Methodological Transitioning in Junior High School EFL Classrooms: A Case Study

• Main Authors: Lu, Tsai-fen, 呂采芬
• Other Authors: David S. D. Tseng
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/44243706029746043172

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.