Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural...Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural disasters often occur during the school days. Given the leading roles the school administrators and teachers playing in the disaster prevention education of their pupils, this study purposed to investigate how disaster prevention literacy was among them and how disaster prevention literacy differed across various background variables of them. Furthermore, the current study also examined if disaster prevention literacy changed by participation in the disaster prevention education program. The results suggested that, among three dimensions of disaster prevention literacy （i.e., knowledge, attitude, ＆ skills） the participants were highest on disaster prevention skills and lowest on disaster prevention knowledge. Additionally, three dimensions of disaster prevention literacy of the participants differed by school level, age, years of service, personal disaster experience, and school disaster-stricken status. The participation in the disaster prevention education program was also related to participants＇ disaster prevention literacy. The implications of the above findings were discussed and the recommendations were also made for future disaster prevention education programs and research.展开更多
This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt Engl...This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.展开更多
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 pra...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.展开更多
文摘Taiwan is located at the high-risk region of natural disasters with the frequently occurred earthquakes. The importance of the disaster prevention education on campus is made even more obvious by the fact that natural disasters often occur during the school days. Given the leading roles the school administrators and teachers playing in the disaster prevention education of their pupils, this study purposed to investigate how disaster prevention literacy was among them and how disaster prevention literacy differed across various background variables of them. Furthermore, the current study also examined if disaster prevention literacy changed by participation in the disaster prevention education program. The results suggested that, among three dimensions of disaster prevention literacy （i.e., knowledge, attitude, ＆ skills） the participants were highest on disaster prevention skills and lowest on disaster prevention knowledge. Additionally, three dimensions of disaster prevention literacy of the participants differed by school level, age, years of service, personal disaster experience, and school disaster-stricken status. The participation in the disaster prevention education program was also related to participants＇ disaster prevention literacy. The implications of the above findings were discussed and the recommendations were also made for future disaster prevention education programs and research.
文摘This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.
文摘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.
