| Summary: | 碩士 === 國立彰化師範大學 === 英語教育研究所 === 85 === Methodological eclecticism has been claimed to be the
effective teaching method which fitted the needs of different
students and accomplished teachers''instructional goals (Spolsky,
1988; Prabhu, 1990; Tseng, 1994; Dunning, 1994).The core issue
related to the Eclectic Method was about the shifting among
methods. This study aimed to investigate where, how, and why
junior high schoolEnglish-as-a-foreign-language (EFL) teachers
shifted their teaching methods.To realize the phenomena of
methodological transitioning in Taiwan''s junior high school EFL
classrooms, two teachers and their students (n =
171)participated in this study. The processes of each teacher''s
instruction across twon units in two classes were observed and
recorded to seewhere and how they made their changes among
teaching methods. In addition,interviews with the teachers were
held and recorded to investigate their reasons for such
shiftings. All the data were transcribed and analyzed.
Results indicated that, first, both teachers applied the Grammar
Translation Method (GTM) and the Audio-lingualethod (ALM) far
morefrequently than any other teaching methods. The most common
type of intra-methodological transitioning was within GTM while
the most frequent type ofinter-methodological transitioning was
between GTM and ALM. Secondly, task-shifting points where the
teachers changed their teaching methods were mostpreferred by
both teachers to topic文or material-transitioning points.
Thirdly,both teachers used either no linguistic signals,
discourse topic boundary markers, linguistic directives, or a
combination of discourse boundary markerswith linguistic
directives to signal their forthcoming shifting among methods.
Finally, the reasons for both teachers'' shifting among methods
were for the s學dents, the context/materials, and the teachers
themselves.
|
|---|
