| Summary: | 碩士 === 國立政治大學 === 英語教學碩士在職專班 === 100 === The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness.
A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data.
The major findings are summarized as follows:
1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies.
2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs.
3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching.
4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times.
5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class.
6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do.
Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.
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