| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位在職專班 === 104 === In response to the trend of globalization, Taiwan starts to adjust English education policy, build English villages like other Asian countries, and set Taipei English Villages in 2009. The main purposes of this study were to: (1) investigate Taipei elementary schools’ English teachers’ attitude to the English Villages, (2) investigate the attitude of the teachers of different backgrounds, and (3) explore the national and foreign English teachers’ attitude from the English Villages. Through the questionnaire, researcher explores the attitude of Englsih teachers whose class has visited the Taipei English Villages; furthermore, interviews the teachers teaching in the English Villages and gathers opinions. Hopefully through questionnaires and interviews, this study can lead us to understand the attitude of the English teachers in the aspect of the “foreign teachers teaching”, “function”, “half-day course pack design”, “teaching effectiveness”, and “cooperation of the English teachers and Englsih Village”. Finally, the results can be the references for the future development of Taipei English Villages.
The major findings and conclusions were as follows:
1.Taipei English teachers hold “positive” attitude commonly in the “foreign teachers teaching”, “functions”, “half-day course pack design”, and “teaching effectiveness” aspect. And teachers hold “ordinary” attitude in the “cooperation of the English teachers and Englsih Village” aspect.
2.In background variables of Taipei English teachers, “different ages”, “whether received the qualification of English language proficiency check held by the Ministry of Education in 1999”, “whether had the accompany experience with students visited Taipei Englsih Village”, “different school administration attitude”, “whether the school office employs foreign teachers to cooperate in teaching”,and “whether the school serve as English Village”, these English teacher attitudes to different aspects of Englsih Village reach significant levels.
3.In background variables of Taipei English teachers, “different gender”, English teacher qualifications in different specialty of “whether graduated from the relevant English Department” and “whether have conform English qualifications test of CEF Language Reference Architecture B2 level or above” and “whether have expertise in English by filling elementary school teaching certificate”, “different size of the serving school”, and “different administrative area of the serving school”, these English teacher attitudes to different aspects of Englsih Village are less than significant levels.
4.According to the interviews, the national and foreign teahcers teaching in the Taipei English Village hold “positive and affirmative” attitude to the aspects of “foreign teachers teaching”, “function”, “half-day course pack design”, and “teaching effectiveness”; and hope the Englsih teachers can lead students to do the preview and review before and after the visits in the English Village.
According to the results, the study sort out the dilemma of Taipei Englsih Villages: (i) similar situational equipment and high lack of freshness; (ii) quality of foreign teachers varies; (iii) each school visit rate is less; (iv) the administrative center of each village have different practices; (v) high turnover rate of foreign teachers.
Based on the above results, the recommendations are as follows: (a) Establish platform pipeline forTaipei Englsih Villages; (b) Situational equipment aid, foreign teachers’ multivariate play; (c) Stable the life situational course, then innovative ideas.
The findings of the study may help to provide recommandationa for the education authorities, Englsih teachers, administrative of Englsih Village, and future research.
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