本研究旨在瞭解國民小學校長營造學習共同體與教師教學效能之間的關係。除瞭解國民小學校長營造學習共同體及教師教學效能之現況，分析不同背景變項在校長營造學習共同體及教師教學效能之差異情形外，亦探究校長營造學習共同體與教師教學效能之相關程度，以及探討校長營造學習共同體對教師教學效能之預測情形。 本研究採問卷調查法，研究對象為宜蘭縣國民小學主任、組長、級任教師及專任教師，共發出300份問卷，有效問卷計258 份，可用率達86%，問卷回收後分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、國民小學校長營造學習共同體表現為中高程度，其中以「學生學習共同 體」之知覺程度最高，「家長學習共同體」之知覺程度最低。 二、學校教育人員知覺教師教學效能為高程度，其中以「教學評量」之知覺 程度最高，「教學計畫」之知覺程度最低。 三、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「校長營造學習共同體」的程度較高。 四、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「教師教學效能」的程度較高。 五、不同程度之國民小學校長營造學習共同體在教師教學效能上有顯著之差 異。 六、校長營造學習共同體與教師教學效能有顯著之正相關，知覺校長營造學 習共同體程度愈高，則教師教學效能則愈高。 七、校長營造學習共同體對教師教學效能具有正向的預測力。 最後，本研究根據研究結果，提出相關建議，俾提供教育行政機關、國民小 學校長以及未來研究參考。 / This study aims at discussing the relationship of principals’ reform schools into learning community and teachers’ teaching effectiveness of elementary schools.The first is to expore the reality for principals’ reform schools into learning community and teachers’ teaching effectiveness.Second, investigating the differences of background variables among principals’ reform schools into learning community and teachers’ teaching effectiveness.Third, to analyze the relationships among principals’ reform schools into learning community and teachers’ teaching effectiveness.Finally, researching predictive power of principals’ reform schools into learning community on teachers’ teaching effectiveness. The research adopts the questionnaire method. The main participants of the questionnaire survey are administrators in elementary schools inYilan County. The total number of questionnaires that were distributed to school is 300, and 258 of which are valid. That is, the percentage of availability is around 86%. The collected data is analyzed through the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and Multiple stepwise regression analysis. The findings of the study are as follows: 1. Principals have medium-high performance on pricipals’ reform schools into learning community. The score is the hightest in the dimension of “students’ learning community " and the lowest in the dimension of " partents’ learning community." 2. Administrators in Yilan elementary schools perceptions the teachers’ teaching effectiveness as high. The score is hightest in the dimension of “instructional assessment " and the lowest in the dimension of “instructional plan." 3. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes,perceive principals’ reform schools into learning community higher than others. 4. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes highly perceive the teachers’ teaching effectiveness. 5. Principals’ reform schools into learning community in Yilan elementary schools with different dgree on the teachers’ teaching effectiveness is significantly different. 6. The relationship between principals’ reform schools into learning community and teachers’ teaching effectiveness is positively correlated.The higher principals’ reform schools into learning community is, the higher perceptions of the teachers’ teaching effectiveness. 7. The principals’ reform schools into learning community have the positive predictive power on teachers’ teaching effectiveness. According to the above conclusions, the research is to provide some suggestions as future references for the institutions of education administration and schools.

