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研究生：	邱慶安 Clement, Ching-an Chiou
論文名稱：	文學與英語教學：台灣高中英文教師之認知與作法 Literature and English Teaching: Perceptions and Practices of Senior High School English Teachers in Taiwan
指導教授：	周中天 Chou, Chung-Tien
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2003
畢業學年度：	91
語文別：	英文
論文頁數：	103
中文關鍵詞：	文學教學、高中英文教學、詩歌教學、小說教學、戲劇教學
英文關鍵詞：	literature instruction, senior high school English teaching, poetry instruction, fiction instruction, drama instruction
論文種類：	學術論文
相關次數：	點閱：229 下載：53
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這項研究旨在調查高中英文教師對文學與英語教學之看法與教學情形。首先，回顧文學在英文為外國語言教學的地位，進而從詩歌、小說、戲劇在教科書中的應用，當今流行的文學教學法、策略與活動等觀點，檢視文學教學在台灣的現況。研究者設計一份問卷，其中涵蓋了文學和英語教學相關的議題，由研究者任教於台北市、台北縣、宜蘭縣、桃園縣及台中縣不同學校的同學親自發給250位高中英文教師。然後以郵寄的方式回收共150份問卷。研究結果發現，大部分的高中英文教師認為在英語教學中，文學是令人感到愉快的、重要的、也是不可或缺的。然而，關於文學的教學內容及教學方法仍有待改進之處。尤其是，教科書裡文學背景知識不足、戲劇內容缺乏、文學相關教學技巧與策略找尋不易。基於這些研究發現，研究者對教師、師資培育機構與當局者、教科書編輯者及出版社提出一些建議，以期望高中的文學教學能達到一個更生動、更成功的境界。

This study aims at investigating how senior high school English teachers perceive and teach literature in their teaching of English. First, we review the place of literature in EFL literature instruction in Taiwan. Then, we examine literature instruction in terms of the integration of poetry, fiction, and drama into textbooks, current teaching approaches, strategies and activities. A questionnaire containing various issues about literature instruction and English teaching was devised by this researcher and distributed to 250 senior high school English teachers in Taipei City, Taipei County, Ilan County, Taoyuan County, and Taichung County by this researcher’s classmates and schoolmates. The returned questionnaires numbered 150 via mail. The results revealed that literature was generally considered enjoyable, significant and essential. However, inadequacy was revealed concerning the literary components and the methods in which teachers conducted their literature instruction, especially the inadequacy of the literary background information in the textbooks, deficiency of drama instruction, difficulty in obtaining skills and strategies for literature instruction. Based on these findings, we make some suggestions to English teachers, institutions of teacher education, senior high school authorities, textbook writers and publishers in the hope of achieving a more lively and successful level of literature instruction in senior high schools.

TABLE OF CONTENT
ABSTRACT ……………… …………………………………………………i
ACKNOWLEDGEMENT…………………………………………………………iii
TABLE OF CONTENTS ………………………………………………………iv
LIST OF TABLES …………………………………………………………vii
CHAPTER ONE: INTRODUCTION ……………………………………………1
1.1 Background……………………………………………………………1
1.2 Motivation of This Study…………………………………………6
1.3 Research Questions…………………………………………………7
1.4 Significance of This Study ………………………………………7
1.5 Overview of This Study ……………………………………………8
CHAPTER TWO: LITERATURE REVIEW ………………………………………9
