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|Title:||A Study of Secondary School Teachers' Perceptions of Their Preparation to Teach English as a Foreign Language in Taiwan, the Republic of China|
|Author(s):||Perng, Hong-Ying Hsu|
|Doctoral Committee Chair(s):||Madsen, Alan,|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Language and Literature|
|Abstract:||Although English as a foreign language (EFL) has long been one of the major focuses in secondary school curricula in Taiwan and a great deal of time, money, and energy have been spent in studying it, a large number of students are still weak in the four language skills of listening, speaking, reading, and writing at the end of their six-year study in secondary schools.
For years EFL teachers and educators have been trying to determine the causes of students' poor language performance. Some reforms and solutions to the problem of learning English in the country's secondary schools have been offered, and yet none of them has tackled seriously the issue of the preparation of EFL teachers.
The major objective of this study was to assess the character and quality of EFL teacher preparation in Taiwan, as perceived by teachers currently teaching at the secondary school level. To accomplish this objective, a questionnaire survey research was conducted, which gave the sampled teachers an opportunity to assess their own competency and to voice their own views and opinions. In conducting this study, it was assumed that participating teachers accurately describe their perceptions of their EFL teaching preparation.
Results of the study indicate that the preparation of secondary EFL teachers in Taiwan is still not adequate enough as evidenced by: (a) current teachers' evaluation of their overall pre-service training, (b) their perceptions of specific topics covered in both subject-matter and pedagogy training in their undergraduate education, (c) their evaluation of their own pre-service training in achieving the objectives of EFL instruction, and (d) their evaluation of the fulfillment of those objectives in actual teaching.
It is recommended that: (a) colleges and universities that have English major programs reexamine their programs to see if they meet prospective teachers' needs, (b) avenues through which teachers' professional growth and development may be maintained be explored to a larger extent, and (c) Ministry of Education reevaluate the adequacy and practicality of the objectives stated in the latest EFL curriculum. It is hoped that, as a result of this study, both pre- and in-service training for secondary EFL teachers in Taiwan would be further improved.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|