台灣留學生出席國際會議補助

2007年6月21日 星期四

We Act Out the Stories and Children Love Them

論文發表人: 高美玉 (亞利安國際大學英語教學博士班)

http://www.catesol.org/2007stateprogrambook.pdf

 

當今英語師資培育首重教學省思。本研究的核心議題,敘述台灣18位外文系三年級學生,在他們的「英語教學方法」課程中,如何透過合作學習的方式,將說故事的教學活動理論融合於國小英語教學實務,並實踐其教學省思的過程。對英文為第二語言(ESL)及英語為外國語(EFL)的不同英語教育環境,說故事向來被視為是有效的教學方法。為達到本研究的目的,本文作者在這些學生從事這次實習英語教學之後,旋即針對受教的小學生的看法及英語學習態度做問卷調查。問卷也將分析每組實習老師的教學計畫、同儕評量檢查表、原班老師回饋意見、實習老師的行動教學日誌內容等,以判斷這些實習老師的教學省思模式。此外,另有一份實習老師須在學期末填寫的問卷結果,將分析本課程的實施成效,及這些學生們對參與EFL教師培育的學習省思。本研究的結果將讓英語教師培育,特別是針對國小ESLEFL職前英語教師培育與整體教育意涵的關連性,更加清晰。

 

The underlined principle for current teacher education is reflective practice. This paper reports the reflective process as realized by 18 junior English majors in Taiwan in a "TEFL Methodology" course on the basis of a collaborative evaluation model. Special attention is paid to investigating how these nonnative EFL student teachers apply theory into practice in conducting storytelling in an authentic elementary class. Storytelling is considered a convincing teaching technique which should play a central role in EFL or ESL teaching to children. For the purpose of the study, a survey is conducted right after the practicum teaching to collect the elementary school children's feedback toward this learning experience and their attitudes toward English learning. Along with each group's lesson plan, their peer evaluation checklists, and the mentoring teachers' feedback, the student teachers' reflection-on-action journals are analyzed to find their reflection patterns regarding this challenging teaching experience. In addition, a questionnaire filled up at the end of the semester serves to indicate how the student teachers perceive the effectiveness of this training course and their reflective process of learning to be EFL teachers. The pedagogical implications explored will shed light on English teacher education, especially pre-service ESL/EFL elementary teacher training programs.