2.1 Definitions of Literature…………………………………………9
2.1.1 Poetry……………………………………………………………11
2.1.2 Fiction…………………………………………………………12
2.1.3 Drama……………………………………………………………13
2.2 Literature Instruction in the Language Classroom…………14
2.2.1 Approaches to using literature with the language
learner …………………………………………………………16
2.2.2 Literary teaching techniques and activities…………20
2.2.2.1 Strategies pertaining to literature instruction
and four language skills……………………………20
2.2.2.2 Strategies involving poetry instruction………21
2.2.2.3 Strategies involving fiction instruction………23
2.2.2.4 Strategies involving drama instruction…………24
2.2.3 Literary assessment…………………………………………27
2.3 Research on Literature Instruction in EFL Classes in Taiwan
…………………………………………………………………………28
2.4 Summary………………………………………………………………31
CHAPTER THREE: METHODOLOGY …………………………………………32
3.1 Subjects………………………………………………………………32
3.1.1 Target population …………………………………………32
3.1.2 Sampling criteria …………………………………………33
3.1.3 Recruitment procedures……………………………………34
3.2 Instrument …………………………………………………………35
3.2.1 Questionnaire construction………………………………36
3.2.2 Pilot study……………………………………………………37
3.2.3 Format of the questionnaire………………………………37
3.2.4 Content of the questionnaire ……………………………38
3.2.5 Questionnaire administration ……………………………40
3.3 Data Analysis ………………………………………………………40
CHAPTER FOUR: RESULT ……………………………………………………42
4.1 Background Information about the Subjects …………………42
4.2 English Textbooks Used in Senior High Schools………………43
4.3 Questions about Literature and Literature Instruction ……44
4.3.1 Literature and language teaching ………………………44
4.3.2 Classroom instruction ………………………………………50
4.3.3 Teaching materials …………………………………………61
4.3.4 Teachers’ knowledge in literature teaching…………70
4.4 Summary…………………………………………………………………74
CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS ……………………79
5.1 Discussion of the Findings ………………………………………79
5.1.1 Teachers’ perceptions of literature ……………………80
5.1.2 The method and process of literature instruction ……81
5.1.3 Problems encountered in literature instruction ………82
5.1.3.1 Inadequacy of the literary background
information in the textbooks ……………………83
5.1.3.2 Deficiency of drama instruction ………………84
5.1.3.3 Difficulty in acquiring skills and strategies
for literature instruction………………………85
5.1.4 The influence of background factors upon teachers’
literary concepts ……………………………………………85
5.2 Recommendations for Improving Literature Instruction ……86
5.2.1 Suggestions to English teachers …………………………86
5.2.2 Suggestions to institutions of teacher education …88
5.2.3 Suggestions to senior high school authorities………88
5.2.4 Suggestions to textbook writers and publishers ……89
5.3 Limitations of the Study and Suggestions for Future Research
…………………………………………………………………………90
5.4 Conclusion ……………………………………………………………91
APPENDIX ……………………………………………………………………95
REFERENCES …………………………………………………………………98
  LIST OF TABLES
