enough, and this situation results in influences on how textbook writers realize and interpret these guidelines, and how they design the activities.

No description available.

「班級經營」為教師專業知能中的主要項目之一，既有研究指出了許多班級經營的指標或向度，大多以少數人理論、教學經驗或教室觀察為研究依據，而未有一致性的量化指標，本研究以實務界的角度出發，分析胡悅倫（2007）在教師甄詴口詴現場所蒐集的853道「班級經營」相關詴題，以重新建構班級經營的專業能力指標，藉此編製一份國中英語教師班級經營效能量表，作為教師專業評量之輔助工具。 研究顯示，班級經營包括五大主要項目：（1）班級實務、（2）和諧的人際互動、（3）課堂管理、（4）多元化班級經營、（5）英語教學品質。根據分析結果，本研究提出以下七點結論： 一、本研究自編量表教師效能之效標關聯效度達0.797，英語教學成果之效標關聯效度達0.605，雙尾檢定達.01的顯著水準，表示本研究自編量表可測得所欲測之特質。 二、本研究自編量表各分量表與總量表的相關介於0.86~0.95之間，顯示本研究自編量表具有良好的內在一致性。 三、研究各分量表之Cronbach’s α係數介於0.686~0.929之間，且在內部一致性團體對照法之t考驗中，各題高低分組之差異皆達顯著水準，顯示本研究具有可接受的合理信度。 四、驗證性因素分析顯示，本量表之模式為合理適配，五個分量表「班級實務、和諧的人際互動、課堂管理、多元化班級經營、英語教學品質」彼此顯著相關，且背後可萃取一個更高階的潛在因素—班級經營效能。 五、判別分析Hit Ratio值為0.86，代表本研究自編班級經營效能量表能有效區別出高效能與低效能之英語教師。 六、不同性別、年齡、學歷背景、特教背景、英語教學研習時數、服務年資、導師年資、導師態度之英語教師，其班級經營效能有顯著差異，包括以下數點： （一）女性之英語教學品質顯著優於男性； （二）年紀較長、服務年資、導師年資較資深者之班級經營效能各量表皆顯 著優於年紀輕、服務與導師年資較資淺者； （三）一般大學畢業之教師，其班級實務優於師範大學畢業者； （四） 有基礎特教背景之教師，其班級人際互動顯著優於無特教背景者； （五）參加較多次英語研習之教師，其班級經營各量表皆顯著優於參加較少 次者； （六）越喜歡瑝導師之英語教師，其班級經營各量表表現越優異，且導師態度 可預測11.5%的班級經營效能。 七、不同學校地區、班級人數、每週授課節數之班級，其英語教師之班級經營效能有顯著差異，包括以下數點： （一）台北縣之英語教師，其班級經營各量表皆顯著優於台北市英語教師； （二）人數在21~35人之班級，其教師之人際互動、課堂管理皆顯著優於人數 35人以上之班級； （三）每週授課節數在3~4節最佳，其教師之人際互動、課堂管理、多元化班 級經營皆顯著高於7節以上之班級；而每週授課5~6節之班級，其教師 之人際互動、課堂管理亦顯著優於7節以上之班級，但多元化班級經營 則顯著低於3~4節者。 根據上述結論，本研究提供五點建議：（1）班級教師應正視班級內學生的多樣性、（2）班級經營的各影響面向皆應受到重視、（3）本量表可作為英語教師增進班級經營效能之參考、（4）教師應不斷自我精進、（5）學校班級應控制班級人數與每週上課節數。 / "Classroom management" is a main dimension of teacher’s professional knowledge. Most dimensions that former researches demonstrated are based on educational theories, teaching experience and classroom observation from few researchers. Therefore, this study goes from a practical perspective. By analyzing 853 classroom management related items, which were collected from junior high school teacher selection interviews, a measurement of classroom management of English teachers in junior high school can be made as an effective tool for evaluating teacher’s professional knowledge. Classroom management can be organized into five dimensions, including classroom practice, harmonious relationship among students, parents and teachers, classroom discipline, diversified classroom management, English teaching quality. According to the study, there are seven findings as follows: (1) The criterion-related validity of this research for teacher efficacy is up to 0.797, and for English learning achievement up to 0.605. It reaches .01 level of significance under 2-tailed test, which shows the self-establishment classroom management efficacy measurement can examine the attributes that we want to find out. (2) The correlative coefficient of the sub-scales and the scale from 0.86 to 0.95 shows very good coefficient value and good internal consistency of the self-establishment classroom management efficacy measurement. (3) The subscale of internal consistency Cronbach's Alpha coefficient of the self-establishment classroom management efficacy measurement ranges from 0.686 to 0.929. According to the t-test of internal consistency group comparison, the high score group and low score group reaches a significant difference. The two result shows reasonable reliability of the measurement. (4) The model confirmatory factory analysis shows that the model of this study is reasonably fit, with five dimensions including classroom practice, harmonious relationship among students, parents and teachers, classroom discipline, diversified classroom management and English teaching quality. We can even extract one latent variable from the five dimensions—classroom management efficacy. (5) The hit ratio value of discriminant analysis is 0.86, which shows that using this self-establishment classroom management efficacy measurement, we can distinguish high efficacy English teachers from low efficacy English teachers. (6) The junior high school English teachers’ background demography including gender, age, educational background, special education background, English teaching improvement courses, teaching age, class teacher age, and class teacher attitude reach a significant difference, which shows as the following: (a) Females’ teaching quality is better than males’ (b) Those with older age, longer teaching age, longer class age are better in all subscales than others. (c) Those graduated from normal university are better in class practice than others. (d) Those with basic special education are better in harmonious relationship among students, parents and teachers than others. (e) Those who attend more English teaching improvement courses are better in all subscales than others. (f) Those who are more willing to be class teachers are better in all subscales than others. The class teacher attitude can expect classroom management efficacy by 11.5%. (7) The junior high school background demography including school location, class scale, course number within one week reach a significant difference, which shows as the following: (a) English teachers in Taipei County are better in all subscales than English teachers in Taipei City. (b) English teachers with classes of 21~35 students are better in harmonious relationship and classroom discipline, than English teachers with classes of more than 21~35 students. (c) English teachers with 3~4 courses for one class within one week are better in harmonious relationship, classroom discipline, diversified classroom management than others. Building on the above results, this study made the following four suggestions: (1) class teachers should pay more attention to the diversity within students; (2) all dimensions of classroom management should be taken seriously; (3) this measurement is an effective reference and tool for English teachers; (4) teachers should always keep learning and improving; (5) student number within one class and course number within one week should be moderately limited to a proper one.

