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首页> 外文学位 >The cognitive bases of Taiwanese EFL teachers' instructional decisions in grammar teaching in elementary school.
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The cognitive bases of Taiwanese EFL teachers' instructional decisions in grammar teaching in elementary school.

机译：小学语法教学中台湾英语教师教学决策的认知基础。

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摘要

The problem. The purpose of this study is to investigate the ways in which EFL elementary school teachers conceptualize their classroom practices with specific reference to grammar teaching.;Method. Conceived within an exploratory-interpretive qualitative research paradigm, this multiple-case study examined the cognitive bases of 6 Taiwanese EFL elementary school teachers' instructional decisions and actions in grammar teaching. Data for each participant involved a preliminary survey, an additional survey, two classroom observations, three in-depth semi-structured interviews, stimulated recall, a final reflective written narrative, and several relevant documents.;Results. A key finding is that despite their diverse backgrounds in professional training and learning and teaching experiences, overall, the six Taiwanese EFL elementary school teachers have arrived at a similar pedagogical belief system about grammar teaching. However, quite a bit of variation still exists across individual participants, especially when carrying out their cognition in actual practice. Although these teachers conceived that grammar can or should be taught in EFL elementary school, they all strongly opposed the traditional Grammar Translation Method. In teaching grammar, these teachers adhered to four common principles: Less grammar, simple explanation, more examples, and more practice.;It is found that these participants' cognition about grammar teaching was largely congruent with their classroom practice under the core principles, with only a few cases of discrepancy occurring mostly due to contextual constraints. This finding also suggests an on-going process of change in cognition and practice across participants during the study.;It is also found that the cognitive bases for these teachers' classroom practice were little influenced by their previous teacher training, but rather mainly shaped by an interaction of multiple sources from their personal practical knowledge, previous experiences as EFL learners and teachers, and the social-educational context unique to the EFL setting.;Finally, the results also suggest that participation in this research project helped these in-service teachers reflect on their own teaching, and hence, facilitated their professional development. These teachers also perceived a need to upgrade their own knowledge about grammar and wished to be informed of innovative techniques of teaching grammar to children in future in-service teacher training programs.
机译：问题。这项研究的目的是研究EFL小学教师如何具体化其语法教学概念，并参考语法教学。该探索性定性研究范式构想而成，这项多案例研究考察了6名台湾EFL小学教师语法教学的教学决策和行动的认知基础。每个参与者的数据包括初步调查，附加调查，两次课堂观察，三个深入的半结构化访谈，激发的回忆，最终的反思性书面叙述以及一些相关文件。一个关键的发现是，尽管他们在专业培训和学与教经验方面有着不同的背景，但总体而言，六位台湾EFL小学教师已经达到了关于语法教学的相似的教学信念体系。但是，个体参与者之间仍然存在相当多的差异，尤其是在实际操作中进行他们的认知时。尽管这些老师认为语法可以或应该在EFL小学教授，但他们都强烈反对传统的语法翻译方法。这些老师在语法教学中遵循四个共同的原则：语法少，解释简单，实例多，实践多。发现参与者对语法教学的认知在很大程度上与他们在核心原则下的课堂实践是一致的。仅少数情况下发生差异，主要是由于上下文限制。这一发现还表明研究期间参与者之间认知和实践的变化是持续的过程。;还发现这些教师课堂实践的认知基础几乎不受其先前教师培训的影响，而主要是由来自他们的个人实践知识，以前作为EFL学习者和老师的经历以及EFL设置所特有的社会教育环境的多种来源的互动。最后，结果还表明，参与该研究项目有助于这些在职教师反思自己的教学，从而促进他们的专业发展。这些教师还认为有必要提高自己的语法知识，并希望在将来的在职教师培训计划中了解向儿童教授语法的创新技术。

著录项

  • 作者

    Huang, Kao Mei-yu.;

  • 作者单位

    Alliant International University, San Diego.;

  • 授予单位 Alliant International University, San Diego.;
  • 学科 Education Bilingual and Multicultural.;Education English as a Second Language.;Education Elementary.;Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 649 p.
  • 总页数 649
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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