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9722609胡佳瑩 Betty
 

9722609胡佳瑩 Betty

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    9722609胡佳瑩 Betty 9722609胡佳瑩 Betty Presentation Transcript

    • The pupils of Confucius meet Socratic The Taiwanese Students ' Adjustment in the Western Teachers’ language Class Course : Research Writing and Publish I Presenter: Chi-Ying Betty Hu Date : 2008/1/5
    • Content
      • I . INTRODUCTION
      • II. LITERATURE REVIEW
      • III. METHODOLOGY
    • Introduction
      • Because learning a second language implies some degree of learning a second cultural, it is important to understand what we mean by the cultural learning.
      • (Brown, 2007)
    • Introduction
      • Certain factors – namely ESL/EFL students’ identity, students’ motivation, and teachers’ recognition toward their students, would be one of crucial parts that may influence students’ foreign language learning.
    • Introduction
      • Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles.
      • (Lage, Platt, & Treglia, 2000)
    • Statement of the problems Many studies argue for the need of exploring the mismatch between ESL/EFL students’ attitudes/expectations about learning/teaching and their American teachers’, however, few studies explore Taiwanese students’ adjustment in the foreign teachers’ class.
    • Purpose of the study To investigate the Taiwanese students’ perspective on the foreign teachers’ teaching style. To investigate the Taiwanese students’ adjustment to the foreign teachers’ teaching style. To investigate the influence of the foreign teachers’ teaching style on Taiwanese student’s learning attitude.
    • Research Questions (1) what are the Taiwanese students' perspective on foreign teachers’ teaching style? (2) how do the Taiwanese students adjust to the foreign teachers’ teaching style? (3) what are the influence of the foreign teachers' teaching style on Taiwanese students’ learning attitude?
    • Literature Review
      • Culture
      • Academic culture in distance
      • Teaching style
      • Multiple Intelligent
      • Learning style and strategy
    • Culture
      • Brown H. D.(2007) explained that cultural is the way of life. It is the context within which we exist, think, feel and related to others and it’s is also the “glue” that binds a group of people together
    • Academic cultural in distances
      • The academic cultures in distance occur more often in the academic setting where the classroom consists of two main roles of nonnative students of English and native teachers of English
      • (Lin, 2007)
    • Teaching Style
      • Main teaching style
      • Formal Authority
      • Demonstrator or Personal Model
      • Facilitator
      • Delegator
      • (Felder & Soloman, 1992 )
    • Multiple Intelligent
      • Multiple intelligent
      • Visual/ Spatial, Verbal/ Linguistic, Mathematical/ Logical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist, Existential
      • (Gardner, 2004, 1999)
    • Learning style and strategy
      • “ Style , whether related to personality or to cognition, characterizes the consistent and enduring trials, tendencies, or preferences that differentiate you from another person”
      • (Brown, 2007)
    • Learning style and strategy
      • “ Strategies , on the other hand, are specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information.”
      • (Brown, 2007)
    • Research Procedures Pilot study Formal study Quantitative research 600 questionnaire in six target schools 3 Taiwanese students 3 foreign teachers Quantitative research Data analysis
    • Methodology
      • Targets schools
      2 1 2 1 Private school Public school University University of technology
    • Methodology Instrument participants Questionnaire 600 students Interview 3 foreign teachers 3 Taiwanese students
    • Data analysis Questionnaire SPSS Independent T test Descriptive Statistics Interview the methods by Marshall and Rossman (1999)
      • Thank you for your
      • attention!