本研究旨在藉由問卷調查，探討未來國中英語教科書編寫指引，並回答以下三個具體研究問題： (1)調查國中英語教師對於現行英語教科書之意見，是否符合現行國中英語教科書的編寫原則，並且進一步瞭解(2)在主題、份量、難易度方面，有何意見，以及(3)提供一套未來國中英語教科書適用之編寫指引。研究發現如下：(1)現行國中英語教科書包含溝通式教學法的一些原則，但並非所有的原則；(2)現行國中英語教科書符合部分英語教科書編寫通則，但需要再加強；(3)主題方面，例如日常生活、節慶、電腦受教師們喜愛；(4)現行國中英語教科書之份量與難易度一般而言適中，但份量和難易度並未均衡分佈於各冊；以及(5)未來國中英語教科書教師最愛之六項主題與六項活動。 / This study aims to find some relevant writing guidelines for future junior high school (hereafter JHS) English textbooks by conducting a questionnaire survey. Specifically, the study aims to do the following: (1) to find if the current set of JHS English textbooks has observed closely the guidelines, and (2) to understand teachers’ opinions about the current textbooks on themes, loading, and difficulty, and (3) to provide a set of alternative guidelines for future JHS English textbook writing. And the major findings include the following: (1) the current JHS English textbooks follow some principles of CLT, but do not include all of them; (2) the current JHS English textbooks meet some of the general principles for English textbook writing, but they need to be improved; (3) themes such as daily life, festival, and computer are appreciated by the JHS English teachers; (4) the degree of loading and difficulty of the current JHS English textbooks are moderate in general; however, the loading and difficulty in each volume are not evenly distributed; and (5) the six favorite themes and activities chosen by most teachers have to be covered in future JHS English textbooks.

本研究目的在於了解市面上英語教學雜誌中，如何再現文化相關的議題。其中，英語教學雜誌使用甚麼方式來再現不同文化和它們所呈現的內容為何為本研究的軸心。此研究採用質化的文本分析法細讀從2009年6月號到2010年5月號的兩本初級英語教學雜誌---"大家說英語"和"ABC互動英語雜誌"的文化內容。 研究發現兩本雜誌都使用描述性文章(descriptive text)和圖片來敘文化相關的議題，而呈現的文化內容多以節慶、旅遊、文學等主題為主；"大家說英語"著重在美國生活文化的介紹；而"ABC互動英文雜誌"則以本土化來結合異國文化。 / This study aims to seek what and how culture-related contents are represented and introduced in English learning materials. Two best-selling English learning magazines targeting at basic-level English learners are selected—“Let’s Talk in English” and “ABC Interactive English Magazine”. Through integrating and re-categorizing the classification of cultural themes developed by Fleewelling (1994), Pesola (1991), Robinson (1982), and Chen (2002), the study creates a new system to classify different culture-related topics. Combining with textual analysis, the study examines the forms used to show culture-related topics, the representation of different cultural themes, and the balance of introducing different cultures. Moreover, the similarities and differences in terms of the way both English learning magazines represent cultural themes are addressed. The result shows that informative text, contextualized practice, vocabulary, and pictures are forms commonly used by both magazines. In Let’s Talk in English (LTE), various forms are adopted in introducing the same topic; while ABC Interactive English Magazine (ABC) uses only one form on each topic. Both magazines include big C themes, i.e. politics, economy, and literature and small c themes such as celebration of holidays and traveling. However, LTE uses examples concerning American lifestyles to illustrate these themes, whereas ABC combines more different foreign and local cultures in representing culture-related topics. The findings also suggest the diversity and immediacy of English learning magazines on the representation of culture-related topics.

