本研究旨在探討高中英文教師及學生對學思達教學法的觀點，以及學生對於在課堂中使用英文進行溝通的感受。研究對象為北臺灣一所高級中學之英文教師及二十二位參與一門選修課程的學生。在為期八週的研究中，研究者每週進行課堂觀察，並於課堂結束後與教師議課以進一步了解教師對學思達教學法之看法。此外，為了了解學生對學思達教學法的看法，學生於課程結束後填寫了一份問卷，並有十位學生參與了課後訪談。研究結果顯示，參與本研究之教師及學生皆認同學思達教學法對英文學習有幫助，並且指出使用學思達教學法學習英文的優點及限制。其中學生認為學思達課堂擁有良好的合作學習氛圍，但要獨立完成英文自學任務是一項挑戰，而為了培養學生獨立學習的能力，教師也依學生反饋調降了學習任務的難度來幫助學生適應自學。另外，研究結果也顯示良好的溝通氛圍能夠提升學生的學習動機以及使用英文進行溝通之意願。依據研究結果，本研究針對英文學思達課堂提出了相關建議。

This study aimed to explore teacher and student perceptions of the Share-Start teaching method and examine students’ views on speaking English in a learner-centered classroom. The participants were an English teacher and 22 students from a senior high school in Northern Taiwan. During the eight-week Share-Start implementation, the researcher observed this English elective course weekly and had a post-observation discussion with the teacher to explore her perception of the Share-Start teaching method. At the end of the implementation, a questionnaire was administered to probe the students’ perceptions of the Share-Start teaching method and their feelings about speaking English in class. The findings revealed that both the teacher and student participants perceived the Share-Start teaching method to be conducive to students’ English learning. The students enjoyed the cooperative learning atmosphere but were also under pressure when accomplishing independent learning tasks. To help the students get used to learning independently, the teacher reduced the difficulty of the learning tasks. The findings also suggested that building a supportive communication atmosphere would increase students’ learning motivation and their Willingness to Communicate (WTC) in English.

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