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題 名 | A Study of College English Instructors' and Sixth/Seventh Grade English Teachers' Beliefs about Language Learning and Learning Strategies to Learn English as a Foreign Language in Taiwan, Republic of China=臺灣目前大學英文教授及國中國小英語科教師對英語學習信念及學習策略之研究分析 |
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作 者 | 陳琬玫; | 書刊名 | 語文學報 |
卷 期 | 5 民87.12 |
頁 次 | 頁219-243 |
分類號 | 805.1 |
關鍵詞 | 學習信念; 學習策略; Language learning; Learning strategies; ESL; Beliefs about language learning inventory; BALLI; Strategy inventory for language learning; SILL; |
語 文 | 英文(English) |
中文摘要 | 本研究主要探討我國大學教授群59位及國中國小英語教師群(相當美國六、七年級)175位,對英語學習的信念及學習策略的研究分析,以此資料作為就未來國小英語教師之師資培育提供一些建議及改革。此研究採取兩份問卷(BALLl及SlLL),根據兩份問卷針對教師學習信念及學習策略作一些分析,以描述性統計及多變項來作分析,進一步了解英文科教授及英文科教師的學習信念與學習策略的異同點。 針對研究結果,本研究提出若干建議以為參考: (1))總體而言,大學院校英語教授比國中小學英語教師對英語學習策略及學習信念有較好的認知。 (2)兩類群的教師對英語教學及學生並沒有很大的信心與期望。 (3)記憶與情意的學習策略顯示在這兩群的教師當中有顯著的差異。 (4)英語科教師國外進修的經驗顯示為一項影響教學信念及教學策略的主要因素之一,教育當局或學校可提供英語科教師多項出國進修管道,以培養更健全的英語教學師資。 |
英文摘要 | The purpose of this research study was to explore and examine college English instructors and sixth/seventh grade English teachers' beliefs and strategies used in learning a foreign language in Taiwan. Specifically, this study examined the 11 subscales of Oxford's (1989) Strategy Inventory for Language Learning (SILL) and Horwitz's (1987) Beliefs About Language Learning Inventory (BALLI) survey. A questionnaire combining these two inventories was used for this study. The sample for this study consisted of 59 college English instructors and 175 sixth and seventh grade English teachers in Taiwan. The data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA) to determine if there were significant differences between the beliefs held by college instructors and sixth/seventh grade English teachers about language learning and the learning strategies used by good language learners. Descriptive statistics indicated the frequency, mean, and standard deviation of the items in the questionnaire. Overall level of significance was set at 05. Based on the findings, major conclusions were the following: 1. Memory and affective strategy use showed significant differences between the two groups. 2. The Nature of Language Learning subscales showed significant differences according to job differences. 3. On the whole, college English instructors had a better understanding of language learning than did inservice teachers. 4. Neither group (college English instructors nor inservice English teachers) had high expectations that all of their students would learn English well. 5. Studying abroad experience was proved to be a significant factor associated with the differences in beliefs about language learning and learning strategies for learning English as a foreign language. |
本系統中英文摘要資訊取自各篇刊載內容。