中外籍教師協同教學模式對英語聽力和口說的成效研究

Exploring the Effects of Local Teacher and Foreign Teacher’s Co-Teaching Models on English Listening and Speaking Performances

本研究旨在探究中外師協同教學模式對臺灣小六生聽力和口說的成效。研究者以劍 橋兒童英語認證第二級Movers聽力及口說前測同質性測驗，選定同質性的3班小六生為研 究對象，分3組分別接受3種中外師協同教學模式：外師主教組20人、分站教學組19人與 團隊教學組19人。 本研究為期10週，第1週及第10週進行前、後測，第2週至第9週進行實驗教學。除使 用單因子變異數分析組間前測、後測和進步幅度是否達顯著異性差異外，也用成對樣本^ 檢定分析三組各自組內的差異情形。 本研究結果顯示：這三種協同教學模式對學生的聽力和口說有相同成效。外師主教 和分站教學對學生的聽力和口說皆有顯著成效，團隊教學對學生口說有顯著成效，但對 聽力沒有顯著成效。最後，研究者依研究結果提出教學和研究建議。

This study aimed to investigate the effects of the local teacher and foreign teacher’s different co-teaching models on Taiwanese sixth graders5 English listening and speaking performaces. The listening and speaking tests of Cambridge English: YLE Movers were used to choose three homogenous classes of sixth graders. The three homogeneous classes of 20， 19， and 19 people respecticely were randomly assigned to three different co-teaching models: one teaching (foreign teacher)， one drifting (local teacher); station teaching; and team teaching. After an eight-week period of experimental instruction， the same tests were administered. One-Way ANOVA and Paired-Sample t-test were used for statistical analysis. The results were as follows. First， the three co-teaching models had the same effects on students’ listening and speaking performances. Second， one teaching one drifting model and station teaching model had significant effects on students’ listening and speaking performances. Moreover， the team teaching model had great effects on students’ speaking performances; however， it only had limited effects on their listening performances. Based on the results from the study， reaseachers made recommendations for teaching and further research.