• 沒有找到結果。

六、參考文獻擇要 SELECTED REFERENCES

中文部分:

吳信鳳(2005a)。<台灣的幼兒英語教學:可行性與實施原則>。《外國語文研究(Foreign Language Studies)》,第 2 期,頁 119-140。台北:國立政治大學外語學院。

吳信鳳、張鑑如(2005a)。《提早於幼兒階段學習英文與後續英文、國文成就與能力 相關研究》。全國性抽樣(national survey)大型專案研究計畫結案報告書。教 育部國教司。

吳信鳳、張鑑如(2005b)。《九年一貫英語課程的另一個面向:英語學習經驗與後續 英語學業成就》。發表於九年一貫課程英語教學挑戰與對策研討會。台北:國 立台灣師範大學。

林怡瑾(2002)。《外籍教師擔任新竹市國小英語教學之研究》。新竹:國立新竹師範學院

課程與教學碩士論文。

蔡立婷、白亦方(2005)。<引進外籍教師進行英語協同教學之實施現況分析>。《九 年一貫課程英語教學挑戰與對策研討會論文集》。台北:國立台灣師範大學。

學術交流基金會(2005)。《宜蘭縣政府與學術交流基金會合作聘請美籍傅爾布萊特交 換學人擔任小學協同英語教師專案九十三學年度第一學期期末報告》。宜蘭。

顏國樑、林至成、楊榮蘭(2003)。《新竹市國民小學英語教育方案評估之研究》。新

竹:國立新竹師範學院教學與學校評鑑研究中心(新竹市政府教育局委託研究)。

羅文杏(2005,in process)。《營造國小英語教師協同教學之環境:其架構及方向》。國

科會專題研究 2004-2005,執行中。

西文部分:

Arva, V. & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(4), 355-372.

Braine, G. (1999). From the periphery to the center: One teacher’s journey. In G. Braine (Ed.), Non-native educators in English language teaching (pp.15-27). New Jersey:

Lawrence Erlbaum Association, Inc.

Brown, H. D. (2001). Teaching by Principles: An interactive approach to language pedagogy (2nd Ed.). White Plains, NY: Addison Wesley Longman.

Canagarajah, A. S. (1999). Interrogating the “Native Speaker Fallacy”: Non-Linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English

language teaching (pp.77-92). New Jersey: Lawrence Erlbaum Association, Inc.

Carless, D. & Walker, E. (2005). Effective team teaching between local and native speaking English teachers. Language and Education.

Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60 (3).

Choi, Y. (2002). Suggestions for the reorganization of English teaching program by native speakers in Korea. English Teaching, 56, 101-122.

Coniam, D. & Falvey, P. (2002). Selecting models and setting standards for teachers of English in Hong Kong. Journal of Asian Pacific Communication 12(1), 13-37.

Cook, V. J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209.

Cook, V. J. (Ed.) (2002). Portraits of the L2 user. Clevedon: Multilingual Matters.

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University press.

Davies, A. (1995). Proficiency or the native speaker: What are we trying to achieve in ELT?

In G.. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp.147-157). Oxford: Oxford University Press.

Gorsuch, G. (2002) Assistant foreign language teachers in Japanese high schools: focusing on the hosting of Japanese teachers. JALT Journal 24(1), 5-32.

Herbert, P. (2000). The strategies of good and poor L2 readers for dealing with unknown vocabulary. Unpublished Master's thesis. Department of Education, University of Hong Kong.

Herbert, P. (2002). Learning in English: The survival strategies of Hong Kong students.

English Teaching and Learning, 27(2) 67 - 76.

Herbert, P. (2004). The terms of address for native and non-native speaking teachers used by Chinese college students in Taiwan. Unpublished manuscript. Taipei, Taiwan:

Department of English, National Chengchi University.

Huang, A., Yang, S., & Wu, H. F. (2005, Nov. 13). Age of instruction and the relationship between L1 and L2. Paper presented at the Fourteenth International Symposium on English Teaching. English Teachers’ Association, ROC, Taiwan.

Huang, S. D., Huang, P. H., Lu, C. J., & Chang, S. Y. (2005). Self-perception of non-native elementary school English teachers in Taiwan about their professionalism.

Proceedings of the 5th Annual Wenshan International Conference on English Language Teaching, Literature, and Linguistics, 109-126. Taipei, Taiwan: National Chengchi University

Huang, S. D., Huang, P. H., Lu, C. J., Chang, S. Y., & Wu, H. F. (2005a). Non-native English teachers’ self-perception of their professionalism in Taiwan. Proceedings of the 22nd International Conference on English Teaching and Learning in the ROC, 128-146.

Taipei, Taiwan: National Taiwan Normal University.