Table 3.1 Names of the sampled senior high schools and the
number of questionnaires…………………………………35
Table 4.1 Subjects’ background information
…………………………………………………………………43
Table 4.2 Importance of literature
…………………………………………………………………46
Table 4.3 Importance of the related cultural background
…………………………………………………………………48
Table 4.4 Favorite teaching materials
…………………………………………………………………49
Table 4.5 Favorite genres in teaching literature
…………………………………………………………………50
Table 4.6 Teaching methods and activities
…………………………………………………………………50
Table 4.7 Supply of cultural background knowledge
…………………………………………………………………51
Table 4.8 Teaching tools or media
…………………………………………………………………52
Table 4.9 Appropriateness of teacher-centered literature
classes ………………………………………………………53
Table 4.10 Appropriateness of student-centered literature
classes ……………………………………………………54
Table 4.11 Activities to develop students’ listening ability
………………………………………………………………55
Table 4.12 Activities to develop students’ speaking ability
………………………………………………………………56
Table 4.13 Activities to develop students’ reading ability
………………………………………………………………57
Table 4.14 Activities to develop students’ writing ability
………………………………………………………………58
Table 4.15 Frequency of evaluating the literary content
students have learned …………………………………58
Table 4.16 Types of evaluating the literary content
………………………………………………………………59
Table 4.17 Sufficiency of literary knowledge imparted to
students ……………………………………………………60
Table 4.18 Students’ feelings about the teaching of literature
………………………………………………………………61
Table 4.19 Sufficiency of literary elements in textbooks
………………………………………………………………61
Table 4.20 Appropriateness of the proportion of poems, short
stories and dramas………………………………………62
Table 4.21 Genres that should be added in the textbooks
………………………………………………………………62
Table 4.22 Sufficiency of literary information supplied in the
teachers’ manuals………………………………………63
Table 4.23 The most difficult genre to teach
………………………………………………………………64
Table 4.24 Difficulties encountered when studying poetry
………………………………………………………………65
Table 4.25 Difficulties encountered when teaching short stories
………………………………………………………………66
Table 4.26 Frequency of holding playlet contests
………………………………………………………………67
Table 4.27 Frequency of preparing extracurricular or
supplementary literary materials……………………67
Table 4.28 Resources of extracurricular or supplementary
literary materials ………………………………………68
Table 4.29 Easiness of obtaining literary materials
………………………………………………………………68
Table 4.30 Confidence in teaching literature
………………………………………………………………70
Table 4.31 Sufficiency of literary knowledge obtained in the
university to teach………………………………………71
Table 4.32 Study of the course Literature and English Teaching
………………………………………………………………72
Table 4.33 Agreement of holding workshops on Literature and
English Teaching…………………………………………72
Table 4.34 Necessity of Literature and English Teaching Courses
