| Abstract: | 摘 要 本研究主要針對台灣高中英文教師對英文學習策略有效性之看法及其將英文學習策略融入實際教學情形進行調查；此外，這二者之間的關係亦為本研究之研究主題。 參與本研究的英文教師來自台灣中部十九所高級中學，其中包括七所公立高級中學及十二所私立高級中學。研究者總共發出155份問卷，回收109份，回收率達70%，有效的問卷共108份，總計有108位台灣中部公私立高中的英文教師參與本研究。 本研究定義並測量二組獨立變數，第一組獨立變數是指高中英文教師對英文學習策略有效性之看法，其中又可再區分成七個變數，包含高中英文教師對英文學習策略有效性之整體看法和教師對Oxford (1990)定義六類學習策略有效性之看法。第二組獨立變數是指高中英文教師將英文學習策略融入實際教學之情形，其中又可再分成七個變數，包含高中英文教師將英文學習策略融入實際教學之整體情形和教師將Oxford (1990)定義六類學習策略融入實際教學之情形。本研究的參與者需完成一份中文問卷，問卷內容可分成四個部份，第一部份題有八題，主是要蒐集參與者的背景資料，第二、三部份各五十題，題目修改自Oxford (1990)的學習策略問卷，第四大題是複選題。這些題目的設計目的，主要是用來了解本研究的研究主題。 本研究採用電腦軟體SPSS10.0 for Windows來統整、分析蒐集到的資料，藉以提供敘述性與相關性統計之數據。本研究對於統計顯著性之測試，以? < .01做為決定統計結果顯著與否之標準。 本研究主要發現如下: 第一、高中英文教師十分認可英文學習策略的有效性。第二、英文教師對學習策略的有效性看法和英文教師將學習策略融入實際教學情形二者之間呈現顯著的正向相關性。也就是說，英文教師肯定學習策略的有效性，而且教師經常將學習策略融入教學之中。第三、教師對學習策略有效性之看法較為一致，但教師將學習策略融入實際教學之情形差異性較大。第四、英文教師認為最有效的學習策略為後設認知策略，但是英文教師最常將補償策略融入英語教學的課堂中。本研究在結論中提出了一些建議給教師及師資培育機構並期許對未來的的研究方向提供一些建議。
ABSTRACTThe purpose of the study was to investigate Taiwan’s senior high school English teachers’ perceptions of the effectiveness of English learning strategies and their incorporation of such strategies in their classroom teaching. In addition, this study examined the relationships between teachers’ perceptions of the effectiveness of English learning strategies and their incorporation of such strategies in teaching.109 teachers from 19 senior high schools participated in this study. Seven of the schools were public, 12 were private schools, and all were located in central Taiwan. The researcher originally approached 32 senior high schools, and 19 of them agreed to participate in the study. The researcher distributed 155 questionnaires to the 19 schools and 109 of them were returned, with an approximate return rate of 70%. Among the returned questionnaires, 108 were complete and valid.Two sets of composite dependent variables were defined and measured in this study. The first set, which included seven composite variables, referred to teachers’ perceptions of the effectiveness of English leaning strategies. These variables described teachers’ perceptions of the effectiveness of six categories of English leaning strategies and their overall perceptions of those strategies. The second set also consisting of seven variables referred to teachers’ incorporation of English learning strategies in teaching. This set measured teachers’ incorporation of six categories of English leaning strategies in teaching and their overall incorporation of those strategies in teaching. A Chinese version of a self-reported questionnaire was used to measure the two sets of variables and to collect other data for the study. The questionnaire consisted of the following four parts: I. Background Information; II. Perceptions of the Effectiveness of English Learning Strategies; III. Incorporation of English Learning Strategies in Teaching; and IV. Supplementary Information. Part I included seven questions concerning the participants’ general background. The one hundred 5-point Likert-scaled items in parts II and III, fifty in each, were made by modifying the items from Oxford’s Strategy Inventory for Language Learning (SILL), Version 7.0 for ESL and EFL context (Oxford, 1990, p.293). Part IV offered eight questions to provide supplementary information which would facilitate interpretation of part of the data analysis results of parts II and III.The computer software package SPSS 10.0 for Windows was used to organize, compute, and analyze the data of the study. The significance of the decision level was set as ? < .01 for all statistical significance testing. Descriptive analyses were performed on all the questionnaire items, and Person product-moment correlation coefficients were computed between the two sets of the composite dependent variables. The major findings of the study can be summarized as follows. Firstly, senior high school English teachers’ perceptions the effectiveness of English learning strategies were quite positive. Secondly, positive, statistically significant correlations were found between teachers’ perceptions of the effectiveness of English learning strategies and their incorporation of English learning strategies in teaching; namely, high school English teachers had relatively favorable attitudes towards the effectiveness of English learning strategies and they did incorporate such strategies in their teaching. Thirdly, teachers’ perceptions of the effectiveness of English learning strategies were more consistent than their incorporation of English learning strategies. Fourthly, metacognitive strategies were perceived as most effective by teachers whereas compensation strategies were incorporated most frequently by teachers. Finally, some pedagogical implications and suggestions for future research have been provided to conclude this study. |
