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| 論文名稱 | A Diversity of Perspectives on “Good” Language Teachers: Can College Teachers and Their Learner Groups Attain Harmony? |
| 研討會開始日期 | 2012-05-19 |
| 研討會結束日期 | 2012-05-20 |
| 所有作者 | Lilian Ya-Hui Chang |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | 第二十九屆中華民國英語文教學研究國際研討會 |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 台北 |
| 發表年份 | 2012 |
| 所屬計劃案 | 高高屏地區外語教學實務研究計畫 |
| 可公開文檔 |
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[摘要] :
語言敎師在課堂上有幾種角色：傳達知識的教育者、協助學生學習的促進者、啟發學生達成語言目標的學習動機等等。 當一位教師不太可能同時具有在文獻中建議的所有特質時，探究每個班級的學習者認為最重要之語言教師特質是很重要的。每個班級團體在語言學習上均有屬於他們自己的特殊方式及意見(Dörnyei & Murphey, 2003)。這些班級團體可能產生出對好的語言教師應具有的特質有不同看法或期望。也因此，要定義一位好的語言教師不應侷限於一整個文化群體內 (如： Cortazzi & Jin, 1996, 探討中國學生對一位好的語言教師之看法)，而是以每個班級團體為一個單位，研究每個班級團體對於一位好的語言教師之特殊獨特之看法。
為了更了解特定班級團體的個別需求，這個研究探討了幾個大專院校班級對於好的語語教師之看法，並比較他們跟其班級教師的觀點。兩位語言教師和他們在台灣的一個語言學院的班級參予此次的研究。從學生問卷的結果對照了從老師們的半結構式訪談資料去發現同意和分歧的論點。此研究希望能激起教師們和班級團體對於一位好的語言教師之看法，相互比較其相同處及差異處。
[英文摘要] :
Teachers assume several key roles in the language classroom: as educators, facilitators, motivators, to name a few. As one teacher is unlikely to possess the full range of characteristics suggested in the literature, it is important to explore what individual class groups believe are those characteristics most beneficial to their language learning. Each individual class group exerts their own ideas into the language learning mix (Dörnyei & Murphey, 2003). Defining good language teachers broadly within an entire cultural group (as Cortazzi & Jin, 1996, have done with Chinese students) rather than treating each individual class group uniquely misses the specifics of a particular class group’s identity.
This research explores a diversity of class groups’ perspectives on the characteristics of “good” language teachers and compares their perspectives with their class teacher’s. Two language teachers and their class groups from a language college in Taiwan participated in this study. The results from questionnaires and semi-structured interviews indicate some points of agreement and divergence: Two freshman class groups believe that maintaining a good teacher-learner relationship is the most important aspect of “good” language teachers; however, there is a marked difference in their expectations of their teacher’s target language ability. More interestingly, the teacher herself believes the ability to reflect and improve teaching methods more important than maintaining the teacher-learner relationship, yet another point of divergence.
This research has important implications for acknowledging diversity between class groups and for teachers to discuss “good” language teachers with their class groups for a harmonious classroom experience.
