The Investigation on the relation between Elementary English Teachers’ Pedagogic Discourse and their Teaching Practices

• Main Authors: Shu-hua Chen, 陳淑華
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/88569713892823025690

博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 99 === The purpose of this research mainly investigated the interrelation among the pedagogic discourse of elementary English Teachers, constrain of teaching structure and the teaching practice in southern coastal areas of Pingtung, in order to explore the possibility of construction of English teachers’ local pedagogic discourse and teaching strategies as well. Based on the following theories, English acquisition theories, sociocultural theory, cultural reproduction theory and B. Bernstein’s Pedagogy discourse, this research applied the qualitative methods, included the strategies of interview, observation and documental analysis, and with four elementary English teachers participated as interviewee. In this research, the main findings as follows: 1. The structures of English education in southern coastal areas in Pingtung are complicated, whether in societal, cultural or familiar conditions. 2. Elementary English teachers are capable of creating pedagogic discourse of their own. 3. The local teaching condition strongly affects elementary English teachers’ pedagogic discourses and teaching practice. 4. The characteristics of two teaching practice categories: a. Some English teachers focus on promotion of students’ learning interest with various teaching strategies, such as chants, singing songs, cultural contact and so on. b. Others care about students’ English academic ability to improve competitive power to break the class boundary in the global village.