| Summary: | 碩士 === 國立彰化師範大學 === 英語教育研究所 === 85 === The present study was designed to investigate senior high
school EFL teachers'' topic structure intheir classrooms. Data
were collectprinted through classroom observations and
unstructured interviews.Classroom observations were conducted on
three teachers'' instruction of one lesson unit in two different
classes. Unstructured interviews were doneduring the classroom
observation intervals. Major findings were as follows:
First, material-related topics were the most frequently used by
senior high school EFL teachers.Among the eight subtypes of the
material-relatedlinguistic topics, semantic topics were used
mostfrequently. As for the five subtypes of the non-material
topics, procdural topics were adopted most frequently and
strategic topics were adopted leastfrequently. Secondly,
among the three major topic functions, pedagogical function was
the major function andachieved by the material-related topics.
Thirdly, among the three contexts in which topics occurred, a
majority of topics occurred in the instructional phases, during
the reading materialpresenting episode. Most topics occurred in
readinginstruction. Fifthly, the topic structure was
analyzedhorizontally and hierarchically. Topic continuity
wascategorized into the immediate continuity and
distantcontinuity. Boundaries for topics to cross were between
topics in one episode, between episodes in oneperiod, between
periods in one lesson unit, betweenlesson units, and between
materials. Finallly, factors affecting the occurrences of
topics were teachers'' perceptions about languagelearning and
teaching, teachers'' interests, teachinggoals, students'' grades,
English proficiency levels andthe content of the text.
Pedagogical implications and suggestions for future study were
also suggested.
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