………………………………………………………………73
                                

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APPENDIX
文學與教學問卷編號 _______
【個人資料】
1. 性別： (1)□男 (2)□女
2. 服務年資 (1)□未滿5年 (2)□5-15年 (3)□16年以上
3. 您 (1)□曾到歐美國家求學或旅遊 (2)□不曾到歐美國家求學或旅遊
4. 唸大學時 (1)□主修文學 (2)□有修過文學課程 (3)□沒有修過文學
5. 您用過的英文教科書有 (1)□遠東版 (2)□龍騰版 (3)□三民版
(4)其他___
6. 任教學校名稱：__________________高中
【英文文學與教學之相關問題】
(一)英文文學與語言教學
1. 請問您對英文文學的感覺如何？
2. 您覺得英文文學在英語學習上的重要性為何？
(1)□非常重要 (2)□重要 (3)□不重要 (4)□非常不重要
3. 您覺得在高中英文文學教學中，相關文化背景知識的重要性為何？
(1)□非常重要 (2)□重要 (3)□不重要 (4)□非常不重要
4. 根據您的教學經驗，您最喜愛哪一類教材？
(1)□文學類 (2)□科技類 (3)□社會生活類 (4)□勵志類
(5)其他____
5. 根據您的教學經驗，您最喜愛哪一類文學教材？
(1)□詩歌 (2)□短篇故事 (3)□戲劇 (4)□小說
(二)課堂教學
6. 在準備文學教材時，您會依照教師手冊提供的授課方法和活動，或是
參考英語教學書籍所提供的各種授課方法和活動呢？
(1)□依照教師手冊 (2)□參考英語教學書籍 (3)□兩者斟酌應用
7. 您在課堂上提供英文文學方面相關的文化背景知識有多少？
(1)□愈詳盡愈好 (2)□扼要 (3)□略提就好 (4)□不提及
8. 您曾使用什麼教具或媒體來教授英文文學相關的知識嗎？ (可複選)
(1)□CD或錄音帶 (2)□影片 (3)□圖片或相片
(4)□無 (5)其他___
9. 除了教師的教法與態度之外，學生會喜歡英文文學的理由是哪些？
10.您認為教高中英文文學的課，以教師為主講中心的傳統方法適合嗎？
(1)□非常適合 (2)□適合 (3)□不適合 (4)□非常不適合
11.您認為教高中英文文學的課，以學生為中心和互動的方式鼓勵學生探
索文學內涵、培養文學感性的方法適合嗎？
(1)□非常適合 (2)□適合 (3)□不適合 (4)□非常不適合
12.您在教授文學知識時，使用哪些培養學生英語聽力的活動? (可複選)
(1)□聽CD或錄音 (2)□看影片 (3)□無 (4)其他______
13.您在教授文學知識時，使用哪些培養學生英語口語能力的活動？(可複
選)
(1)□角色扮演 (2)□討論 (3)□朗誦
(4)□無 (5)其他____
14.您在教授文學知識時，使用哪些培養和訓練學生英語閱讀能力的活
動？ (可複選)
(1)□記文意細節 (2)□談主旨 (3)□推論意涵
(4)□作者的語氣和態度
15.您在教授文學知識時，使用哪些培養和訓練學生英語寫作的活動？
(可複選)
(1)□短文心得寫作 (2)□簡答題 (3)□詩詞仿作
(4)□寫摘要 (5)其他____
16.您是否會針對已教授的文學內容對學生進行評量而列入成績考量？
(1)□總是會 (2)□經常會 (3)□偶而會
(4)□很少
17.您對學生進行評量文學內容的型式為何？ (可複選)
(1)□是非題或選擇題 (2)□簡答題 (3)□短文寫作
(4)□口語討論 (5)□角色扮演 (6)□檔案評量(portfolio)
(7)□詩詞創作 (8)其他_________
18.您覺得在課堂上提供給學生的英文文學知識是否足夠？
(1)□非常足夠 (2)□足夠 (3)□不足夠
(4)□非常不足
19.當您在教授或談及英文文學方面的內容時，學生一般的反應和感受如
何？
(1)□非常感興趣 (2)□感興趣 (3)□不感興趣
(4)□非常不感興趣
(三)教材
20.您認為現今英文教科書中的文學題材足夠嗎？
(1)□非常足夠 (2)□足夠 (3)□不足夠
(4)□非常不足
21.您認為教科書的文類---詩歌，短篇故事，戲劇(角色扮演)---之分配
比例如何？
(1)□非常恰當 (2)□恰當 (3)□不恰當
(4)□非常不恰當
22.您認為教科書的文類---詩歌，短篇故事，戲劇---那一類應該多一
些？
(1)□詩歌 (2)□短篇故事 (3)□戲劇
23.您覺得教師手冊是否提供足夠的英文文學資訊來輔助您教授文學知
識？
(1)□非常足夠 (2)□足夠 (3)□不足夠
(4)□非常不足
24.您在教學上，最感困難的文類是
(1)□詩歌 (2)□短篇故事 (3)□戲劇
25.依您的教學經驗，學生在學習詩歌時，所遭遇的困難是 (可複選)
(1)□句型結構不符合文法 (2)□太難，主題難懂
(3)□寓意難掌控，不容易發揮想像力 (4)□作者的語氣和態度難以
體會
26.您在教授短篇故事時，學生曾遭遇過哪些困難？ (可複選)
(1)□生字太多 (2)□人名難記得 (3)□文章太長 (4)□無
27.您在教授戲劇時，常舉辦短劇比賽嗎？
(1)□經常 (2)□每學期一次 (3)□每學年一次 (4)□不曾
28.您會準備課外的或補充的文學教材嗎？
(1)□總是會 (2)□經常會 (3)□偶而會 (4)□很少
29.您準備課外的或補充的英文文學教材，其來源為何？ (可複選)
(1)□影片 (2)□歌曲 (3)□圖片或像片 (4)□CD或錄音帶
(5)□報章雜誌
30.您覺得和英文文學有關的補充教材容易取得嗎？
(1)□非常容易 (2)□容易 (3)□不容易
(4)□非常不易
31.您覺得現今英文教科書或教師手冊，在英文文學的內容方面，有任何
其他需要改進的地方嗎？
(四)英文文學教學知識
32.就教授英文文學方面的知識來說，您對自己的能力有信心嗎？
(1)□非常有信心 (2)□有信心 (3)□沒有信心 (4)□非常沒有信心
33.您認為大學裡所學的英文文學的知識，足夠用來教高中英文文學的課
程嗎？
(1)□非常足夠 (2)□足夠 (3)□不足夠 (4)□非常不足
34.關於「英文文學與英語教學」的課程，您曾經 ___ (可複選)
(1)□修過 (2)□參加研習過 (3)□不曾聽過
35.您贊成應該多舉辦一些「英文文學與英語教學」的教學示範研習會，
以增進英語教學成果嗎？
(1)□非常贊成 (2)□贊成 (3)□不贊成 (4)□非常不贊成
36.您覺得是否應該將「英文文學與英語教學」納入師資培訓的課程？
(1)□非常應該 (2)□應該 (3)□不應該 (4)□非常不應該
37.您會希望任教學校或教育當局提供您哪些協助，以提升您在高中英文
文學教學上的效果？

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