兒童英語補習班教材選用之研究｜國立臺灣科技大學博碩士論文系統

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研究生：	王毓吟 Yu-yin Wang
論文名稱：	兒童英語補習班教材選用之研究 A Study of Selection and Use of EFL Teaching Materials in Children's English Cram Schools
指導教授：	鄧慧君 Huei-chun Teng
口試委員:	王世平 Shih-ping Wang 吳秀麗 Hsiu-li Wu
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2011
畢業學年度：	99
語文別：	英文
論文頁數：	86
中文關鍵詞：	教材、教材選擇、教材使用、英語補習班
外文關鍵詞：	teaching materials, materials selection, materials use, English cram school
相關次數：	點閱：261 下載：23
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本研究主要為調查兒童英語補習班在教材上的選擇及使用的情形。研究問題包含(1)兒童英語補習班教師如何選擇教材；(2)教師們選擇教材的標準；(3)當教材不適用時，教師如何解決問題；以及(4)教師們對進口及本土教材的觀感。研究工具為問卷及訪談。在回收的338份問卷中包含教師、負責人及英文教務及主任。77%的補習班教師皆使用進口教材。研究結果顯示：第一，英語教師、主任及負責人是選書的主要成員。在選書的過程中，很少有正式的會議，出版社舉辦的新書發表會及師資研習往往影響老師的選書。第二，教材內容豐富符合學習者興趣是最重要的因素，另外四個重要的因素分別為教師配備和輔助教材、文法架構、美編排版，以及活動的設計。第三，當教材不適時，大部分教師皆提供補充教材。內容不恰當、不同的學生程度以及時間不足是影響教師要調整課程的三大原因。第四，進口教材的優點是好的內容及質感，學生可以習得外國文化，相反地，課程架構連結國民中學的課程以及便宜的價格是教師選擇本土教材的考量因素。本研究幫助現任教師以及出版社了解補習班的教材選擇及使用情形，並期望出版社能提供更好的教材給老師及學生們。

This study aims to investigate the selection and use of EFL teaching materials in children’s English cram schools. This study aims to (1) explore how EFL teachers in children’s cram schools select teaching materials, (2) investigate criteria teachers adopt to select materials for cram school students, (3) present how teachers solve problems when the selected textbooks are not suitable for students, and (4) address teachers’ perceptions of imported and local teaching materials. Participants were 338 EFL teachers in cram schools from all over the country, including owners, English supervisors, and English teachers. Seventy-seven percent of them were using imported teaching materials. The instruments were a questionnaire and a semi-structured interview. According to the findings, English supervisors, English teachers and the owners are members involved in selecting teaching materials. There was rarely a formal meeting held in the English cram schools. The new textbook launch and training workshops influence teachers in selecting teaching materials. In terms of the criteria, having various themes to meet students’ need is the most important factor. The other important factors are teacher’s resources and accompanying materials, grammar structure, illustrations, layouts, word size, and activity design. While the selected textbooks were not suitable for students to learn, they provided supplementary materials for students. Inappropriate content, students’ different proficiency levels, and time deficiency are the main reasons they needed to modify the lessons. The advantages of imported teaching materials are good quality, content structures, and the chance for students to learn more about foreign cultures. As for local teaching material users, whether the content is connected to junior high schools’ curriculum and the price are main factors for them in choosing local teaching materials. This study helps current EFL teachers to know how EFL teaching materials are chosen, used, and adapted for children in cram schools. This study also provides information for publishers to compile good EFL teaching materials for teachers and students.

ABSTRACT(CHINESE)……………...……………………………….…..…....……i
ABSTRACT (ENGLISH)…………..…………………………………………..……ii
ACKNOWLEDGEMENTS……….………………..………………………….……iv
TABLE OF CONTENTS…….…………………………………………………...….v
LIST OF TABLES……………………..……………………………..……..……...viii
LIST OF FIGURES……..……………………………………………………...……ix

CHAPTER ONE  INTRODUCTION…………………….………………...….…..1
Background of the Study…………………………………………………………1
Purpose of the Study……………………………………………………...……...3
Definitions of Terms………………………………………………….……..…....4
Significance of the Study………………………………………………..….....…5
Organization of the Study………………………………….………….…….……5

