研究資料首頁-> 承接政府部門、產學及技術服務案
研究資料明細
| 計畫案/服務案名稱 | 大學英語教師對於推動學生自主學習之信念及實踐 |
| 執行起始日期 | 2015-08-01 |
| 執行結束日期 | 2016-07-31 |
| 專案案號 | MOST 104-2410-H-160-016 - |
| 專案類型 | 政府學術研究計畫-科技部專題研究計畫 |
| 計劃性質(選擇項為複選，請依照實際性質勾選) | A1專題研究 |
| 是否為補助教師或在籍學生之人才培育相關課程(計畫)或就業學程 | |
| 工作類別 | 主持人 |
| 計劃主持人 | |
| 共同(協同)主持人 | |
| 經費狀態 | 原核定 |
| 計畫總金額(元) | 190500 |
| 政府出資金額(元) | |
| 企業出資金額(元) | |
| 其他單位出資金額(元) | |
| 學校出資金額(元) | |
| 主要經費來源 | 科技部 |
| 主要經費來源單位名稱 | 科技部 |
| 次要經費來源單位名稱 | |
| 他校轉入的專案 | 否 |
| 專案已轉至他校 | 否 |
[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，這個研究探討他們對好的語言教師特質的看法並比較他們跟其班級教師的觀點。15-20位語言教師和他們所教授之語言學習之班級將參與此研究。研究工具主要為問卷調查及半結構式訪談。研究者會對照老師們的填答內容以及其學生的填答內容來發現雙方對於好的語言教師之看法有何相同和分歧的論點。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 transmitting knowledge, as facilitators assisting students with their learning, and as motivators inspiring students to achieve their language goals, to name a few. As any one teacher is unlikely to possess the full range of characteristics suggested in the literature, it seems important to explore what individual class groups of learners believe are the characteristics most beneficial to their language learning. Each individual class group exerts their own ideas into the language learning mix (Dörnyei & Murphey, 2003). These individual class group ideas may result in different perspectives or expectations of the characteristics good language teachers should possess. Defining good language teachers broadly within an entire cultural group (see Cortazzi & Jin, 1996, for an example from Chinese students) rather than treating each individual class group as one particular unit misses the specifics of a particular class group’s identity.
To better understand the individual needs of particular class groups, this research explored their perspectives on the characteristics of good language teachers and compared their perspectives with the class teacher’s perspectives. 15-20 language teachers and their class groups from a university in Taiwan participated in this study. Questionnaire results from student questionnaire will be collated with data from their language teachers to discover points of agreement and divergence. This research hopes to provoke teachers to engage in a stimulating discussion with their class groups on agreements and divergences in conceptualizations about the characteristics of good language teachers.
