研究資料首頁-> 發表專書（含篇章）及其他著作
研究資料明細
| 專書(含篇章)及其他著作名稱 | New approaches to English language and education: Cultural and intercultural perspectives (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan) |
| 專書出版日期 | 2016-09-01 |
| 專書類別 | 紙本 |
| 是否為專書 | 否 |
| 使用語文 | 外文 |
| 專書是否經外部審稿程序或公開發行出版 | 是 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 出版年 | 2016 |
| 出版月 | 1 |
| 出版地 | 台灣 |
| 出版者(社) | 東華書局 |
| ISBN編號 | 978-957-483-868-4 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
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| 附件 |
New Approaches to English Language and Education in Taiwan (最新電子檔).pdf
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[摘要] :
EFL learning is viewed as one of the keys to success in Taiwan’s economic globalization and modernization. Learning English is a value-laden practice whose difficulties are exacerbated by heightened political pressure to ensure Taiwan’s place in the global economy (Lin, 2008). The extension downwards of the provision for learning English from the junior high level to Grade 5 at the elementary level in 2001, and even further to Grade 3 in 2005 highlighted the economic and political significance of learning English within Taiwanese society. However, it is a matter of concern that national, longitudinal achievement data have consistently demonstrated a substantial gap in achievement in English between candidates aged 13 living in different locales (Chang, 2002; Lee, 2002; Lin, 2008). Official endeavors tend to focus on “macro” aspects, such as “urban-rural” resource discrepancies (Chang, 2002; Chou, 2003; Tse, 2002) and fail to provide a micro view of the language learning process which examines the complexity of social and psychological forces affecting EFL learning and teaching within classrooms.
This chapter addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings of elementary and junior high. It aims to challenge the collective myth of “the earlier the better in learning foreign languages” when it is adopted without consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers in Taiwan who are concerned with the weaknesses in learning and teaching English as a foreign language (EFL).
