系統識別號 | U0002-2908201221400000 |
---|---|
DOI | 10.6846/TKU.2012.01298 |
論文名稱(中文) | 研究生助教的自我評估及大學生對其大一英文實習課教學之觀感 |
論文名稱(英文) | Students' Perceptions and GTAs' Self-Perceptions of GTA Instruction of Freshman English Lab |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系碩士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 100 |
學期 | 2 |
出版年 | 101 |
研究生(中文) | 蔡瑋珊 |
研究生(英文) | Wei-Shan Tsai |
學號 | 698110706 |
學位類別 | 碩士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2012-06-27 |
論文頁數 | 109頁 |
口試委員 |
指導教授
-
王藹玲
委員 - 李利德 委員 - 林怡弟 |
關鍵字(中) |
研究生助教 教學助理 英文實習課 教學觀感 |
關鍵字(英) |
graduate teaching assistants GTAs student perceptions GTAs' self-perceptions English language lab |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
世界各國高等教育機構普遍運用研究生擔任大學基礎課程的教學工作。目前,台灣高等教育機構為因應不斷增長的英語教育需求,逐漸聘請研究生任教大學基礎英語課程。為深入了解台灣高等教育機構運用研究生擔任基礎英語課程教學工作的成效,本研究針對北部一所大學的學生及研究生助教,以量化的學生問卷調查及質化的學生及研究生助教訪談,探討研究生助教及大學生對於研究生助教大一英文實習課教學之觀感。研究結果發現,整體而言,大學生及研究生助教皆滿意其大一英文實習課之教學。本研究結論對於研究生助教的英語教學及訓練提供深入且具體的建議,有助於提升以英語為第二外語國家高等教育的英語教學品質。 |
英文摘要 |
As the responsibility of undergraduate instruction is increasingly given over to graduate teaching assistants (GTAs) in higher educational institutes worldwide, a growing number of universities in EFL contexts employ GTAs to teach introductory undergraduate English courses. Therefore, this study aims to explore students’ perceptions and GTAs’ self-perceptions of GTA instruction of English lab courses. Both quantitative data and qualitative data were colleted from a questionnaire delivered to students and interviews with students and GTAs in 3 classes of Freshman English Lab at a university in northern Taiwan. Results show that the undergraduate and GTAs were generally content with the GTAs’ instruction of Freshman English Lab. Findings of this study provide valuable and useful insights into GTA instruction and GTA training programs for English lab teaching in EFL contexts. |
第三語言摘要 | |
論文目次 |
LIST OF TABLES VII CHAPTER ONE 1 INTRODOUTION 1 Background 1 Purpose of the Study 4 Research Questions 5 Significance of the Study 5 Definition of Terms 5 Graduate Teaching Assistant 6 Freshman English Lab 7 CHAPTER TWO 9 LITERATURE REVIEW 9 The Role of GTAs 9 GTAs’ Professional Knowledge 11 GTAs’ Interpersonal Skills 14 GTAs’ Teaching Performance 16 GTA Training 19 CHAPTER THREE 22 METHODOLOGY 22 Participants 22 Undergraduate Students 22 GTAs 23 Instruction Material 24 Instrument 25 Questionnaire 25 Interviews 26 Data Collection 27 Procedures 27 Data Analysis 28 Trustworthiness 29 CHAPTER FOUR 30 RESULTS 30 Quantitative Results 30 Undergraduate Students’ Evaluation of GTA Instruction 30 Qualitative Results 33 The Roles of GTAs 34 Undergraduate Students’ Perceptions—as friends instead of teachers 34 GTAs’ Perceptions—as teachers 35 Interpersonal Skills and Individual Rapport with Students 36 Undergraduate Students’ Perceptions 36 Approachability. 36 Informality. 37 Individual rapport. 38 Accessibility. 39 Concerns. 40 GTAs’ Perceptions 40 Encouraging attitude. 41 Informal talks. 41 Individual rapport. 42 Accessibility. 43 English Language Skills 44 Undergraduate Students’ Perceptions 45 English proficiency. 45 English use. 46 GTAs’ Perceptions 48 English proficiency. 48 English use. 49 Teaching Style 50 Undergraduate Students’ Perceptions 50 Enthusiastic. 51 Energetic. 51 Humorous. 52 Relaxing. 52 Lacking control. 53 GTAs’ Perceptions 53 Well-motivated. 54 Enthusiastic and energetic. 54 Relaxing and funny. 55 Teaching Techniques 56 Undergraduate Students’ Perceptions 56 Interactive. 56 Diverse. 58 Organized and clear. 58 Adaptability and flexibility. 59 GTAs’ Perceptions 60 Difficulties. 60 Course Design 62 Undergraduate Students’ Perceptions 62 Worthiness of learning. 62 Breadth of coverage. 63 Tests. 65 Assignments. 65 Workload and difficulty. 66 GTAs’ Perceptions 67 Worthiness of learning. 67 Breadth of coverage. 67 Tests. 69 Assignments. 70 Workload and difficulty. 70 Lab Skills 71 Undergraduate Students’ Perceptions 71 GTAs’ perceptions 72 GTA Training 72 CHAPTER FIVE 74 DISCUSSION, CONCLUSION, AND IMPLICATIONS 74 Discussion 74 Overall Perceptions 74 Workload and Difficulty 75 Instructor Enthusiasm 75 Group Interaction 76 English Exposure and Use 77 Individual Rapport 78 Organization and Clarity 80 Breadth of Coverage 81 Worthiness of Learning 82 Assignments 83 Tests 84 Classroom Management 84 GTA Training 85 Conclusion 86 Implications 87 Limitations 88 Recommendations for Future Research 89 References 91 Appendix A:Questionnaire 102 Appendix B: Questionnaire (Chinese Version) 106 |
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