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| 系統識別號 |
U0002-1002200921075100 |
| 中文論文名稱
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大學生選擇外籍教師作補救教學之動機和其觀感以及態度之個案研究
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| 英文論文名稱
|
EFL College Students’ Motivations, Perceptions, and Attitudes toward the Native-Speaking Teacher in the English Remedial Program: A Case Study |
| 校院名稱 |
淡江大學 |
| 系所名稱(中) |
英文學系碩士班 |
| 系所名稱(英) |
Department of English |
| 學年度 |
97 |
| 學期 |
1 |
| 出版年 |
98 |
| 研究生中文姓名 |
林雅珮 |
| 研究生英文姓名 |
Ya-Pei Lin |
| 學號 |
694010173 |
| 學位類別 |
碩士 |
| 語文別 |
英文 |
| 口試日期 |
2009-01-06 |
| 論文頁數 |
73頁 |
| 口試委員 |
指導教授-王藹玲
委員-陳秀潔
委員-林至誠
|
| 中文關鍵字 |
英語補救教學
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| 英文關鍵字 |
English Remedial Program
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| 學科別分類 |
學科別＞人文學＞語言文學
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| 中文摘要 |
本研究的目的在於調查淡江大學三十六位學生選擇外籍教師作補救教學之動機和其觀感以及態度之個案研究。本研究使用問卷調查、口頭與隨機挑選十位學生面談、口頭與外籍教師面談以及紀錄課室觀察為主。研究結果顯示出學生選擇外籍教師作補救教學之動機多出於自願，增進英語能力為其目的，尤其是英語聽與說的技巧。再者，學生認為外籍教師能說一口標準、道地的英語，比起中籍教師而言，外籍教師更願意給學生較多的練習機會。此外，外籍教師的幽默感也是學生考量的因素之一。然而學生在補救課程中遭遇學習困難時，多數仍傾向使用其最為熟悉的母語向同學詢問。雖然大多數學生對於補救課程中的外籍教師表示肯定，但從課室觀察紀錄中仍顯示出學生於期末的缺席情形明顯。因此本研究建議相關系所在選擇外籍教師作為補救教學之指導老師前，應提供該課程適當的學分，並且制訂標準化的學習成就評量，以刺激學生更積極參與。 |
| 英文摘要 |
The purpose of this study aims to investigate 36 students’ motivation, perceptions, and attitudes toward the NST (Native-Speaking Teacher) in the English remedial class at a university in Taiwan.The instruments used in this study include questionnaire, oral interviews with 10 randomly chosen students and with the NS Teacher, and the field notes of periodical classroom observation. The results reveal that most of students took the class voluntarily because they desired to improve their English proficiency
especially listening and speaking skills. When it comes to their perceptions of the NS teacher, they believe he speaks standard English and he is willing to provide students more opportunities to practice. Moreover,a sense of humor is also a cardinal reason for students to take the class. In addition, while encountering difficulties in class,students tended to turn to their classmates for help in their mother tongue. Although most students hold positive attitudes toward the NS teacher in this remedial class, the field notes of classroom observation still displays the problem of students’ absence. As a result, the study suggests that
offering credits to the remedial class and making up a standardized evaluation would be beneficial for the remedial program.