CHAPTER TWO  LITERATURE REVIEW…………………………………......6
Theories of Teaching Materials Selection and Use………………….…………….6
Influence of Teaching Material………...……………………………….…..6
Types of Teaching Materials……………………………………….....…….7
Materials Selection and Evaluation…………………………………….…..8
Materials Use…………………………………………………………..….14
Previous Studies on Teaching Materials Selection and Use…………...……...….16
Materials Selection and Use……………………………………………….16
Variables Correlated with Materials Use…………………………………..18
Related Studies on English Language Learning and Teaching in Cram School…20
The Role of Cram Schools………………..………………………….……20
English Learning and Teaching in Cram Schools in Taiwan……….……..21
Summary……………….…………………………………………………….…..24

CHAPTER THREE  METHODOLOGY………………………………………..26
Participants……………………………………………………………………...26
Instruments………………………………………………………………...……28
Questionnaire…………………………………………………..….………29
Interview…………………………………………………………………..30
Procedures……………………………………………………………...……….31
Data Analysis…………………………………………………………...……….32
Pilot Study………………………………………………………………………32

CHAPTER FOUR  RESULTS……………………………………………………35
    Results of the Questionnaire……………………………………………………35
		Materials Selection………………………………………………………...35
		Materials Use………………………………………………………………39
		Perceptions of Teaching Materials………………………………………...43
		Teachers’ Suggestions……………………………………………………..47
    Results of the Interview…………………………………………………………48
		Materials Selection………………………………………………………...48
		Materials Use………………………………………………………………49
		Perceptions of Teaching Materials………………………………………...51
		Teachers’ Suggestions……………………………………………………..52

CHAPTER FIVE  DISCUSSION AND CONCLUSION………………………..54
    Summary of the Study…………………………………………………………..54
    Discussion of the Results……………………………………………………….55
    Implications of the Study……………………………………………………….64
Limitations and Suggestions for Further Research……………………………..66
Conclusion………………………………………………………………………67

REFERENCES……………………………...………………………………………69

APPENDICES………………………………………………………………………77
Appendix A   Questionnaire…………………………………………………..........77
Appendix B   Interview Guide……………………………………………………..81
Appendix C   Reasons to Select Imported Teaching Material as First Priority……82
Appendix D   Reasons to Select Local Teaching Material as First Priority………..83
Appendix E   Reasons to Have Self-made Material as First Priority………………84
Appendix F   Suggestions of Instructional Time in English Cram Schools…..……85
LIST OF TABLES
Table 3.1  Background of the Participants…………………..………….…………..27
Table 3.2  Background of the English Cram Schools…………………….….……..28
Table 3.3  Background of the interviewed teachers…………….…………………..28
Table 3.4  Summary of Questions in the Questionnaires and Interview….…….…..30
Table 4.1  Members Involved in Selecting Teaching Materials………………….....36
Table 4.2  Materials Selection Procedures……………...…………………………..36
Table 4.3  Source of Criteria for Selecting Textbooks……….……………………..37
Table 4.4  Agreement of Textbook Selection Factors………………………………37
Table 4.5  Frequency of Top Three Vital Factors….………………………………..38
Table 4.6  Concern of Textbook Price by Owners…………………………………..39
Table 4.7  Teacher's Dependence on Textbooks……………………………...……..39
Table 4.8  Frequency of Teacher's Manual Usage…………………………………..39
Table 4.9  Lesson Sections Enhanced by Teachers……………………………...….40
Table 4.10  Teaching Strategies to Enhance the Lesson Sections…………...……...40
Table 4.11  Types of Accompanying Materials……………………………………..41
Table 4.12  Resource and Accompanying Materials by Teachers…………………..41
Table 4.13  Ways to Modify Textbook Lessons…………………………………….42
Table 4.14  Types of Supplementary Materials……………………………………..42
Table 4.15  Background of Teachers Using English Proficiency Test Sheets…...….43
Table 4.16  Lesson Sections Skipped by Teachers……………………………...…..43
Table 4.17  Reasons to Choose Imported Teaching Materials……………………...44
Table 4.18  Reasons to Choose Local Teaching Materials……………………...…..45
Table 4.19  Teachers’ Priority in Selecting Teaching Materials……………………46
Table 4.20  Ideal Amount of Instructional Time in Learning English…………...…47
Table 4.21  Ways of Further Education…………………………………...…..…….48
LIST OF FIGURES
Figure 2.1  A Framework for Materials Analysis, Evaluation
and Action………………………………………………………………..10
Figure 2.2  Options for Coursebook Use…….…………………………………..…15
Figure 2.3  The Cycle of Coursebook Adaptation…………….……………….……15
Figure 3.1  Data Collection Procedure…………………….………………………..32
Figure 5.1  The Framework of Materials Selection and Use………..………………59

                                

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