Abstract
This study aims to expolre the implementation situation and effectiveness of the Downward Extending English Teaching Policy. The questionnaire survey has been adopted to get insight into the teacher’s teaching implementation, the difficulty they has encountered and the effectiveness of the English instruction. Besides, the research tries to investigate the relationship and impact between teacher’s teaching implementation situation and students’ learning effectivenss. The objects of this study are English teachers who teaches first and second graders in public elementary schools in 106 academic years in Yilan County, Keelung City,Taipei City,New Taipei City, Taoyuan City, Hsinchu City,Hsinchu County, Taichung City and Tainan City.The research handed out 427 questionnaires to 304 elemetary schools, 386 questionnares are collected, the recovery rate was 90.3%. There were 376 questionnaires valid with the availability rate of 97.4%. The data is analyzed by descriptive statistics, sample t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The findings based on the results of the research are as follows: 1.English teachers have high degree level on teachers’ teaching implementation situation, especially in teaching method dimension. 2.English teachers have high perception degree toward the teaching difficulty, especially in students dimension 3.English teachers show high degree level on the students’ learning effectiveness, especially in learning motivation dimension. 4.As to teaching implementation situation, firstly, in the teaching method dimension, official English subject teachers have higher implementation degree than teachers adjunct section director. Secondly, in the remedy teaching dimension, teachers from remote area schools have higher implementation degree than teachers from central area schools. Besides, teachers from schools which have three periods of English class per week have higher implementation degree than teachers from schools which have one period of English class per week. Thirdly, in the teaching resourse dimension and the whole teaching implementation situation, teachers from schools which have three periods of English classes per week have higher implementation degree than teachers from schools which have one and two periods of English class per week. 5.As to teaching difficulty, firstly, in the teaching dimension, teachers from central schools have higher perception degree than teachers from remote schools. Also, teachers of the schools with 13-24 classes have higher perception degree than teachers of the schools with 1-12 classes. Thirdly, in the policy dimension and the whole teaching difficulty situation, teachers from schools which have one period of English class per week have higher perception degree than teachers from schools have two periods of English class per week. 6.As to students’ learning effectiveness, firstly, in the language ability dimension, official subject teachers show better degree level than teacher adjunct section director. Secondly, in the whole students’ learning effectiveness situation, teachers from schools which have two periods of English class per week show better degree level than English teachers from schools which have one period of English class per week. 7.The teacher’s teaching implemetntion situation can apparently precit students’ learning effectiveness.