An Investigation into Teachers' Mediation with Junior College Students' Learning English in Taiwan

台灣教師對專科生英文學習之中介作用之調查研究

10.7044/JNHCTC.200406.0097

張瓊文(Chiung-Wen Chang)

中介學習經驗 ； 教師為中介者 ； 英文教學 ； MLE ； teacher as a mediator ； ELT (English language teaching)

新竹師院學報

18期（2004 / 06 / 01）

97 - 135

英文

本研究旨在調查台灣大專英語教師與學生對於Feuerstein之中介學習經驗的覺知。參與研究者是二十三位技術學院英文教師及九十三位專科學生，資料的蒐集係採問卷調查、半結構個別訪談及焦點團體訪談等方法。本研究發現教師及學生對中介學習經驗有顯著不同的覺知，教師對「理想」「實際」中介學習經驗的反應亦有顯著差異。根據發現，本研究認為，一般人對教師社會角色的了解與其所屬文化。部分中國傳統文化特質似乎是中介學習經驗的阻礙，如：個人化、對改變的理解；然而也有部分有助於中介學習經驗的進行，如：分享、歸屬感。因此，教師需要謹慎的判斷，以便決定在什麼情況下可應用何種中介學習經驗。

This study investigated the college English teachers’and students’ perceptions about the different features of Feuerstein’s mediated learning experience (MLE). Data for this study were drawn from different sources. The primary source of data came from a questionnaire administered to 23 Taiwan EFL teachers and 93 EFL junior college students. Individual interviews with five teachers and focus group interviews with two groups of students were also conducted as a second method of research in this study. The findings reveal significant differences between teachers’ responses to the ‘ideal’ and the ‘practice’ meditation (Yang, 2002) and between teachers and students. It is suggested that people’s understanding of the social role of ‘teacher’ is highly consistent with their home culture. Whereas some aspects of Chinese traditional culture appear to be impediments to MLE (e.g. individuality; awareness of change), it also appears to the case of other aspects of Chinese culture may actually contribute to the implement of MLE (e.g. sharing; a sense of belonging). It needs the teacher’s careful judgment in order to decide which element of MLE may or should exist in which situation

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