Ce travail se situe à la croisée de la didactique des langues étrangères [L2], des sciences de l'éducation et de la psychologie sociale. L'hypothèse de départ porte sur la possibilité que des enseignants de L2 montrent, face aux apprenants et au cours d'une rencontre en classe de L2, des comportements allant au-delà de leurs fonctions institutionnelles d'organiser, faciliter et participer à la communication. Il est question caractériser la manière dont des enseignants de L2 se représentent leur métier. Nous travail adhérons ainsi au courant des études sur la cognition des enseignants qui explorent leurs croyances hétéroclites. Nous avons d'abord observé des rencontres en classe de L2 en présentiel que nous avons ensuite analysées à la manière de l'analyse conversationnelle. Le recours à l'analyse conversationnelle nous a permis de déterminer la manière dont les participants co-construisent la rencontre en classe de L2. Certaines des pratiques repérées chez l'enseignant, telles que la désaffiliation, la légitimation du rire, ont été caractérisées comme des actions motivées par ses croyances. Enfin, le recours à des entretiens d'auto-confrontation a permis de confronter les enseignants avec leur propre pratique afin qu'ils la commentent selon leur logique et leur ressenti. Ce dispositif a rendu possible un dialogue entre le chercheur et les enseignants grâce auquel leur savoir-être enseignant a été caractérisée finement. / This work is at the crossroads of applied linguistics – namely foreign language [L2] teaching – education studies and social psychology. Its ultimate goal is to characterize the way in which L2 teachers represent their profession. This work draws on teachers' cognition studies in order to explore the heterogeneous beliefs of teachers. It also draws on conversation analysis [CA]: the classroom observation conducted in four fields has produced recordings that have become L2 classroom transcripts. The use of CA has helped to determine the participants' attitude as they coconstruct the situation in which they participate – namely a L2 classroom, which constitutes, in principle, an institutional setting. As regards the L2 teachers, the identification of certain practices – their disaffiliation, their choice of subject, their legitimation of laughter – indicates the possibility that they have made certain decisions according to the manner in which they co-manage the classroom situation, but also in relation to their own beliefs. Finally, we use recall-interviews, by means of which the teachers are confronted the teachers with their own practice; this may conduce to their characterising their own actions according to a certain pedagogical logic, but also according to their feelings. By means of integrating these three sources of information a dialogue between the teachers and the researcher has become possible; this dialogue has allowed for a fine description of the teachers' teaching know-how.

本研究旨在探討以英語為國際語 (English as an International Language) 之理論將如何影響高中英語教師之教學信念的想法(reflection)與改變(transition)。本研究探討的主要議題，包含了英語的所有權(ownership)、英語標準(standard)與英語的相互理解(intelligibility)，教師對個人形象(self-image)與個人認知(identity)，以及英語發音教學等議題。 本研究的研究對象為三位高中英語教師，採質性研究進行資料收集，包含一次訪談、兩次讀書會研討以及一份問卷。首先，為要探討研究對象對以英語為國際語之理論的認知，採用訪談與問卷進行研究。之後，又進行了兩次讀書會研討，研究對象對其理論有更近一步認識以進行反思與討論，最後用同一份問卷比較研究對象的教學信念是否產生變化。 研究結果顯示研究對象的教學信念並沒有因為對其理論有更近一步的認識後而有所改變。然而，他們對其理論之議題的反思卻深化了對本研究之詮釋深度。在探討其理論之議題時，研究對象也清楚的說明了為何不能接受此理論之因素。 研究最後提出研究總結、教學之建議，及未來進一步研究可行之方向。 / This study investigates how the infusion of the EIL (English as an International Language) ideology might contribute to the transition of and the reflection from the English teachers in the senior high school. The targeted infusion includes several major issues in the EIL ideology: the ownership of English, the standard and the intelligibility of EIL, the self-image and identity issues, and the EIL phonology teaching beliefs. A qualitative research is conducted to collect data from three English teachers in a senior high school. One interview, two study group meetings and one questionnaire were utilized in the study. In the beginning, the interview and the questionnaire were applied so as to discover the subjects’ knowledge about the EIL ideology. The study group meetings later were held to serve as the infusion of the EIL ideology in the research. After the meetings, the same questionnaire was used again to demonstrate whether the transition occurred in the research. The results show that no obvious transition of the EIL ideology occurs before and after the infusion. However, the reflection of the three subjects provides richness and depth of interpretation for the study. In the discussion of the major issues of the EIL ideology, the subjects articulate factors of their low degree of acceptance of the EIL ideology in class. Lastly, summary of the study, pedagogical implications, and suggestions for further research are provided.