Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

Original Paper

Abstract

The purpose of this study was to identify beginner teachers’ sources of knowledge for teaching literature in the English Second Language (ESL) classroom. A review of the literature on ESL teachers’ knowledge indicated a paucity of studies that focus specifically on teaching knowledge for Literature as a stand-alone subject in ESL. In addition, ESL teacher training in most countries seemingly focuses on preparing pre-service teachers for language teaching rather than literature. To identify the sources of teaching knowledge for Literature teachers, this study adopted an interpretivist epistemological worldview and used a qualitative single case study design. Data were collected using non-participant observations and semi-structured interviews from four purposively selected Literature in English beginner teachers. Quality and ethical considerations were upheld in this study using a number of strategies. Inductive thematic analysis was used for data analysis. The analysis resulted in three sources of ESL Literature teaching, namely, theory of language education, the nature of the subject and problematic areas in Literature teaching. The findings may be of benefit to ESL teacher preparation programmes which could use them to provide pre-service teachers with multiple contexts as sources of teaching knowledge.

Keywords

Beginner teachers Literature in English ESL teaching knowledge ESL teacher preparation 

稍縱即逝卻有效?字幕輔助對於不同程度英語外語學習者之口說字彙習得效益研究

字幕影片在多媒體研究中已經證明對於提升學生陌生字彙的書寫、與影片內容的理解有明顯的助益。但是稍縱即逝的字幕對於不同英語程度學生的口語字彙的形、義習得是否有幫助仍未有定論。為釐清影片字幕對於提升以英語為外語之學習者的第二口語字彙習得之效益,本研究針對118位國中八年級學生進行為期三個月的影片教學;一半的學生指派觀看有字幕的影面教學情境;一半的學生指派到沒有字幕的教學情境。這兩組學生再根據他們的成就測驗細分為三組: 高成就、中等程度、低成就。在這三個月中,學生每周觀看影片後皆參與兩種陌生口說字彙測驗(發音識別測驗、字彙型義連結測驗),並在三個月的影片教學後參與一對一訪談,進一步了解學生對於字幕輔助陌生口說字彙習得的認知與想法。藉由研究,我們發現字幕對於高程度學生的助益遠比低程度之學生大。這與我們傳統認為低程度學生更需要字幕剛好相反。因此,字幕是會隨者學生程度的高低而有不同的程度的效益。本研究針對這項發現提供使用影片媒體教學上之建議。

關鍵字 字幕 語言程度 偶發口 說字彙習得 

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Copyright information

© National Taiwan Normal University 2018

Authors and Affiliations

  1. 1.Sol Plaatje University Central CampusKimberleySouth Africa
  2. 2.University of PretoriaPretoriaSouth Africa

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