國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	徐嬿婷 Hsu, Yen-Tin
論文名稱：	外師與中師的協同教學對學生口說焦慮之影響：以台灣學童為例 The Impact of Co-teaching on Learners’ Speaking Anxiety: The Case of Young EFL Learners in Taiwan
指導教授：	吳美貞 Wu, Mei-Chen
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	73
中文關鍵詞：	協同教學、合作教學、口說焦慮、外語焦慮、外師與中師
英文關鍵詞：	co-teaching, team teaching, speaking anxiety, foreign language anxiety, NS teachers and NNS teachers
DOI URL：	https://doi.org/10.6345/NTNU202202677
論文種類：	學術論文
相關次數：	點閱：198 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

從二十一世紀開始，台灣愈來愈多學校開始實行中師與外師合作的協同教學。也有愈來愈多的研究開始探討如何讓這樣的教學實行得更好，但卻少有研究探討協同教學中學生語言焦慮這一塊。焦慮是會阻礙學生學習成效及老師的教學品質，在協同教學中是一個相當重要不可以被忽視的因子。
本研究主要是要探討外師在台灣協同教學中對學生的語言焦慮有什麼影響。主要探討兩個研究問題:學生跟老師對學生在協同教學中語言焦慮這一塊的看法及感覺，以及學生語言焦慮跟他們口語表達的關係。
本研究總共有六十八位外師、一百四十位中師和四千九百七十位學生參與並完成改良版的外語焦慮問卷。有推行協同教學的兩間台灣北部的學校是本研究主要做課室觀察以及口語測驗的地點。資料經由混合研究得出，主要利用量化研究佐以質性研究來輔助。
根據問卷、口語測驗、課室觀察、訪談、筆記的資料得出外師的影響有兩大方面。創造更多機會讓同學可以用英文溝通以及外師持續鼓勵性語言及回饋降低了學生口說方面的語言焦慮。另外外師對學生口說能力也有正向的影響，學生口說在流暢度及準確度上都有明顯進步。但外師還是有其限制的地方，在學生一般的語言焦慮上，外師似乎還需要努力加強。
本研究希望藉由檢視學生及老師在協同教學中語言焦慮看法來提升大家對語言焦慮重要性的覺察，並進而可以讓台灣的協同教學可以更好。

Since the beginning of 21 century, more and more schools in Taiwan have implemented co-teaching classroom, having both native English-speaking teachers (ETAs) and non-native English-speaking teachers cooperate together. More research have delved into how to make this cooperation better but few investigated students’ language anxiety, which is an important variable that could impede students’ learning outcome and teaching effectiveness.
This study intends to explore the impact of English teacher assistants on their learners’ foreign language anxiety in the co-teaching classroom in Taiwan. Two research questions were addressed at the students’ and teachers’ perceptions of students’ language learning anxiety and the relationship between students’ learning anxiety and their speaking performance.
To answer the research question, 68 ETAs, 140 LETs and 4970 learners in Taiwan completed the adapted FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires. Two schools in the northern area of Taiwan was selected as the observation sites and selected students took oral pre and posttest to investigate the relationship between language anxiety and speaking performance. Data were collected through a mixed method, using mainly quantitative approach with qualitative approach complementing it.
Based on the data of the adapted questionnaire, oral performance, classroom observation, interviews and field notes, results revealed that ETAs’ impact was shown in two aspects. Creating more opportunities to communicate in English and ETAs’ encouraging feedback led to the reduction of learners’ speaking anxiety. Also, ETAs had positive influence on students’ speaking performance, improving both their fluency and accuracy. However, there were still some areas that needed more attention such as general anxiety, which did not have lots of reduction in this study.
By examining learners’ and teachers’ perceptions toward language anxiety in the co-teaching classroom, this study hopes to raise the awareness of the importance of language anxiety in co-teaching classroom and further facilitate co-teaching program in Taiwan.

TABLE OF CONTENTS
Chinese Abstract...............................i
Abstract......................................ii
Acknowledgement...............................iv
Table of Contents..............................v
List of Tables................................ix
List of Figures................................x

Chapter One. Introduction......................1
1.1 Background.................................1
1.2 Research Gaps..............................6
1.3 Research Questions.........................7
1.4 Significance of the Study..................7
1.5 Organization of the Thesis.................8

Chapter Two. Literature Review.................9
2.1 NS teachers versus NNS teachers...........10
2.2 Co-teaching...............................12
2.3 Anxiety and Speaking......................16
2.3.1 Definitions and Manifestations of Anxiety.......16
2.3.2 Foreign Language Anxiety and Speaking...........18

Chapter Three. Methodology....................21
3.1 Research Design and the Rationale for the Methodology......21
3.2 Participants.............................23
3.2.1 Learners............................23
3.2.2 Teachers............................23
3.3 Instruments...............................24
3.3.1 Anxiety Questionnaires (FLCAS) for Learners and Teachers (ETAs and ETs).....25
3.3.2 Oral test and CD....................27
3.3.3 Classroom Observations..............28
3.3.4 Interviews and Informal Conversations...29
3.3.5 Field Notes and Audio Recordings....30
3.4 Data Collection Procedures................30
3.5 Data Analysis.............................33
3.5.1 Analysis of Questionnaires from Learners and Teachers (ETAs and LETs)............34
3.5.2 Analysis of Oral Test..............35
3.5.3 Analysis of Classroom Observations, Interviews, Field Notes and Audio Recordings....37

