非母语英语教师之自我专业认知

非母語英語教師之自我專業認知:從亞洲的英語教育談起吳信鳳國立政治大學 英文系教授 日期： 10月 26日 星期三時間： 7： 00 9： 00 p.m.地點： 台灣科技大學 1Newsweek International EditionMarch 7, 20052英語學習 ： 世界趨勢English Education: A Global Educational Issue英語非母語使用者(Non-native English speakers/users）vs.英語為母語使用者（ Native English speakers/users）(Crystal, 1997; Power, 2005）3Whose Englishes?One Tongue, Many Flavorsv English may have transformed the world, but with non-native speakers now outnumbering native speakers 3 to 1, the language is being reshaped in return. v The globalization and adaptation of English will revolutionize the use of the language.(Power, 2005, p. 1）4亞洲的英語教育 English Education in Asia亞洲英語非母語使用者人口(The # of Non-native English speakers/users in Asia）= 350,000,000 = 美國 加拿大 英國 華人地區學英語的孩童總數(The # of children learning English in Chinese communities） 100,000,000 (Crystal, 1997; Power, 2005）5全民學英語 九年一貫新課程：小學英語 全美語、雙語幼稚園 全民英撿 官方語言 台灣的英語學習熱 English Fever in Taiwan6英語與人生 台灣家長認為 自己英語好不好對自己的人生有重要影響63台灣家長認為 子女英語好不好對其人生有重要影響78(周慧菁， 天下雜誌 ， 2004年 11月教育專刊 家長對英語教育態度調查， n=763） 7英語教師的角色、任務、專業定位 ？ 8母語英語教師 Native English Speaker Teachers“The ideal teacher of English is a native speaker of English.”v More appropriate language models v More fluent and idiomaticv More knowledgeable about the target culture9非母語英語教師 Non-native English Teachersv Second best v Less qualifiedv Less able 10非母語英語教師 Non-native English TeachersA lack of an identity could lead to low self-confidence and to ones marginalized, unstable status in the ELT profession.Braine, G. (Ed.) (1999). Non-native educators in English language teaching (p. xviii). 11A Narrative from a Non-native English TeacherI had a cold realization that I was living at the mercy and tolerance of others. If others are willing to tolerate my deficiency in the language, and choose to focus on my dedication and other merits, I have a foothold; if not, they have every reason to dismiss me . . . Not that I dont have confidence in my English.Braine, G. (Ed.) (1999). Non-native educators in English language teaching. P. xviii. 12Portraits of the L2 Userv L2 users - A language group in their own right and on their own termsv High-profile role models of L2 usersVivian Cook, 200213“who you are”Vs.“what you know Rapmton, 1990, p.9914ELT Teacher Knowledge: An Interpretive Frameworkv What knowledge is essential to their (teachers) work? How is such knowledge generated and confirmed? v Teacher knowledge is “knowing-in-action.”“Knowing that” and “knowing how” do exist independent of each other. (Schon, 1983)v Teacher knowledge is “a kind of knowledge carved out of, and shaped by, situations; knowledge that is constructed and reconstructed as we live out our stories and retell and relive them through processes of reflection.” (Clandinin, 1992, p. 125)Tsui, 200315PedagogicalContentKnowledgeTeacher Knowledge as Content Knowledge(Shulman, 1986)Pedagogical KnowledgeKnowledge ofLearnersKnowledge ofContextContentKnowledgeSubjectMatterKnowledgeCurricularKnowledgeTsui, 2003Management of L2 Learning/Enactment of L2 Curriculum16The challenge for teacher knowledge research is to show not “that teachers think, believe, or have opinions but that they know. And even more important, that they know that they know.”Fenstermacher, 1994, p. 5117Self-perception of Professionalism of Non-native English Teachersv English proficiency alone does not guarantee successful EFL teaching. v Teachers beliefs and self-perception often influence the way they teach.18Non-native English Teachers Self-perception ofTheir Professionalism in Taiwan台灣非母語英語教師之專業自我認知By Su-Duan Huang (黃素端 ) Jia-Ru Lu (呂佳儒 ) Pei-Hsuan Huang (黃佩萱 )Shun-Yi Chang (張順宜 ) Hsin-Feng Wu (吳信鳳 )Elementary and Junior High English Teachers in Taiwan19專業英語教師您認為自己是一位專業的英語教師嗎？人數 比例Yes 172 72.3%No 60 25.2%Total 232 100%20專業英語教師應具備的條件專業英語教師應具備哪些條件？v 英語文能力良好v 對英語教學有熱忱v 有專業教育背景v 有豐富教學經驗v 持續進修、熟悉教學新趨勢21母語與非母語英語教師之優勢及劣勢非母語教師 1 2 3 4 5母語教師 1 2 3 4 5_sum 01. 最沒優勢 2. 沒優勢 3. 普通 4.有優勢 5. 最有優勢22語言能力小學 /國中英語教師口語流暢 -1.45 / -1.80使用正確英語 -0.71 / -1.80使用口語化英語 -1.56 / -0.65母語與非母語英語教師之優勢及劣勢23教學技巧小學 /國中英語教師使用中文為教學媒介 +2.84 / +2.87 清楚解釋文法 +2.09 / +1.97有效幫助學生準備考試 +1.8 / +1.99母語與非母語英語教師之優勢及劣勢24師生互動小學 /國中英語教師瞭解學生背景及需求 + 1.88 / 1.65瞭解學生學習困難 + 1.58 / 1.33母語與非母語英語教師之優勢及劣勢25引發學生新鮮感（如外貌、膚色等）-1.41 / -1.66能提供自然使用英語的語言情境-1.32 / -1.47 能帶動教室學習氣氛 -0.17 / -0.67師生互動小學 /國中英語教師母語與非母語英語教師之優勢及劣勢26你認為自己不如外籍教師有優勢嗎？人數 比例Yes 67 28.9%No 165 71.1%Total 232 100%母語與非母語英語教師之優勢及劣勢27非母語英語教師因應之道u 積極增進英語教學能力 41.9u 積極增進英語能力 38.1u 出國進修 11.9u 堅守崗位、不為所動 6u 轉換職業 2n = 16028References 參考文獻Tsui, A. B. M. (2003). Understanding expertise in teaching. New York: Cambridge Universi