Huang, S. D., Huang, P. H., Lu, C. J., Chang, S. Y., & Wu, H. F. (2005b). What does it take to be a professional English teacher? Views from non-native English teachers in

Taiwan. Proceedings of the Fourteenth International Symposium on English Teaching, 214-227. English Teachers’ Association, ROC, Taiwan.

Inbar, O. (2001). Native and non-native English teachers: Investigation of the construct and perceptions. Unpublished Ph.D. dissertation. Tel Aviv University, Israel.

Kramsch, C. (1997). The privilege of the nonnative speaker. Publications of the Modern Language Association of America, 112, 359-369.

Kwon, O. (2000). Korea’s English education policy changes in the 1990’s: innovations to gear the nation in the 21st century. English Teaching 55, 47-92.

Liu, J. (1999). Nonnative-English-speaking professionals in TESOL. TESOL Quarterly, 33(1), 85-102.

Llurda, E. (Ed.) (2005). Non-native language teachers: perceptions, challenges and

contributions to the profession. New York: Springer Science + Business Media, Inc.

Luo, W. H. 羅文杏 (2004). Construction of Teacher Knowledge: Learning to Teach EFL at the Elementary Level. 國立新竹師範學院語文學報,11,259-287.

Luo, W. H. 羅文杏 (2005). A Study of Teachers’ Perceptions of EFL Teacher Education Programs in Taiwan. Proceedings of the 22nd International Conference on English

Teaching and Learning in the Republic of China, 222-234.

Martin, R. (2005). Evaluating cultural awareness and communication skills through simulations. Proceedings of the 2005 International Conference and Workshop on TEFL & Applied Linguistics (pp. 302-305). Taipei, Taiwan: Ming Chuan University.

Medgyes, P. (1992). Native or non-native: Who’s worth more? ELT Journal, 46(4), 340-349.

Medgyes, P. (1994). The non-native teacher. London: Macmillan Publishers.

Nunan, D. (1999). President’s message. TESOL Matters, 9(4), August/September.

Nunan, D. (2001). Is language teaching a profession? TESOL in Context, 11(1), 1-8.

Phillipson, R. (1992). ELT: The native speaker’s burden? ELT Journal, 46(1), 12-17.

Power, C. (March 7, 2005). Not the Queen’s English. Newsweek, 10, 42-45.

Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97-101.

Samimy K. K. and Brutt-Griffler J. (1999). To be a native or non-native speaker: Perceptions of “non-native” students in a graduate TESOL program. In G. Braine (Ed.),

Non-native educators in English language teaching (pp.127-143). New Jersey:

Lawrence Erlbaum Association, Inc.

Shulman, L. (1986). Those who understand knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Storey, P. (1998). Monitoring and evaluation of the native-speaking English teacher (NET) scheme. Hong Kong: SCOLAR.

Storey, P. and 10 associates. (2001) Monitoring and evaluation of the Native- speaking English teacher scheme. Unpublished research report: Hong Kong Institute of Education.

Suarez, J. (2000, November). ‘Native’ and ‘non-native’: Not only a question of terminology.

Humanizing Language Teaching, 2(6), 1-3. Retrieved November 22, 2005, from http://www.hltmag.co.uk/nov00/mart.htm

Tajino, A. & Tajino, Y. (2000). Native and non-native: What can they offer? ELT Journal, 54(1), 3-11

Tang, D. & Absalom, D. (1998). Teaching across cultures: considerations for Western EFL teachers in China. Hong Kong Journals Online, 3(2).

TESOL (2003). TESOL (Teachers of English to Speakers of Other Languages, Inc.)/ NCATE (National Council for Accreditation of Teacher Education) Program Standards:

Standards for the accreditation of initial programs in P-12 ESL teacher education.

Alexandria, VA: Author.

Tsui, A.B.M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.

Widdowson, H.G. (1994). The ownership of English. TESOL Quarterly, 29(2), 377-381.

Wong Fillmore, L. & Snow, C. (2000). What teachers need to know about language.

Washington, DC: ERIC Clearinghouse on Languages and Linguistics Special Report.

Wu, H. F. 吳信鳳 (2000d). Mind and language: Children's development of mind and linguistic representations. Taipei, Taiwan: Crane Publishing Co. (獲國科會 2001 年甲種研究成果獎勵)

Wu, H. F. 吳信鳳 (2005c). Beyond the test of the critical period hypothesis: A national

survey of Taiwanese elementary and junior high school students on initial age of English instruction and English achievement.” Proceedings of the Fourteenth International Symposium on English Teaching, 555-570. English Teachers’

Association, ROC, Taiwan.

Wu, H. F. 吳信鳳 (2006, March 17). Initial age of English instruction: Taiwan evidence.

Paper presented at the 40th TESOL Convention, Tampa, Fl., USA.

相關文件