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| 題 名 | EFL Listening Instruction in Taiwanese Secondary Schools: Teacher Perceptions and Pedagogical Practices=英語作為外語之聽力教學：探討臺灣高中教師之觀點與教學方式 |
|---|---|
| 作 者 | 許麗媛; | 書刊名 | 東吳外語學報 |
| 卷 期 | 59 2025.09[民114.09] |
| 頁 次 | 頁1-28 |
| 分類號 | 524.38 |
| 關鍵詞 | 第二語言聽力; 英語聽力教學; 教師觀點; 臺灣英語課室; 公立高中; L2 listening; English listening instruction; Teacher perceptions; EFL classrooms in Taiwan; Public high schools; |
| 語 文 | 英文(English) |
| 中文摘要 | 本研究探討台灣十二位公立高中英語教師對聽力教學的看法及教學方式。透過 半結構式訪談與質性分析，本研究聚焦探究三個主要面向：(1) 教師如何看待台灣 高中英語聽力教學；(2) 教師在英語聽力教學中所採取的教學方法；以及 (3) 教師 的觀點與教學方式是否在其教學生涯中有所轉變，以及影響這些轉變的因素。 研究結果顯示，受訪教師普遍認同聽力能力在有效溝通與語言學習發展中的關 鍵角色。然而，儘管教師意識到聽力教學的重要性，實際課堂中直接進行聽力教 學的時間卻相當有限。而課堂中有限的聽力教學時間往往用於考試內容的複習， 並著重於詞彙教學。儘管面臨這些外在限制，本研究發現教師仍試圖透過在教學 過程中增加英語使用量，營造更具沉浸感的學習環境，並整合聽、讀、說等其他 語言技能，設計合作任務以促進學生間的互動。然而，本研究也發現教師在課堂 中較少進行聽力策略的教學，亦較少著重於提升學生的聽力後設認知意識。此外 為了因應課堂時間有限的挑戰，部分教師會額外指派課外聽力練習，鼓勵學生在 課外持續接觸與練習英語聽力。最後，關於教師觀點與教學方式的改變，研究結 果指出，大多數教師雖仍維持其對聽力教學重要性的基本認知，但其實際教學做 法則受到多元因素影響，包括教育政策的變動、學生需求與興趣的改變、科技工 具的進步，以及參與專業成長活動等。 |
| 英文摘要 | This study explored twelve English teachers’ perceptions of listening instruction and their reported practices in public senior high schools across various regions in Taiwan. Through semi-structured interviews and qualitative analysis, it examined three key aspects: (1) how teachers perceive the teaching of English listening in Taiwanese high schools, (2) the instructional methods teachers employ in teaching English listening, and (3) whether and how their perspectives and practices have evolved over their careers, along with the factors influencing the changes. The findings revealed a shared recognition among teachers of the crucial role listening skills play in effective communication and language development. Despite this recognition, teachers acknowledged allocating little time to direct instruction on listening in their classrooms. Moreover, the time designated for listening was often spent reviewing test content, with a focus on bottom-up processing such as vocabulary instruction. Despite these limitations, teachers made efforts to create an immersive environment by increasing their use of English during instruction to foster student interaction. In addition, they integrated listening with other language skills, such as reading and speaking, and incorporated collaborative tasks to promote interaction between students. However, their reported practices revealed limited instances of explicit instruction on listening strategies and a lack of efforts to raise students’ metacognitive awareness of listening. Additionally, to address the challenge of limited class time, a number of teachers assigned extracurricular listening assignments to encourage student engagement with listening outside the classroom. Lastly, in terms of changes in teachers’ perceptions and practices, the findings indicated that while most teachers maintained their initial views on the importance of teaching listening, their instructional practices were shaped by various factors, including changing policies, evolving student needs and interests, technological advancements, and involvement in professional development. |
本系統中英文摘要資訊取自各篇刊載內容。