Transcript of Telephone Interviews
Chinese English
Interest, time allocation, terminology in grammar instruction
我喜歡讀文法…文法很有用…大部 outcome is more instant than memorizing vocabulary. (S1)
文法規則很複雜又超難懂…老師應 該至少要花超過一半的上課時間來 解釋那些規則啊…講解文法規則比 解說單字更需要吧！(S19)
Grammar rules are very complicated and difficult to understand…teachers should spend at least over half of class time to explain the grammar rules…Explanation of the grammar rules is more necessary confusing…can not tell the differences.
(S24)
文法不重要啦…溝通式教學法的風
Grammar is of little importance…the prevalence of Communicative Approach focuses on communication purpose of language learning…I feel it opposed the hate to memorize the terminologies…I try not to emphasize these terminologies when explaining the grammar rules in class…Their hatred for grammar can be minimized this way. (T9)
Preference for group grammar practice to individual grammar practice 分組練習文法比較好啊…這樣剛新
教的文法有問題的地方就可以問同 組的同學了。(S12)
Practicing grammar in groups is better…I can ask group members about the
If the teacher asked us to do the grammar practice alone, I can only depend on myself…I feel insecure… I don’t know what I perceive is correct or not. (S20)
教完文法規則後，讓學生分組練習可 以激發他們的興趣…透過小組的互 動，文法規則會被強化，印象深刻。
(T5)
After teaching grammar rules, practicing in group activities can activate their interest…Through group interaction, the grammar patterns can be reinforced and made impressive. (T5)
學生都是喜歡分組活動，但是個別練 習也有其必要性…老師能更了解整 個班…知道班上哪些學生沒弄懂這 個文法重點。(T12)
Students like group activities, but practicing alone is also necessary…Teachers can have a better understanding of the whole class… to know which students in the class didn’t get the grammar point. (T12)
Language preference for teaching grammar English when teaching grammar…Since we are encouraged to think in English, are not designed in Chinese…Students need to have more exposure to English. difficult…Using Chinese is easier for students to understand...I don’t have the many students…Using Chinese makes them feel relaxed…Students feel better if they do not have to deal with the grammar and the content simultaneously. (T11)
Preference for peer correction or teacher correction 我比較喜歡被老師指正…老師的文
法比同學專精多了…他們的指正更 值得信任。(S5)
I prefer to be corrected by teachers…Teachers are more professional in grammar…Their corrections are much more trust-worthy.
(S5) corrections…They could have corrected the grammar errors wrongly…kind of
Students dislike being corrected by their English teachers…Teachers tend to eagerly correct the ungrammatical English of their students…They imperceptibly impose too much pressure on the students being corrected…ruined the atmosphere in the English classroom. (T2)
Peer corrections are definitely more welcome by senior high school students …Students during this stage do not like to be pointed out their errors directly…They feel hurt or face-threatening …Peer correction works much better…High school students are seeking peer acceptance. (T15)
Needs and attitudes towards error correction in speaking and writing 即使文法的錯誤沒有阻礙溝通，我仍
然想要被老師指正…我希望能說正 確 的 英 文 … 老 師 的 指 正 能 讓 我 進 步，說英文都合文法。(S12)
Even the grammar errors do not obstruct communication, I still want to be corrected by teachers…I hope I can speak correct English…Teacher corrections make me improve in speaking grammatically. (S12) errors there without correcting them…I feel they do not look at my writing seriously…A responsible English teacher should correct my writing, instead of asking group discussion or my own reflection to correct the errors. (S20)
根據溝通式教學法，如果不妨礙溝 通，學生講英文的時候要是有文法錯 誤應該要用很自然的態度面對…學 生講英文我會避免指正他的文法錯 誤，以免給學生負面觀感。(T5)
Based on the Communicative Approach, grammar errors in speaking should be treated naturally if they do not hinder communication…I will avoid correcting the speaking errors lest to cause negative feelings to students. (T5) grammar errors…they can score better in future English writing of JCEE English test…Peer correction through discussions can be interesting to correct these errors in writing…The errors corrected this way save more time…good classroom atmosphere. (T12)