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| 論文目次 |
Table of Contents
Chapter One Introduction 1
1.1 Background of the study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 5
1.4 The Research Questions 6
1.5 Significance of the Study 6
1.6 Key Term Definition 7
Chapter Two Literature Review 8
2.1 EFL Students’ Perceptions of NS teacher 8
2.1.1 The Myth of NS teachers 11
2.2 Theories and Perspectives on Motivation 13
2.2.1 Motivation from the Needs Theory 13
2.2.2 Intrinsic and Extrinsic motivation 15
2.3 Attitude toward learning English 16
2.4 Remedial teaching program 17
2.4.1 Remedial instruction 17
2.4.2 Underachievers 18
Chapter Three Methodology 20
3.1 Participants 20
3.2 Procedure 21
3.3 Materials 22
3.4 Instruments 23
3.4.1.1 The Questionnaire before the Remedial Program 23
3.4.1.2 The Questionnaire after the Remedial Program 25
3.4.2 Classroom Observations 25
3.4.3.1 Interview with students 26
3.4.3.2 Interview with the NS teacher 26
3.5 Data Analysis 26
Chapter Four Results of the Study 28
4.1 Quantitative Results 28
4.1.1 Analysis of Students’ Motivation 28
4.1.2 Students’ Perceptions of the NS teacher 31
4.1.3 Students’ Attitude 34
4.2 Qualitative Analysis 36
4.2.1 Profile of the Participants 37
4.2.1.1 Profile of the Ten Students Who Were interviewed 37
4.2.1.2 Profile of the NS teacher...................................................................39
4.2.2 Analysis of Students’ Motivation.................................................................39
4.2.3 Students’ Perceptions of the NS teacher ......................................................41
4.2.4 Students’ Attitude.........................................................................................43
4.2.5 The NS teacher’s Perceptions of this Program and of the EFL Students.....44
Chapter Five Discussion and Conclusion ....................................................................46
5.1 Discussion ......................................................................................................46
5.1.1 Students’ Motivations of Taking the NS teachers’s Remedial Class ...........46
5.1.1.1 Gardener’s Intrinsic and Extrinsic Motivation .................................46
5.1.1.2 Maslow’s Hierarchy of Need Analysis
5.1.2 Students’ Perceptions of the NS teachers.....................................................50
5.1.3 Students’ Attitudes toward the NS teachers Remedial Class .......................51
5.2 Limitations .....................................................................................................53
5.3 Recommendations for Further Research........................................................53
References....................................................................................................................54
Appendix A ..................................................................................................................57
Appendix B ..................................................................................................................60
Appendix C ..................................................................................................................62
Appendix D..................................................................................................................63
Appendix E ..................................................................................................................64
Appendix F...................................................................................................................67
Appendix G..................................................................................................................70
Appendix H..................................................................................................................72
V
Lists of Figure
Figure 2-1 Maslow’s Hierarchy of Needs (Maslow 1970) ..........................................14
Figure 2-2 Five Steps of Remedial Instruction ............................................................17
Figure 5-1 Students’ Motivations Analysis………………………………………….. 48
Lists of Table
Table 1 Reasons for Taking the NS Teacher Class.......................................................29
Table 2 Goals Students Wish to Reach ........................................................................30
Table 3 EFL Students’ Definitions of NS Teachers ...................................................31
Table 4 EFL Students’ Perceptions of NS Teachers.....................................................32
Table 5 Differences between NS teachers and NNS teachers......................................33
Table 6 Ways Students do When not Understanding the NS Teacher’s Words............34
Table 7 Ways Students did When Encountering New Vocabulary ..............................35
Table 8 Reasons Why Students Quit............................................................................36 |
| 參考文獻 |
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Stipek, Deborah J. (2002) Motivation to learn: integrating theory and practice. 4th ed. Allyn and bacon.
參考書目 (中文部分)
張新仁（2001）。實施補救教學之課程與教學設計。教育學刊，17，85-106。
吳清山、林天佑（2003）。補救教學。教育研究月刊，116，159-160。
吳宗雄（2003）。李翠玲（民82）。如何教國中低成就班級─英語教學錦囊。人文及社會學科教學通訊，4期，頁39-52。美國加速學校補救教學。師友月刊。1月號，23-28。
杜正治（民82）。補救教學的實施。刊於林永吟（民82）。學習輔導：學習心理學的應用。台北：心理出版社。
楊碧娟（民87）。補救教學隨筆。教師天地，92期，頁56-57。
魏秀芬（民86）。補救教學系統宜儘速建立。政策月刊，26期，頁14-15。
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