本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響，採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助，分別為：一、獨立回答學習單的問題；二、老師給予單字及背景知識的教學；三、學生分成小組回答問題，而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效，也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助，然後收聽30分鐘英語學習雜誌，學生接受10次教學，實驗進行十週。實驗結果發現三組學生經歷不同教學模式後，他們的閱讀成績有顯著的差異，其中「學生分成小組回答問題」對閱讀能力幫助最大，而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外，「學生分成小組回答問題」能有效提昇聽力及閱讀成績，「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助，但未達顯著水準。本研究建議老師在教學前，將學生分為小組討論並回答學習內容相關的問題，以提升學生的學習及理解力。 / The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.

在任務性教學的研究裡，構思時間大都有助於口語表達流暢度，但構思時間對口語表達複雜度與正確度的影響，在研究中則尚無定論。本研究旨在探討引導式構思(guided planning)與配對構思(paired planning)對學童英語口語表達的影響，期能對以上爭論做出貢獻。此研究以90位新竹市國小高年級學生為研究對象，並依照構思情境的不同將學生分成三組進行口述故事任務: (1) 無引導構思 (2) 引導式構思 (3) 引導式配對構思。本研究主要結論如下: (1) 就流暢度與複雜度而言，引導式構思與配對構思對學生在口語表達無顯著影響。值得注意的是，配對構思組的學生，會使用較更高程度的字彙來說故事；(2) 就文法正確度而言，引導式構思組學生的表現顯著優於無引導式構思組與引導式配對構思組。而配對構思組的學生雖然沒有使用文法較正確的語言來說故事，卻對配對構思在文法正確度方面的影響持肯定態度。本研究最後針對不同構思情境在口語教學上的應用提供建議，做為教育者參考。 / A general finding of task planning studies was that planning time significantly facilitates fluency in oral production. When it comes to complexity and accuracy, however, the effects of planning time were less certain. This study aims to contribute to the contradictory results by considering how guided planning and paired planning may impact upon the fluency, complexity and accuracy in learners’ oral production. Subjects were three groups of EFL beginners in Taiwan; they performed oral narrative tasks. Statistical results revealed that these two implementation variables (i.e. guided planning and paired planning) did not aid learners to narrate a story with more fluent and complex language. One thing to be noted here is that paired planners used remarkably greater number of higher level words to tell a story. In terms of accuracy, guided planning led participants to perform tasks with more accurate utterances, while paired planning had no evident effects on speech accuracy. Interestingly, paired planners held a positive attitude towards the valuable role of paired planning on accuracy. This study yielded illuminative information for teachers to boost students’ oral performance by manipulating various task conditions.

本文旨在探討學習者的語言學習信念之動態本質。研究對象為兩位北部英語教學所的碩士生，研究方法主要包含半結構式訪談和研究對象自己寫的英語學習歷程，目的在於了解研究對象在人生各個階段的語言學習信念。資料分析方式採用「整體—內容」的分析法。研究結果顯示研究對象的學習信念會依他們和其所在情境的互動關係而改變，而這樣的改變彰顯了學習信念並非固定不變。而是動態的。此外，研究結果發現學習信念和情境、自我、以及身分相關。值得點出的是，雖然學習信念會依情境而改變，但是重點並非情境本身，而是學習者如何看待和解讀情境。除了情境因素，本研究亦探討不同自我（理想自我和應該自我）與身份（核心身份和情境身份）如何影響學習者的語言信念。在所有階段，兩位研究對象都表示努力是語言學習的關鍵，而學習者和所學語言之間的關係會決定學習者願意投入多少心力在語言學習上。最後於文末提出教學和研究上的建議。 / The study aims to explore the dynamic nature of learner belief through investigating two Taiwanese MA-TESOL students' beliefs at different stages of their lives. The participants are two TESOL MA students in a graduate school in northern Taiwan. Data collection methods mainly include written narratives and semi-structured interviews. The data collected are further analyzed using a holistic-content approach. The results of the study show that the participants' beliefs shift in interaction with the context and thus reveal that the nature of learner belief is dynamic. Moreover, the study indicates that learner belief is connected with context, self, and identity. It is noted that what really matters is not the context itself but how learners perceive and interpret the context. Then, the conceptions of ideal self vs. ought-to self and core identity vs. situated identity are introduced to shed light on their relationship with learner belief. Across all stages, while both participants claimed that effort is critical to language learning, it is how they relate themselves to the target language that determine how much effort that they are willing to make into language learning. Finally, it is expected that the study can help educators as well as researchers better understand the dynamic nature of learner belief. Pedagogical implications and suggestions for future research are provided at the end of the thesis.

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英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下： 壹、古典測驗理論之試題分析探索題目和相關影響因素： 一、英語簡單句題目，具有內部一致性信度和選項誘答力。 二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。 三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。 貳、以認知診斷模式分析英語簡單句測驗： 一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。 二、英語簡單句題目以G-DINA模式進行分析較為適當。 三、DINA模式和G-DINA模式的分析結果，大致相同。 四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。 五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。 六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。 參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型 最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。