語文資優班英文教師閱讀教學之信念與實踐：兩位國中教師之個案研究

Abstract

有鑒於全球化的影響和差異化教學的推廣，語言資優教育在臺灣逐漸獲得更多關注。由於語言資優學程被視為創新的課程教學，因此，了解語言資優教師的教學信念和課堂實踐極其重要。本研究以質性個案研究探討一位資深和一位新手國中語言資優班英語教師對英語閱讀的教學信念及課堂實踐，並進一步指出造成教師信念和實踐之差異的因素。研究資料搜集主要透過四次半結構式訪談、18堂課室觀察以及兩位教師的教學講義，藉以探討上述議題。研究結果顯示雖然兩位教師有相似的英語閱讀教學信念，然而他們在促進英語資優生將閱讀知識內化為輸出技能和實施多元的學習任務上持不同觀點。就研究者所觀察到的教學實踐而言，資深教師獨有的課堂實踐為發展英語資優生的賞析能力、推廣學生提問、以及融入深度討論；而新手教師獨有的課堂實踐為尋讀和略讀法的教學、強調搭配字、名詞子句和文本結構、進行多元學習任務、以及提供清楚的指示和示範。本研究也顯示兩位教師的課堂實踐皆和其陳述的信念大致一致，唯新手教師的信念和實踐有兩處分歧，造成差異的原因為時間限制、學生參與程度、以及電子文本的複雜性。Language talented education has gained increasing attention in Taiwan given the influence of globalization and promotion of differentiated instruction. As language talented programs are regarded as an innovative instruction in curriculums, it is crucial to understand teachers’ pedagogical beliefs and classroom practices in this context. This study adopted a qualitative case study to explore an experienced and a novice EFL junior high school teachers’ beliefs and practices about English reading instruction in language talented programs and further identified factors causing the belief-practice inconsistency. Data was collected from four semistructured interviews, 18 lessons of classroom observations, and the two instructors’ teaching materials.The findings suggested that the two teachers showed a different perceptive on facilitating English talented learners to transform reading inputs into outputs and implementing various learning tasks in language talented classes. In terms of their observed classroom practices, developing students’ interpretative and evaluative skills and promoting student-generate questions were observed exclusively in the experienced teacher’s classrooms. Novice teacher’s peculiar practices included teaching scanning and skimming strategies, emphasizing collocations, noun clauses, and text structures, implementing various learning tasks, and providing clear instructions and demonstrations. Findings also suggested that the two teachers’ beliefs were mainly converged with their instructional behaviors, while there were two instances of divergence in the novice teacher’s lessons due to time constraints, student engagement, and complexity of e-texts.