A Study of Sequential Curriculum of Primary and Secondary Schools in Taiwan
| Project/Area Number |
17520408
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Kyoto Junior College of Foreign Languages |
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Principal Investigator |
AIKAWA Masao Kyoto Junior College of Foreign Languages, Department of English Studies for Careers, Associate Professor (60290467)
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| Project Period (FY) |
2005 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥2,680,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥180,000)
Fiscal Year 2007: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | English Language Teaching / English Education / Educational Policy / Taiwan / 国際研究者交流 / 小学校英語 |
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| Research Abstract |
This study aims to identify the content of English language textbooks used in primary and secondary schools in Taiwan through qualitative and quantitative analysis. And it also aims to identify the sequence of some factors that constitutes English language instruction such as curriculum guidelines, purposes of language learning, and content standards etc. from primary to secondary level.
The results of the study can be concluded in the following three points.
1. By identifying the framework of curriculum and the position of the subject English in it, the purposes of English language education in each educational stage are related not only to students' linguistic skills but also cognitive development.
2. In the qualitative analysis of the framework of textbooks, grammar presentation, theme, content and text genre, the roles of each educational stage can be demonstrated clearly in each level of the textbook. For example, in the primary stage, it includes mostly conversation and phonics instruction. On the other hand, in the junior high school stage, some of the contents presented in the primary level are repeated although it teaches grammar explicitly. In the senior high school stage, the content is so rich both quantitatively and qualitatively that it seems to aim to develop students' logical and critical thinking skills. The quantitative analysis shows that about 1, 200 words are included in the primary and junior high school textbook and 6, 000 words in the senior high school level.
3. The result of the interview and questionnaire to some teachers reveals that some schools utilize the content standards to have teachers to plan their lessons and to select the textbook as a criterion. However, some schools and teachers do not seem to pay much attention to them because they rely too much on the textbooks censored by Ministry of Education.
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Report
(4 results)
Research Products
(13 results)
