| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 88 === ABSTRACT
This study is aimed at finding out the usage of new English teaching materials in senior high school in Southern Taiwan and exploring English teachers’ perceptions of these materials. The recruited subjects were 113 English teachers from 22 senior high schools in southern Taiwan.
The main findings are summarized as follows:
1. The top three widely used textbooks in this study are Far
East, Nanu-yi, and Lung-teng senior high English readers.
2. English Teaching Committee of each school is the major
decision-making body in selecting which set of textbook to
use.
3. For most teachers, commercially produced textbooks are the
best source of teaching materials.
4. In this study, 19 out of 22 schools still adopt the same set
of textbooks in the second semester. However, three schools
switch to another set of textbooks.
5. Besides one main set of textbooks, most of the subjects use
supplementary materials, too. The supplementary materials
include another set of textbooks, broadcast magazines,
reference books, and grammar books.
6. In general, most of the subjects are satisfied with the
contents of the new English textbooks except this point
“texts are arranged from to difficult.”
7. On the whole, most of the senior high English teachers are
pleased with the layout of the new senior high English
textbooks.
8. The workbooks accompanying textbooks as a whole are
satisfactory.
9. The majority of teachers consider teachers’ manual useful
reference for teaching and make use of it to some extent.
10. While giving instruction, teachers will inevitably follow
the contents of textbooks to a high degree.
11. Four language skills (listening, speaking, listening, and
writing) and two language elements (vocabulary and grammar)
all gain attention in new English textbooks, but not
equally. Among them, reading and listening skills receive
more stress.
12. A large proportion of the subjects feel that students who
use new English textbooks (S1) are more interested in the
contents of new English textbooks than students who use old
centralized textbooks (S2).
13. More than half of the subjects sense that S1 are more
willing to take part in classroom activities than S2 after
adopting new English textbooks.
14. Some subjects (66.7% and 43.4% respectively) think that S1
outperform S2 in listening and speaking.
15. Certain number of the subjects (35.4% and 24.2%
respectively) feel that S1 seem to regress in grammar and
vocabulary; on the other hand, more subjects (45.5%) think
that S1’s performance is the same as S2’s.
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