A Study of New Taipei City Elementary School English Teachers’ Teaching Beliefs and Teaching Behaviorsin Phonics Instruction

• Main Authors: Shu-Mei Chang, 張淑美
• Other Authors: Ping-Huang Sheu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/28076670607007662148

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 101 === The purpose of this study was to investigate the relationship between New Taipei City elementary school English teachers’teaching beliefs and teaching behaviors in phonics instruction. Thisstudy adopted a questionnaire of New Taipei City elementary school English teachers’teachingbeliefs andteachingbehaviors in phonics instruction. The subject was 336elementary school English teachers in New Taipei City. The analysis methods employed were descriptive statistics, t-test, one-way ANOVA, Pearson’scorrelation,and multiple stepwise regression analysis.Based on the results, several conclusions have been made as follows: 1. New Taipei City elementary school English teachers’ teaching beliefs in phonics instruction wereprogressive. However, their teachingbehaviors in phonicsinstruction were traditional. 2. There were significant differences among teacher’s positionand school size in New Taipei City elementary school English teachers’teachingbeliefs in phonics instruction. 3. There were significant differences among teacher’s position and school size in New Taipei City elementary school English teachers’ teachingbehaviorsin phonics instruction. 4. There was a significant and positive correlation between New Taipei City elementary school English teachers’ teachingbeliefs and teaching behaviors in phonics instruction. 5. New Taipei City elementary school English teachers’teachingbehaviors in phonics instructioncould be predicted by their teachingbeliefs. Finally, based on the research findings, several suggestions are provided as references for elementary school English teachers, the authority concerned and further researches.