摘要
Current SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers＇ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers＇ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants＇ beliefs and major SLA notions and between the two focal participants＇ beliefs and their classroom practices.
近年来第二语言习得的研究已显示诸多重要讯息。本研究探讨六十四位中学英语教师的语言学习观及其教学实况,并聚焦其中两位教师。研究用的问卷乃依据第二语言习得的主要理念设计而成,并由六十四位教师回答。另外,本研究也执行了课室观察及访谈,探讨两位焦点教师的教学观及课室教学。研究结果显示教师之教学观与第二语言习得理念不尽相符,而两位焦点教师的教学观与其实际课室教学也不尽相符。
