回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。
本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。
本研究的主要發現是：
1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。
2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。
3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。
本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。 / Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices.
The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices.
Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices.
It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0093951015 |
| Creators | 廖乙驊, Liao,I hua |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 英文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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