Chapter Four. Results and Discussions.........38
4.1 Students’ Perceptions of Language Anxiety.39
4.1.1 Speaking Anxiety.................40
4.1.2 General Anxiety..................46
4.2 Teachers’ (both ETAs and LETs) Perceptions of Students’ Language Anxiety.......48
4.2.1 ETAs’ Perceptions................49
4.2.1.1. Cultural Differences May Generate Misunderstandings.......49
4.2.1.2. Different Cultural Classroom Behaviors May Be Interpreted by ETAs as Anxiety
.......49
4.2.2 LETs’ Perceptions...............50
4.2.2.1 Cheerful Classroom Atmosphere May Cloud LETs’ Judgement.........50
4.2.2.2 Students’ Anxiety Was Interpreted as
Shyness by LETs.............51
4.3 Correlation between Anxiety Questionnaire and Speaking Test.........52

Chapter Five. Conclusions.....................57
5.1 Summary of the Findings...................57
5.2 Pedagogical Implications..................59
5.3 Limitations of the Current Study and Directions for Future Study........59

References..............61
Appendices..............65
APPENDIX A: Anxiety Questionnaire for Learners .........65
APPENDIX B: Anxiety Questionnaire for ETAs....66
APPENDIX C: Anxiety Questionnaire for LETs....67
APPENDIX D: English Speaking Guidelines in Elementary and Junior High Schools......68
APPENDIX E: Interview Questions...............69
APPENDIX F: Speaking Rating Rubrics...........71
APPENDIX G: Students’ Perceptions of Speaking & General Anxiety Based on Questionnaires in Pretest and Posttest..........72
APPENDIX H: Teachers’ Perceptions of Learners’ Language Anxiety Based on Questionnaires in Pretest and Posttest..........73
                                

References
Agudo, J. D. D. M., & Robinson, I. (2014). Native or non-native The nativeness factor from the EFL student teachers' perspective. Utrecht Studies in Language and Communication, (27), 231.
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety The case of students of Japanese. The modern language journal, 78(2), 155-168.
Baniabdelrahman, A. A. (2013). Effect of using Internettools on enhancing EFL students’ speaking skill. Journal of Contemporary Research, 3(6), 79-87.
Braine, G. (1999). From the periphery to the center: One teacher’s journey. Non-native educators in English language teaching, 15-27.
Brumby, S., & Wada, M. (1990). Team teaching. Longman.
Buckley, F. J. (1999). Team teaching: what, why, and how?. Sage Publications.
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328-335.
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341-351.
Carless, D., & Walker, E. (2006). Effective team teaching between local and native-speaking English teachers. Language and Education, 20(6), 463-477.
Chan, D. Y. C., & Wu, G. C. (2004). A study of foreign language anxiety of EFL elementary school students in Taipei County. Journal of National Taipei Teachers College, 17(2), 287-320.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety Differentiating writing and speaking components. Language learning, 49(3), 417-446.
Chiang, M. C. (2012). The relationship between foreign language anxiety and foreign language speaking proficiency among elementary school students in Taiwan. Unpublished master’s thesis.
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL quarterly, 33(2), 185-209.
Crystal, D. (2000). Language death. Ernst Klett Sprachen.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The modern language journal, 89(2), 206-220.
Gorsuch, G. (2002). Assistant foreign language teachers in Japanese high schools: Focus on the hosting of Japanese teachers. JALT JOURNAL, 24(1), 5-32.
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism Anxious and non‐anxious language learners' reactions to their own oral performance. TheModern Language Journal, 86(4), 562-570.
Ho, C. L. (2012). Investigation of English proficiency levels, anxiety, and English speaking activities for EFL learners in a language institute. Unpublished master’s thesis.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The modern language journal, 70(2), 125-132.
Igawa, K. (2008). Professional development needs of EFL teachers practicing in Japan and Korea. International Buddhist University Bulletin, 45, 431-455.
Igawa, K. (2009). EFL teachers’ views on team-teaching: In the case of Japanese secondary school teachers. The International Journal of Language Society and Culture, 47, 145-172.
Kachi, R., & Choon-hwa, L. (2001). A Tandem of Native and Non-Native Teachers Voices from Japanese and American Teachers in the EFL Classroom in Japan.
Krashen, S. D. (1980). The theoretical and practical relevance of simple codes in second language acquisition. Research in second language acquisition, 7-18.
Lasagabaster, D., & Sierra, J. M. (2005). The nativeness factor An analysis of students' preferences. ITL, 147,21.
Llurda, E. (2005). Non-native TESOL students as seen by practicum supervisors. In Non-Native Language Teachers (pp. 131-154). Springer US.
Luo, W. H. (2007). A study of native English-speaking teacher programs in elementary schools in Taiwan. Asia Pacific Education Review, 8(2), 311-320.
Mahboob, A. (Ed.). (2010). The NNEST lens: Non native English speakers in TESOL. Cambridge Scholars Publishing.
Mak, S. H. Y. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. RELC Journal, 42(1), 53-67.
Medgyes, P. (1992). Native or non-native who's worth more. ELT journal, 46(4), 340-349.
Miyazato, K. (2001). Team teaching and Japanese learners’ motivation. The Language Teacher, 25(11), 33-35.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(02), 217-239.
Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The modern language journal, 76(1), 14-26.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The modern language journal, 83(2), 202-218.
Schlenker, B. R., & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization model. Psychological bulletin, 92(3), 641.
Selvi, A. F. (2011). The non-native speaker teacher. ELT journal, 65(2), 187-189.
Tajino, A., & Tajino, Y. (2000). Native and non-native what can they offer Lessons from team-teaching in Japan. ELT journal, 54(1), 3-11.
Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
Young, D. J. (1991). Creating a Low‐Anxiety Classroom Environment What Does Language Anxiety Research Suggest. The modern language journal, 75(4), 426-437.

本全文未授權公開

簡易檢索 / 詳目顯示

相關論文